Narcissistic Personality Disorder free essay sample

Examining the history, diagnostic criteria, prevalence, types, effect on others, therapy and drugs. A personality disorder is a mental illness in which a persons perceptions of the world, particularly of people and of social interactions, are altered in a negative fashion. Personality disorders generally involve self-destructive modes of thinking; that is, people with such disorders lack the mental flexibility to deal effectively with the world. People with narcissistic personality disorder (NPD) are characterized by a lack of empathy and by a belief that they are somehow better than those people around them. This perception extends to skills and accomplishments, appearance, and career success, among other things. Interestingly, this

How Your Resume Speaks to Potential Employers

How Your Resume Speaks to Potential Employers How Your Resume Speaks to Potential Employers There are many reasons why you might want to update your resume. Perhaps you are seeking a promotion, or want to shift to another division of your company. Maybe the role and responsibilities of your current position aren’t what you expected, and you need to begin looking for a different job. Wherever you’re at in the workplace world, it’s essential to have a solid resume. Your resume is how you speak to potential employers. What is your resume saying about you? Here are six tips to consider when building your resume. To Embellish, or Not to Embellish In a study by Career Builder, over 2,500 hiring managers discovered applicants doing more than dress up a few things. 56% found applicants lying, with 54% taking liberties describing their responsibilities. A quarter caught people adding credits from companies for whom they had never worked! While it’s important to highlight your duties with a position, it’s vital to be straightforward when describing the scope of your responsibilities on your resume. Does Your Resume Reflect Career Progression? Your resume should be the story of your career; ideally one with an upward trajectory. Set the tone of the resume by including relevant experience or training for the job listing. Hopefully, your most recent job will fit; but if you’re still working on gaining career highlights, pull from another credit instead. If you’re switching career paths, or you already have varied work experience, it’s okay to structure your resume; for example, you might have one category outlining your research-based work, and a different group highlighting your people skills. Organizing your experience into categories allows you to present a fuller picture of your abilities. First Impressions are Important Many recruiters say that it takes them a mere six seconds to decide if they’re putting your resume in the â€Å"yes† or â€Å"no† pile. This is why first impressions are so crucial. You don’t need to use coloured paper or wild fonts, but you should give your resume some style. Remember, you aren’t trying to convince them of your design sense; you’re trying to avoid being tossed in the â€Å"no† pile after a cursory glance. Does your resume look original, and not based on a template? Even if you used a model to start, you can still give it a clean, polished look that doesn’t feel like a stark template. Are the length and overall appearance appropriate for the job? You want to make it easy to process with a quick look, as the person reading it might easily be looking at upwards of hundreds of resumes. Points to consider regarding appearance: Clear design with white space between sections Clean copy, with no typos or spelling errors Un-cluttered paragraphs Simple, effective bullet points Font Matters How you present your choice of words also matters. Font choice is such a vital part of displaying a favourable appearance that it deserves its own mention. The main point when choosing a font style is making your resume easier to read. There are a couple of essential points to be made regarding font choice: Choose a serif font for print Serif refers to those little tails or flags at the end of a letter - like this. Those tails are supposed to lead the eye forward to the next letter, making it easier to read, especially when you are reading a large number of pages. â€Å"Sans serif† means without a serif, meaning there are no added tails to the letters. Don’t be fashionable A common wisecrack is â€Å"Don’t use Comic Sans.† That’s because this niche font was momentarily very trendy and was vastly over-used. Know how it will be read Some fonts work better on paper; some fonts look better on screen. If you know how your resume will be read, then select a font that makes the most of that medium. If you’re not sure, fonts like Cambria work equally well in both media. Top Three Fonts for Print: Bookman Old Style Cambria Garamond Top Three Fonts for Online: Calibri Cambria Georgia If you want to delve deeper into it, there are many visually pleasing fonts that will assist in giving your resume some life and voice. Choose a font that is easy to read and pleasing to the eye, and your resume is likelier to end up in the â€Å"yes† pile for a second glance. Don’t Say Too Much It’s important not to bog down your resume with unnecessary details. Tailor make your resume to include specifics that make you a more desirable candidate. If a credit isn’t relevant to the job, remove it. There’s no need to clutter up your resume with experiences that don’t apply. Keep your resume clean; don’t add unnecessary flourishes. The same goes for introductions and cover letters. The ability to be concise will set you apart. Hobbies and Interests If your hobbies and interests are genuinely applicable to the job, by all means, add them. Be specific. Saying that you like music isn’t descriptive; saying that you have a membership to the symphony, or that you play with a band that goes to retirement homes is. Membership in groups like Toastmasters demonstrates a willingness for self-improvement, as well as an interest in public speaking. Bonus tip: Managing Your Online Presence Depending on your field, having an online presence could help you stand out. However, your online presence can also be a drawback. Companies and their clients don’t want to work with someone who will potentially bring them unwanted negative attention. Having a positive, work-relevant social media presence shows potential employers you know how to be professional. Always remember, anything that you put up online is trackable and could be noticed by the watchful eye of someone in your industry. Three ways to use social media positively: LinkedIn Make connections with business and colleagues Twitter Post relevant industry content on your @twitter account Facebook Have a separate Facebook account for work colleagues and your personal friends Follow these ideas and suggestions when you update your cover letter and resume. We’ve covered a lot, but taking it step-by-step will make the process less overwhelming. If your current circumstances leave you with little time, or you need help putting your best foot forward in print, can help. Whether you require basic editing assistance or are starting from scratch, our writing staff can help set you apart from other candidates. With over 200 professional, MA, MSc, JD, MBA Ph.D. accelerated writers, we can ensure that your resume is a step above the competition. You can contact toll-free at 1-800-573-0840, by email at sales@masterwriter.ca, or place an order online through our online service page.

Nonurgent Use of Hospital Emergency Departments Research Paper

Nonurgent Use of Hospital Emergency Departments - Research Paper Example This book is relevant to the current study because of its discussion of the nature and effects of nonurgent use of EDs. It also includes a comprehensive discussion of the potential solutions to the problems caused by this pattern. It suggests the construction of additional safety net hospitals, community clinics, and other sources of care as a solution to the problem of caused by nonurgent use of EDs. This book is an excellent source of strategies and policies for EDs. (2) Hodge, M. (2007). Non-urgent Emergency Department Utilization in Southwestern Virginia among Medicaid Recipients. Ann Arbor, MI: Proquest. Generally, this book is about the current American healthcare system, focusing specifically on the evolution of the EDs’ functions. The author studied the prevalence of nonurgent use of EDs among beneficiaries of Medicaid in Southwestern Virginia. The author used both qualitative and quantitative methods to study the perceptions of both the patients and the hospital staff regarding utilization of EDs for nonurgent problems. The author reported that there is a high prevalence of nonurgent use of EDs in Southwestern Virginia and that there are considerable disparity between the perception of patients and hospital staffs regarding what is ‘urgent’ and what is ‘nonurgent’. ... (3) Institute of Medicine (U.S.) Committee on the Future of Emergency Care in the United States Health System (2007). Hospital-Based Emergency Care: At the Breaking Point. Washington, DC: National Academies Press. The author focuses on the evolution of the function of hospital-based emergency. It attempts to show, through figures and statistics, the number of ED visits for urgent and nonurgent problems. Through secondary-data analysis the author is able to determine that in recent times visits to the EDs for minor injuries rather than serious health problems dramatically increased. The author argued that although EDs keep on performing their usual tasks of giving urgent medical attention, they are forced to provide additional care for patients with nonurgent health problems. The author clearly illustrates that the responsibilities of EDs are continuously expanding. This book is relevant to the current study because it includes a discussion of the problems caused by the increasing pre valence of nonurgent use of EDs such as overcrowding, limited resources, and limited capacity. The author is able to clearly show that if these problems continue the quality of American healthcare will continue to decline. (4) Jones, R. (2004). Oxford Textbook of Primary Medical Care, Volume 1. New York: Oxford University Press. This book is mainly for general practitioners and primary health providers. The purpose of the author is to provide a conclusive discussion of primary care practice. It involves a discussion of nonurgent use of EDs and the absence of a single definition of the term ‘nonurgent’. The approach used by author is mainly descriptive or exploratory. The author concludes that a significant decrease or total eradication

Paul Van Dyke Concert Critique Essay Example | Topics and Well Written Essays - 750 words

Paul Van Dyke Concert Critique - Essay Example The costumes of the artist are a black shirt and black trouser. The staging of the singer is on a podium. The shooting of the video makes him appear to be moving across the podium from left to right and vice versa. A large part of the song mixes music, light, and motion using electrical control. The musicians were well prepared since the song achieved all the musical elements and styles in an efficient manner. The song is quite entertaining and has a message too. This is evidence that the musicians had a good command to the instruments (Ann 103). The song acted as an informative device to me. It made me feel the different and contrasting situations that humans undergo just because of the existing difference in time (Ann 98). The vocal style of the song is a soft one, which is not easy to understand. The next song is â€Å"the other side.† The song is categorized under the electronic dance music. The song has employed instruments such as guitar, drums, and piano. The vocal style used in the song is a soft one, and is easy to comprehend and interpret, with relevance to the video. Analyzed and interpreted, it is a political song showing the necessity of a good relationship between the top leading politicians in a given society and their subjects within the same society. The rhythm of the song is a complex one since there more than one rhythms in the song. It is easy for a dancer to get lost while listening. The song has a strong beat which changes in pitch and speed throughout the song. The tempo of the song is a medium a fast one. The costumes of the singer is a uniform black, both shirt and trouser. Other characters are in white attire. Considering the song’s choreography, there is no dancing on the performance of the song as the entire song takes place in the house of an old man. It looks like a story, in the making. The song was performed on a concert in New York. The musicians were not well prepared as there were difficulties hearing their voices. The instruments were high in volume submerging the performer’s voices. The lighting was red, in color making the background of the show appear red. The performers had a good command of music. Like other audiences, the song made me feel bad about the political system in our nation, where the top leaders behave like totalitarians towards their poor subjects. â€Å"Crush† is another song done by Dyke. There is the use of guitar, saxophones, trumpet, and drums in the song. It is electronic dance music. It is also classified under classical music. The vocal style is shouted, as there is a rising and falling of tones within the performance. The words or lyrics are difficult to understand. The core message

Project 2 Essay Example | Topics and Well Written Essays - 1750 words

Project 2 - Essay Example alue and the book can be utilized to witness the beginnings of the business of running a church, while ascertaining fundamental principles that remain solid concepts in the current administration of church funds. The terms of success within the financial development of a church is based on sound money management principles. McGarrah lists â€Å"Honest payment of all bills and obligations incurred† [2] as the first responsibility in administering the finances of a church. Using this tenant as a basis on which to make decisions about how funds will be used allows for the church to be a solid representation of what is honest and good. Arranging for goods and services to be given in donation should be done before jobs are completed or goods are delivered. To accept an obligation without the intent to make good on the contractual promise creates a poor example to the community and diminishes efforts towards the community in bringing members into the church. As in all things, however the church conducts itself and the way in which it develops relationships is _____________________________________________________________________ Another issue that McGarrah addresses is the issue of the salaries the church pays to the pastor and other employees who operate the church. McGarrah suggests that to pay a pastor a â€Å"starvation salary†[3] is unacceptable and will also reflect poorly on the reputation of the church. A poor reflection will also result from improper allocation to budgets. If budgets are not large enough to meet the needs of the objects of those budgets, then programs and projects will suffer allowing the appearance of inadequate management of the church funds. It is a harsh truth that a church needs money, just like any other organization, in order to grow and provide ministering nourishment to its flock. McGarrah says that â€Å"History shows that churches which have persistently belittled stewardship and finances, which have not used money in their

Effects of trade barriers

Effects of trade barriers Chapter 1 Introduction Trade is an exchange of services and goods for other services and goods or for money, Trade ( 2010). The paper discusses about the effects of trade barriers on international trade, i.e. to identify one or more variables (inflation, transportation cost, tariff, remittances, population, GDP deflator and exchange rate) in the study that effect international trade the most. A trade barrier is a general term that describes any government policy or regulation that restricts international trade (Trade barrier, 2010). The problem discussed is the effect of trade barriers on international trade. In order to address the problem, two hypotheses have been developed and tested. Each hypothesis explains the effect of variables as barrier to international trade. Secondary data of three years comprised on year 2005-2007, collected from the source World Trade Organization (WTO). The statistical tool applied to test the hypothesis is multi-variate regression model as there are more than one independent variable and one dependent variable. The independent variables identified in this paper are (Inflation, Exchange Rate, Remittances, GDP, Tariff, Population and Transportation Cost) the dependent variable are (Imports and Exports). The statistical result of the hypothesis testing can be seen in the following chapters. Inflation Generally inflation is defined as a rise in the general level of prices of goods and services over time, where as most of the economist define inflation as a rise in the prices of some specific set of goods or services, it is important to understand that the rise in prices is for specific set of goods and services and it should be constant, as well as a rise in price of one good or service as compared to other does not mean an increase in inflation it should be increased for every product or service. Inflation is measured as the percentage rate of change of a price index (Haq Hussain, 2008). Measures of Inflation There are many measures of inflation each for different sector, Consumer Price Indices (CPI) CPI measures the price of goods and services purchased by a consumer (Haq Hussain, 2008). Cost-of-Living Indices (COLI) Are indices similar to the CPI which is often used to adjust fixed and contractual incomes (Haq Hussain, 2008). Producer Price Indices (PPIs) measures the prices acknowledged by producers. This differs from the CPI in that price subsidization, income, and taxes may cause the amount acknowledged by the producer to differ from what the buyer paid. Producer price inflation measures the pressure being put on producers by the costs of their raw materials. This could be passed on as consumer inflation, or it could be absorbed by profits, or offset by increasing productivity (Haq Hussain, 2008). Commodity Price Indices (CPI) measures the price of a selection of commodities. In the present commodity price indices are weighted by the relative importance of the components to the all in cost of an employee (Haq Hussain, 2008). GDP Deflator GDP deflator is a measure of the price of all the goods and services included in Gross Domestic Product (GDP) (Haq Hussain, 2008). Capital Goods Price Index So far (CGPI) has not been established, where as several economists have recently pointed out the necessity of measuring capital goods inflation (inflation in the price of stocks, real estate, and other assets) separately. Indeed a given increase in the supply of money can lead to a rise in inflation (consumption goods inflation) and or to a rise in capital goods price inflation. The growth in money supply has remained fairly constant through since the 1970s however consumption goods price inflation has been reduced because most of the inflation has happened in the capital goods prices, Haq Hussain (2008), where as there are two common known measures widely reported in many countries, i.e. CPI and GDP Deflator. The above chart shows the trade of world developed countries in terms of exports and imports, the amount is in US billion dollars, the next chart is of inflation of the developed countries of the world, the purpose is to compare and analyze the countries inflation rate and trade in order to examine the impact caused by inflation on countries trade. As it can be seen that each country has different impact of inflation on its imports and exports, for instance Australia inflation rate was 2.30% in year 2007 where as its exports were 142 billion dollars and its imports were 160 billion dollars, similarly for Canada its inflation rate was 2.10% and its exports were 431.1 billion dollars and its imports were 386.4 billion dollars, therefore if a comparison is made between these countries it can be seen that every country has a different impact of inflation on its trade, hence it can be said that the reason for this difference of change is the size of countrys economic and financial structure. Tariff A tariff is a tax forced on an imported or exported commodities. In general dialect, however, it has come to mean import duties charged at the time goods are imported (Parkin, 1996). According to Japans customs tariff law a tariff a tax based on the standard of assessment of prices or volume of imported goods (Tariff, 2010). Functions of Tariff There are three major functions of tariffs: To serve as a basis of income; To protect domestic industries; and To remedy trade distortions (corrective function) (Functions of Tariff, 2010). The Income Function The income function simply means that the income from tariffs provides governments with a source of tax revenue. In the past, the income function was indeed a major reason for applying tariffs, for instance Japan generates about 845 billion yen in tariff revenue per year, which represents approximately 1.9 percent of total tax revenue (Meti, 2010). Protection of Domestic Industries Tariffs are also used as a policy tool to protect domestic industries from competition of importing goods, as well as tariffs are also used as a source of protection of market access from foreign exporters (Meti, 2010). Remedy to Trade Distortions Corrective tariffs are used as a remedy for trade distortions caused by companies to injure domestic industry, for instance anti-dumping agreement is used to impose duties on companies exporting goods that are specifically banned and cause damage to domestic industry of importing country (Meti, 2010). Remittance Remittance can be defined as sums of money that a migrant worker sends back to his or her country of origin (Wimaladharma, Pearce Stanton, 2004). Remittance plays a vital source of income for developing country economies, as well as millions of individual households, predominantly poor women and their children. Unlike aid or concealed investment flows, remittance reaches the poor directly, and the poor decide how the money is spent. Importantly, remittance services also offer a means for monetary institutions to increase their outreach and significance to poor clients (Wimaladharma, Pearce Stanton, 2004). For instance the largest remitting countries in terms of volume are the United States with remittances amounting to $28.4 billion, Saudi Arabia with remittances amounting to $15.1 billion and Germany with remittances amounting to $8.2 billion (Wimaladharma, Pearce Stanton, 2004). In the study, Ratha (2003), it was found that more than three-quarters of remittances go to lower mid-income and low income developing countries. India receives the largest volume of remittance mounting to $10 billion, then Mexico with $9.9 billion, followed by the Philippines with $6.4 billion (Wimaladharma, Pearce Stanton, 2004). Exchange Rate The price of one countrys currency expressed in another countrys currency. In other words, the rate at which one currency can be exchanged for another. For instance, the higher the exchange rate for one euro in terms of oneyen,the lower the relative value of the yen (Investopedia , 2010). Exchange Rate and Trade Exchange rate is one of the important factors in an open economy since it affects so many business, investment and strategic decisions. Various empirical studies have been conducted to assess the influence of exchange rate on trade balance, with the objective of providing valuable inputs to policy makers on the usefulness of exchange rate policy such as devaluation-based alteration policies (effected through nominal exchange rate) to balance a countrys foreign trade for instance, Greenwood (1984), Himarios (1989), Rose Yellen (1989) provided the evidence of relationship between exchange rate and trade balance. In a study, Oskooee (2001) stated that appreciation of exchange rate directly affects a country trade as it can be used as an effort to increase international competitiveness and help to improve its trade balance. On the other hand it was also reported in the study that depreciation of exchange rate increases exports by making exports fairly cheaper, and daunt imports by making imports fairly more expensive, thus improving trade balance(Liew, Lim, Hussain, 2000). Japan and ASEAN A study conducted using trade balance data from year 1986 to 1999 between Japan and 5 ASEAN countries to examine the impact of exchange rate on countries trade balance. It was found in the study that the role of exchange rate changes in initiating changes in the trade balances has been overstated. It is widely expected that the decrease of ASEAN-5 exchange rates with respect to Japanese yen would improve these economies trade balances with Japan during the sample period of study (Liew, Lim, Hussain, 2000). Gross Domestic Product Gross domestic product is the value of collective or total production of goods and services in a country during a given time period (Parkins, 1996). Measures of GDP There are two common measures of GDP namely: Expenditure Approach. Factor Income Approach. Expenditure Approach In expenditure approach the GDP is measured by adding consumption expenditure, investment, government purchase of goods and services and net exports (Parkins, 1996). Factor Income Approach In factor income approach the GDP is measured by adding all the incomes paid by the firms to household for the services of factor of production, for example compensation of employees, net interest, rental income, and profits paid for entrepreneurship (Parkins, 1996). Chapter 2 Literature Review Transportation Cost Europe A comparative study, Conlon (1981), was conducted in 1981 between Australia and Canada to investigate the role of transportation cost as a trade barrier in trade flow of both the countries. It was found in the study that in Australia nominal transport costs contribute over 40 per cent of the trade barrier in its trade flow, where as in Canada transport costs provide over 17 per cent of the total barriers. In the study by, Casas choi (1985), it was found that transportation cost being the trade barrier has two affects on the country economy 1) implicit tariff effect, 2) resource cost effect. The Implicit Cost Effect In the implicit cost effect, Casas choi (1985) an increase in transportation costs affects the trade flows by increasing the domestic comparative price of the imported goods. Resource Cost Effect In the resource cost effect, Casas choi (1985) an increase in transportation cost, shifts productive resources from traded goods to the transport sector, i.e. in case of increase in transportation cost, the resources used to produce goods domestically were allocated for payments of transportation bills due to which production of domestic goods suffered. United Kingdom Similarly an empirical study, Binkley Harrer (1981), conducted in the United Kingdom to examine the role of transportation cost as trade barrier, it was found that Transportation costs between countries pose a formidable barrier to trade, similar to other trade barriers such as tariffs. This study was further supported by the study of Sampson and Yeats in which it was concluded that transport costs to be a more significant trade barrier for United Kingdom exports than tariffs, (Sampson Yeats: Binkley: 1978 Harrer: 1981). Similarly another study conducted in the United Kingdom also concluded that transportation cost is more effective trade barrier as compared to tariffs (Sampson yeats, 1978: Binkley Harrer: 1981). United States A similar study by, Finger Yeats (1976), conducted in the United States gave the similar conclusion that that effective shield through international transportation costs is at least as high as that due to tariffs, Geraci Prewo (1977). In a study it was concluded by the author that progressive reduction in the transportation cost resulted in the growth of trade between United States and Europe, Shiue (2002). Similarly another study conducted in the United States also concluded that transportation cost is more effective trade barrier. Africa A study conducted in Africa to examine the effect of transportation cost on African trade, the results indicated that there is a very little trade flow within the Africa and the rest of the world, due to strict trade policies, for example according to, Collier (1995), Collier Gunning (1999), Limà £o and Venables (2001), There is a common belief that Africa trades too little both with itself and with the rest of the world. The poor performance is typically attributed to protectionist trade policies and high transport costs. Similarly another study concluded that the reason behind the low trade is the poor infrastructure and inappropriate transport policies (Amjadi Yeats 1995: Limà £o Venables, 2001). Australia A study conducted in Australia, Sampson Yeats (1977) to identify the trade barriers causing decline in Australian exports, it was found in the study that transportation cost is a major contributor to decline in export as compared to tariffs, in other words it can be said that 66 percent of the total Australian exports are decline due to transportation cost. China A study conducted in china by studying various trends in trade barriers, the purpose of the study was to identify trade barriers affecting Chinese exports, and it was found in the study that transportation cost is a major trade barrier as compared to tariffs and local markups (Li, 2007). Tanzania An empirical study, Kweka (2001) conducted for developing countries such as Tanzania it was found in the study that transportation cost as a trade barrier have two impacts on the economy: It reduces the export competitiveness, Kweka (2001), since the cost incurred by the producer and cost paid by the buyer is widens by the high transportation cost. In other words it can be said that due to the increase in transportation cost most of the export orders to developing countries such as Tanzania are declined. The second impact, Kweka (2001) on the economy of developing countries is a positive impact, due to high transportation cost the trade of locally produced goods increases, this is due to the fact that the gap between the prices of locally produce goods and imported goods become so wide that it becomes nearly impossible for the people of importing country to buy imported goods as a result 95 percent of the purchases are made off locally produce goods. Ultimately leading a growth in the overall economy. Tariff There are number of studies conducted to examine the impact of tariff as a trade barrier, for instance in a study it has been found that tariff and capital controls lead to trade deformation. Where as on the other hand it has also been that found tariff barriers in the importing countries tend to have a negative, though insignificant, effect on exports of countries (T. Tamirisa, 1999). Another study examining the impact of tariff as barrier on trade found that tariff has a significant negative effect on mutual exports, in part because of significant trade cost, where as in presence of tariff barrier the impact on imports is comparatively weak (T. Tamirisa, 1999). One more study examining the impact of tariff as a barrier in trade found that tariff is one of the significant factor of mutual trade in-between countries, as compared to country size wealth, exchange and capital controls, while tariff rate significantly reduce export of developing and transition economy (T. Tamirisa, 1999). A study conducted to examine the relationship between trade barriers and trade flow. The study identified number of barriers such as exchange control, tariff, NTBs, it has been found that tariff is one of the major trade barrier as compared to exchange control and NTBs. The study also concluded that tariff with other barriers of trade tend to reduce the volume of trade, as well as tariff alone have a depressing impact on the mutual trade of countries (Lee Swagel, 1997). The study also provided the evidence that country having bi-lateral trade is affected by tariff charges as a result it does not only have a strong negative effect imports but it acts as a substantial barrier to export also. Final study concluded that tariff act as a barrier to both imports and exports of a country (Lee Swagel, 1997). Another study conducted in year 1993 by lee to examine the distortion caused by tariff in international trade found that tariffs charges lower the long-run growth rates more significantly in a country that needs to import more under a free trade regime. As well as government intervention in terms of imposing a tariff on the imports of foreign goods leads to the increase in price paid by the domestic purchaser i.e. (1 + 7) times the price received by foreign exporters (lee, 1993). Therefore it can be said that, tariff has two effects on the economy, namely the deformation of resource distribution and the transfer of income, distortion effect of tariffs always decrease the steady-state levels of the capital stock, output, and consumption. Where as transfer of income help to retain the income earned through exports within the country, in presence of tariff where as in absence of tariff same income earned through export is used to settle import bills. On the other hand the study also concluded that when the tariff rates are high, the productivity of public input diminishes; thus, higher tariffs always lead to lower growth rates (lee, 1993). Empirical studies have found that tariff liberalization would transfer trade from the rich to the poor and from the local to the global. It has been estimated that the elimination of tariffs would create more trade for poor countries than for richer countries. They also imply that tariff elimination would divert trade away from continental preferential trading areas (lai zhu, 2004). The study provided the evidence that tariffs, and distance-related barriers and production costs are important factors affecting bilateral trade flow, where as tariff being the major element affecting the trade flow (lai zhu, 2004). For instance the trade among OECD countries is free form tariff charges where as non OECD countries have the highest tariff charges. As a result, the impact of tariffs on trade within OECD countries is likely less than 3.7% whereas the impact of tariffs on trade among non-OECD countries likely exceeds 3.7% (lai zhu, 2004). Population There are number of studies conducted to examine the impact of population on trade. These studies discussed various questions regarding the benefits of openness of trade between countries for instance, who gains from an opening of the borders between two neighboring countries? Will any country lose as borders are opened? Is it the small country or the large country that benefits most? (Shachmurove Spiegel, 2004) It is general perception that countries with large populations having no trade tend to have larger profits at the expense of consumers i.e. since there is no foreign producer in the country all the profits earned through production is solely taken by the country it self in simple words it can be said monopoly. Where as if the same country having trade with other countries or foreign producers are trading in the country tends to reduce its profits, as part of the profit is taken by foreign exporter. On the other hand keeping the same scenario for a country with small population tend to have lower profits in the absence of trade and it will further see a decline in its profits with the presence of foreign producer (Shachmurove Spiegel, 2004). There are number of studies conducted that provided the evidence that countries having population aging problems have direct impact on the country trade, for instance a study by, Kenc Sayan (2001), showed that changes in age composition of population are likely to affect saving and expenditure patterns, the resulting changes in composition of demand are expected to affect comparative prices between expenditure and investment goods. On the supply side, the decline in labor supply and the slow down in capital formation associated with population aging had cause changes in capital-labor ratios. As a result it alters relative factor prices and leads to second-round effects on resource allocation. Furthermore, since the changes in the relative capital intensities across traded and non-traded sectors affect real exchange rates and trade patterns, they are expected to create additional effects on partner country economies as well (Sayan Uyar, 2002). On the other hand if the countries experiencing population aging are large in the international trade, where as their partners are small and have not yet faced a population aging problem themselves. In other words, commodities and capital traded at the terms set by large economies may make these small countries vulnerable to the effects of population aging even if they have relatively young populations (Sayan Uyar, 2002). Gross Domestic Product (GDP) There are number of studies conducted to examine the impact of gross domestic product (GDP) on trade (imports exports) of a country, for instance a study conducted using gravity equation to examine the impact of gdp on exports of a country, the study classified the sample into three categories a) homogeneous goods, b) differentiated goods, and c) an in-between category (Feenstra, Markusen Rose, 2001). It found in the study that if a trade of one country with another move from homogeneous goods to differentiated goods, then the stretch of exports with respect to GDP rises considerably (Feenstra, Markusen Rose, 2001). The finding of the study is empirically strong and significant both economically and statistically, as well as the study also stated that the GDP of the exporting country is found to be a powerful illustrative variable in the comparative strength of bilateral trade relations (Feenstra, Markusen Rose, 2001). Another study conducted in India to examine the impact of various economic variables such as (distance, GDP, population, tariff, and exchange rate) on Indian trade flows. Previous studies have also been conducted using gravity model to examine the impact of economic variables on trade flows, it was reported in the previous studies that distance has a negative and significant impact on trade where as GDP and population have a positive and significant impact on trade flows (Srinivasan Archana, 2008). Likewise the previous studies, the study conducted in India reported the similar findings, i.e. larger distance reduces mutual trade and a larger GDP and population of the trading countries increase trade. It was also found in the study that size of the economy is an important influential factor explaining the inflow and outflow of goods and services. A study similar to previous studies was conducted to examine the impact of gdp on trade flows of a country. The study supported the findings of the previous studies that tariff barrier of importing country have a negative and significant impact on exporting countries, where as the study also reported that the larger gdp and population have a positive impact on bilateral exports of countries (Tamirisa, 1999). A study conducted by, Ghartey (1993), using economic data of three countries (United States, Japan and Taiwan) to examine the impact of gdp of each country on its trade flows, it was found in the study that United states GDP promoted its exports, where as for Japan and Taiwan the impact was opposite (Chen, 2009). Similarly another study conducted by, Jung Marshall (1985), to examine the relationship between GDP and exports, the study used thirty one years of GDP and exports data from year 1950 to year 1981 for 37 developing countries, it was found in the study that there is no relationship between GDP and exports of 37 developing countries except Israel (Chen, 2009). China A study conducted in china by, Shen (1999) to examine the relationship between exports and GDP, the study used twenty one years of exports and GDP data from year 1977 to year 1998, the study found that there is a short term relationship between the Chinese GDP and exports, where there is no long term relationship between the two variables (Chen, 2009). Pakistan A study conducted in Pakistan to examine the impact of GDP on Pakistan trade flows, it was found in the study that an increase in GDP i.e. increase in domestic income results in increase in imports, for instance a one-percent increase in Pakistan GDP increases imports from US and Japan by an equivalent percent. Where as if compared to UK and Germany the trade flow is positive and small but not significant (Akhtar Malik, 2000). Inflation What exactly is inflation? A persistent increase in the level of consumer prices or a persistent decline in the purchasing power of money, caused by an increase in available currency and credit beyond the proportion of available goods and services. Inflation occurs when the price level rises from one period to the next (Robinson, 2007). The Impact of Inflation on International Trade A study conducted in U.S, Robinson (2007) to investigate the impact of inflation on international trade and small business. It was found that inflation creates uncertainty that discourages productive activity, savings and investing and ultimately reduces the competitiveness of a country in international trade. It was also found that if inflation is not offset by a nation with a less valuable currency, the U.S.s exports become more expensive and less attractive. This makes other countries imports more attractive. As a result this forms an economy of unbalanced trade with more reduced U.S. economy and international trade (Robinson, 2007). Inflation has many disadvantages; it creates uncertainty, in that people do not know what the money they earn today buy tomorrow. This uncertainty discourages productive activity, saving and investing. Inflation reduces the competitiveness of the country in international trade. If inflation is not offset by a nation with a less valuable currency, the U.S.s exports become more expensive and less attractive. This makes other countries imports more attractive. This forms an economy of unbalanced trade which results in a much more reduced U.S. economy (Robinson, 2007). Inflation and Trade A study conducted, Fitoussi (2007), to investigate the impact of inflation on trade found that in the last 15 years or so, disinflation and the increase of world trade seem to have gone hand in hand. It was found that in the past three decades a downward trend in inflation caused an inward trend in world trade (Fitoussi, 2007). The first fact that can be observed is that the past three decades were characterized both by an upward trend in world trade (measured as exports over GDP) and a downward trend in inflation (measured as yearly change in CPI) (Fitoussi, 2007). Remittances In general remittances are defined as a portion of the earnings a migrant sends to relatives back home, IMF (2010). It has been estimated that workers migrated to different countries send home between US$ 2000 to US$ 5000 a year, i.e. in terms of percentage around 20% to 30% of their income. It has been found in the previous researches that poor countries receive larger amount of remittances as compared to high income countries for instance In 2007, the top three recipients of remittances India, China, and Mexico-each received over $25 billion. But smaller and poorer countries tend to receive relatively larger remittances when the size of the economy is taken into account. Expressing remittances as a share of GDP, the top recipients were Tajikistan (36 percent), Moldova (36 percent), Tonga (32 percent) and Kyrgyz Republic (27percent). Remittances as a share of GDP amounted to 3.6 percent of GDP in low-income countries in 2006 compared to 1.7 percent in middle-income countries (Ratha Mohapatra, 2007). Numbers of studies have been conducted to examine the impact of remittances on the trade of a country; these studies provided a mix of evidence regarding the impact of remittances on countries trade, for instance some studies provided the evidence that remittances can improve a countrys creditworthiness and thereby enhance its access to international capital markets for financing infrastructure and other development projects, in other words it can be said that increase in inflow of remittances increase the foreign reserves of a country, hence it enhances the ability of a country to meet its foreign trade obligations (paying of import bills). This enhancement of country ability indicates a sign of increase in its economic activity as a result it attracts foreign investors and foreign export orders (Ratha Mohapatra, 2007). For instance the ratio of debt to exports of goods and services, a key indebtedness indicator, would increase significantly if remittances were excluded from the denominator. Exchange Rate Turkey A study conducted, Vergil (2001), to investigate the impact of exchange rate volatility on Turkish trade flows comprising on 10 years data from year 1990 to year 2000. It was found in the study that exchange rate volatility has a negative impact on Turkish trade flows. Africa A study conducted to analyze the impact of exchange rate volatility on African countries trade flows. The study used 33 sub-Saharan African countries exchange rate macro-economic performance indicators data. It was found in the study that exchange rates contributed a great deal towards Africas poor economic performance, Ghura Grennes (1993), i.e. overvaluation in exchange rate resulted in lower level of exports, lower level of real GDP per Capita and lower level of Savings (Shatz Tarr: 1990). G-7 Countries A study conducted by international monetary fund to investigate the impact of exchange fluctuation on world trade, in the study the G-7 countries trade was taken as world trade. The purpose of the study was to compare the results of IMF 1984 study a

George Orwells Nineteen Eighty-Four 1984 :: Free Essays on 1984

The Orwell’s perception of an ideal government is pretty much the same as Montesqueue describes in â€Å"Persian letters†. They both seem to think that the best government would be one in which power was balanced among three groups of officials. As opposed to totalitarian regime of the Party, Montesque’s ideal government would be the government elected by people and not a product of a despotic ruler’s ideas. He, as well as the Orwell believed that the success of democracy- a government in which the people have the power - depended upon maintaining the right balance of power. Moreover, the only way of achieving this would be dividing power onto three branches: an authority that enforced laws (like a king), Parliament, which made laws, and the judges in courts who interpreted laws. According to Montesqueue it is called ‘separation of powers’. Avoiding placing too much power on one individual or group of individuals would certainly prevent total itarian governments of coming into existence. Therefore, no branch of the government could threaten the freedom of the people. Orwell’s society displays a threatening projection of a totalitarian system into the future. Indeed it is a regime very similar to the tyrannies of the 20th century and strongly echoes Stalin Russia or Nazi Germany. The dominant mood inside this repressive system is one of threat and suppression due to the systematic persecution and oppression of non-conformists. As Goldstein explains in his ‘Oligarchical Collectivism’ there have always been three classes: the high, the middle and the low with the middle and the high constantly changing their respective position. Eventually this movement was identified by historians as being cyclical. In an attempt to interrupt this recurring pattern the Party is essentially focusing on the problem of Stability. Indeed Stability becomes principal in Oceania as well as in the other two superpowers Eastasia and Eurasia. In short it is the problem of how to keep things the way they are and maintain a hierarchical society without risk ing an overthrow of the established system. Several devices and attitudes have been conceived to achieve this aim. First of all the Party constantly controls and monitors its subjects. A crucial device in this scheme is the telescreen which, by being able to send as well as to receive information, allows a constant surveillance of all Party members. In addition other institutions such as the Thought Police or the Spies have been contrived to guarantee a maximum of surveillance.

Warning People about the Approaching Hurricane

Good morning,to all but actually what’s so good about this morning.I have specially aired this to say a few words about Hurricane Irene, urge Americans to take it seriously.I will also brief you’ll about some do’s and don’ts that you’ll have to follow. As you’ll know there were heavy rains and harsh winds smashing in New York and New Jersey and there was a flooding yesterday on Sunday.The hurricane stirred up to 7 foot waves!Therfore I declare that the streets,subways and homes of New York and New Jersey have to get emptied.The people have to move to safe refuge areas, where I insure you’ll there will be protection.I have also spoken to all the governors who will then brief you’ll in detail.The death toll is also raising, there were 46 deaths yesterday. 25 people have died due to topples treeand other hurricane related incidents.Thus, it is my humble request to all of you to not take it lightly and be cautious. We will also keep people posted to keep a watch on the hurricane. According the weather reporters there is going to high tide which will cause flooding Tuesday, so please stay indoors and inform your friends,family members and your close one.Due to this we are also postponing three Major League Soccer games.45 flights have been canceled due to the hurricane. If you are in the projected path of this hurricane, you have to take precautions,be alert now.Don’t wait.Don’t delay.We all hope for the best, but we have to be prepared for the worst.So if you’re in the way of this hurricane, you should be preparing now.I want you’ll to exercise caution by seeing updates on the television and listening to the radio.There are some safety measures that you’ll have to take- Secure your homes with closed storm shutter or even card board would be okay. Avoid using your phones,only if in an emergency. If unable to evacuate stay indoors. Stay in a wind free room Lie down under a table or any other sturdy object. Listen to instructions given by local officials. Know your evacuation routine. Keep a supply kit. Turn off propane tanks. Last but not the least please do not panic,stay calm, patient and cool. If in need call on 911.I am sure you’ll want to be safe.isn’t it? Your town mayors will provide you’ll with water, food and blankets if in need.Each family in each town will be given a given a copy of the emergency route and a paper with all the important number and guidelines. Let all be united, cooperating and brave to overcome this hurdle together,just like last time during Hurricane Katrina. Let not get scared of the hurricane by following all instructions and the safety measures.Lets see all the cities that are getting affected back to their normal.Do what to be safe?If yes, be cooperating as even we are doing our best to keep you,you and you safe.

Analytical Essay Sampe on the Novel #8220;1984#8221; by George Orwella

Analytical Essay Sampe on the Novel #8220;1984#8221; by George Orwella George Orwells classic novel 1984 is a perfect example of a futuristic totalitarian regime and a dystopia. Orwells tale expresses his vision of a government changing and becoming a totalitarian government. The government, in this story, is run by an unknown leader who goes by the title Big Brother. The concept of Big Brother is that someone is always watching, and people can never deceive the government. In Orwell’s idea of what may happen in the future, Big Brother monitors everything everyone does or even thinks. Orwell was born with the name Eric Arthur Blair, in 1903, in Bengal, India. His father was Richard Walmesley Blair. He worked in the Opium department of the Indian Civil Service as a minor customs official.(Biography) When Orwell was four, his family returned to England. They then settled in a village near London, Henley. Soon after their move his father returned to India. Orwell was sent to a private elementary school in Sussex when he was eight years old. His experiences there influenced his views on the English class system. After finishing school there he went to two private secondary schools using scholarships.(Biography) He went to Wellington for one term and Eton for four and a half years. Orwell later received training in Burma and became an Indian Imperial Police officer. He served there from 1922 to 1927. Orwell decided not to return to Burma while he was on leave in England. He had dreamed of becoming a writer ever since he was a child. He did not feel the Imperial Police was a suitable job for him.(Biography) He had also realized how imperialistic the Police unit was and rejected it. He resigned on January 1, 1928. The opening of the book explains the setting of London, which is now Oceania, in the year 1984. London is described, as having a strict government that Orwell felt could have existed in 1984 if people did not listen to his warnings.(I Texas) It also tells of how citizens are monitored everywhere they go. There are â€Å"telescreens† in each room which constantly show pictures of â€Å"Big Brother† speaking, but they are also videotaping everything that is going on. As you progress into the book you discover the main character, Winston Smith, begins to want to revolt against â€Å"Big Brother.† As these rebellious urges progress he begins a love affair, which in this time is illegal, with a girl named Julia.(I Texas) The novel has a classic tale of betrayal when Winston discovers that O’Brien, who he thought was a rebel like himself, was actually a chief inquisitor for the inner party of â€Å"Big Brother.† The book is ended when Winston is captured, tortured, and basically brainwashed. The punishments Winston goes through eventually make him realize that he loves â€Å"Big Brother.†(I Texas) There were many personifications, allegories, ironies, and symbolisms in 1984. Orwell’s character, Winston, was named after England’s great WWII leader Winston Churchill. An article Winston once wrote about freedom meaning that you could say that two and two makes four is used against him in the end. This shows some of the irony Orwell used in his writing. The story relates a great deal to what Hitler had been doing a few years before in Germany. The citizens are fed endless propaganda to ensure they will not go against the government.(I Texas) Orwell also was referring to NAZI Germany when he wrote about â€Å"Doublethink.† The theory behind â€Å"Doublethink† is the process that was used on Winston to make him believe two and two equal five. Orwell creates a symbolism between the separate states of 1984, and the separate countries during the time the book was written. He created Oceania to represent the United States, Urasia to represent Russia, and East asia to represent China.(I Texas) Another example of symbolism in this novel is the paperweight Winston buys in the old junk shop. It stands for the fragile relationship Winston shares with Julia. The coral in the inside of the paperweight represents Julia and Winston. In addition to the symbolisms, 1984 also includes some foreshadowing. The nursery rhymes do have a sentimental value to them, but they also create a foreshadowing of Julia and Winston’s betrayal to each other. Because they have been altered, the nursery rhymes do not always have the same meaning as they did before.(I Texas) For example, one of them ends with, â€Å"I sold you and you sold me.† The story of 1984 can also be related to the present day government of the United States. One can already see that in our schools the freedom of speech is limited. Because of school shootings, student threats are being taken more seriously. Some schools however do not take it as seriously as others. However, it was not until September eleventh that it really became noticeable. After the tragedy in New York and Washington D.C., many precautions have been taken to ensure further terrorists acts do not happen again. Since the attacks, freedoms have been lessened. Phone conversations can now be recorded without permission, and one can be taken in for questioning just for something discussed on the phone. These are similar to the rights that are taken away while students are at school, but it is on a much larger scale. Security has been greatly increased in all forms of travel. This may not necessarily be a bad thing but it is time consuming. When traveling now on planes, all bags must be checked. This means one must arrive at the airport earlier to be sure to make the flight. It is understood that along with freedoms, come a certain amount of responsibilities. George Orwell’s 1984 was an extremely good book. It really makes one think about how horrible it would be to live in a totalitarian society. It makes one seriously wonder if the United States is slowly becoming more of a totalitarian government. George Orwell wrote 1984 in 1948.(I Texas) It has only been a little over 50 years. One should look at where our government has moved over the past 50 years. Just imagine where we will be in another 50 or 100 years. People should take into account that this could really happen and that it is a real threat. George Orwell’s novel of a futuristic totalitarian regime and dystopia is a classic tale that acts as a warning to all governments, to guard against becoming more like â€Å"Big Brother.† It emphasizes many important symbolisms and allegories to ensure that something as horrific as NAZI Germany does not happen again. The United States has changed significantly since September 11, 2001. Would it be possible for 1984 to become a reality in the United States? You can order a custom essay, term paper, research paper, thesis or dissertation on 1984 from our professional custom essay writing service which provides students with high-quality custom written papers on any topics.

The 10 New SAT Changes and What They Mean for You

The 10 New SAT Changes and What They Mean for You SAT / ACT Prep Online Guides and Tips Times, they are a-changin’. Bob Dylan’s 1964 anthem of change may not have originally referred to a college admissions test, but it certainly applies to the SAT overhaul of 2016. The redesigned test features huge changes from its previous version, in terms of its structure, scoring, and content. Read on to learn about the major updates and what you can do to prepare for them. To start, let’s take a look at the test’s structure and exactly how it’s a-changin'. Changes in SAT Structure: Four Long Sections and Optional Essay Anyone familiar with the old SAT will immediately notice huge structural changes in the new test. While the old SAT had ten shorter sections, the new SAT has just four (or five with the optional essay). The old SAT’s subject order was largely random, but the new SAT’s order is predictable: first, Reading; second, Writing and Language; third, Math No Calculator; and fourth, Math with Calculator. Its Essay section is now optional, and you can choose to add it as a fifth section at the end. You can compare the structure of the old and new tests and see just how different they are in the charts below. Old SAT Structure The old SAT had ten sections. The first was always the essay, and the last was always a short Writing section. In between, though, you couldn't predict the order of Critical Reading, Writing, and Math. Students had different tests, so the person beside you might have been working on Math while you were skimming throughCritical Reading passages. Two of the Math sections were 25 minutes, and one was 20 minutes. Similarly, two of the Critical Reading sections were 25 minutes, and one was 20 minutes. As for Writing, you had a 25-minute essay, a 25-minute multiple choice, and a 10-minute multiple choice. Compared to the redesigned SAT, this old format seems prettyrandom! Order Section Time in Minutes 1 Essay 25 minutes 2 - 9 3 Critical Reading, 3 Math, 1 Writing, and 1 Experimental Section in any order six 25-minute sections and two20-minute sections 10 Writing 10 minutes Total: 3 hours, 45 minutes New SAT Structure By looking at the chart above, you can tell thatstudents who took the old SAT went into the test with a lot of unanswered questions about its exact format. They couldn't know exactly what order the majority of the test, sections 2 through 9, would come in. On the new SAT, you can know the order and length of each section. You also get more insight into passage and question types, which we'll explore below. First, take a look at the predictable structure of the new SAT. Order Section Time in Minutes 1 Reading 65 2 Writing and Language 35 3 Math No Calculator 25 4 Math Calculator 55 5 Essay (optional) 50 Total: 3 hours, 50 minutes (3 hours without essay) Notice that some of the section names have been changed. Critical Reading has been shortened to Reading, while Writing has been lengthened to Writing and Language (but we'll probably still call it Writing anyway). Another difference you might notice between the two tests is that the new SAT features two Math sections, one where a calculator is permitted and the other where one is prohibited. This is a new feature, as you could always use a calculator on the old SAT. Since the two tests are so different, they require somewhat different approaches to prep. Whether you’ve already studied for the old SAT or not, how can you shape your studying now to approachthis new SAT structure? Since you'll get fewer sections for longer, you'll have even more responsibility for managing your time onthe SAT. Tips for Your Prep The new SAT is all about focus. With just four sections (or five with the essay), you’ll work on one subject for a big chunk oftime. While students taking the old SAT had to get used to quickly shifting their mindset from Reading to Math to Writing and back again, students taking the new SAT will need to concentrate on one subject for an extended period of time. Since you’ll encounter longer sections, you should also practice managing your time across a large amount of material. On the Reading section, for instance, you’ve got to divide your time among five passages over 65 minutes. On the old SAT, you might struggle with one Reading section but have two(or three if your experimental section was Reading)more sections to try again. On the new SAT, you only get one Reading section and can’t return to it. You'llneed to manage your time well and make sure you don’t let one tricky passage or word problem trip you up for the rest of a section. In addition to test-taking and time management strategies, you’ll also need to do some research before you register for the SAT. Besides figuring out your best test date for the SAT, you also need to decide whether or not to take the Essay section. For the most part, this decision relies on your colleges’ requirements. Before you register, check whether your colleges require essay scores on your SAT score report. As a result of its restructuring, the SAT now has a new scoring system too. Read on to learn how the new SAT is scored and tips for adjusting your test-taking strategies. The SAT has shed its scales and embraced a whole new look. Changes in SAT Scoring: Return to 400 to 1600 Scale Any students who took the SAT in 2005 or earlier will recognize the new SAT scoring scale. It now has a maximum score of 1600, rather than 2400. Your score will be half math and half verbal. The math sections will be scored together from 200 to 800, and the Reading and Writing sections will be combined into one Evidence-based Reading and Writing (EBRW) score between 200 and 800. If you choose to take the Essay section, your essay score won’t be factored into your total scores. Instead, you’ll get three separate essay scores between 2 and 8 for Reading, Writing, and Analysis. As with the old SAT essay, two readers will read and score your essay. Just as your essay score is broken down by skill area, your test scores will also get a variety of subscores. You’ll get test scores between 10 and 40 so you can see how you did on Reading, Writing, and Math separately. You’ll also get cross-test scores and subscores that reveal how well you did on specific skill areas and question types. Finally, another big change is the adoption of rights-only scoring. While the old SAT deducted points for wrong answers, the new SAT has no penalties. You’ll get one point per correct answer, but no points added or taken away for wrong or skipped answers. The SAT has undergone big changes in its scoring system. Is there anything you can do to prepare for the new scale? Don't underestimatethe Math section, asit's now worth half of your total score! Tips for Your Prep The changes in SAT scoring affect your test prep in a few ways. First, your Reading and Writing scores no longer count for two-thirds of your total score, as they did on the old SAT. Now Reading and Writing arehalf the score, while math is the other half. This change may shift the amount of time you devote to prepping for each section. Make sure to spend sufficient time on Math, especially if it’s not your strong subject, as it now counts for a greater proportionof your overall score. If you’re writing the essay, you’d be well served to familiarize yourself with the rubric on which graders base their scores. Since you’ll get scores for Reading, Writing, and Analysis, you should learn exactly what you need to accomplish to score an 8 in each of these three categories. While your section and total scores matter most for college, the more specific cross-test scores and subscores can be useful feedback. If you’re retaking the SAT, then these scores can help you identify exactly which question types are your strong point and which ones are weak points. Even if you haven’t taken the SAT yet, you can take the time to calculate these scores from your own practice tests. These scores will give you insight into your strengths and weaknesses, insight you can then use to shape your study plan. Finally, the switch to rights-only scoring means that you no longer have to worry about which questions to answer and which to leave blank. In fact, you shouldn’t leave any questions blank, as there’s no penalty for wrong answers. If you’re not sure on a question, you should still give it your best try. With only four answer choices on the new SAT (as opposed to the previous five), you have an even stronger chance of making a lucky guess! Now that we’ve reviewed the big picture 2016 SAT changes, let’s take a closer look at specific changes to content and question types in each subject area, Reading, Writing and Language, and Math. After you read through these changes, you’ll get an extra one that appears in all three subjects - data interpretation questions. First, though, let’s take a look at the new SAT Reading section. On the new SAT Reading, you'll know the general topics of each of the five passages. Changes in SAT Reading: New Question Types One change to SAT Reading is its greater predictability. You know exactly how many passages you’ll get - five - and the subject matter that each with will deal with - one with US and World Literature, two with History and Social Studies, and two with Science. All of the questions will be passage-based and will test four main skill areas: Command of Evidence, Words in Context, Analysis in History/Social Studies, and Analysis in Science.Many Reading questions resemble those on the old SAT; they ask you to interpret the meaning of a passage, supporting detail, or individual word. There are two big 2016 SAT changes to Reading that you should know, though, the first being the elimination of sentence completion questions. #1: No More Sentence Completions As you just read, the SAT Reading questions are all passage-based. This means that the sentence completions on the old SAT have been completely done away with. These were stand-alone questions that asked you to fill in one or two blanks with often obscure, high-level vocabulary words. On the new SAT, these question types have disappeared. Vocabulary still plays a role, though, as sentence completions have beenreincarnated as Words in Context questions. Words in Contextquestions will ask you the meaning of a word in the context of its passage. These words won’t be especially obscure; instead, they’ll feature more commonly used words that may be being used in an unusual way. While the new SAT has gotten rid of sentence completions, it’s introduced an entirely new question type: the evidence-based question. #2: Evidence-Based Questions For the first time, SAT Reading features questions that relate to one another. One question may ask you to interpret the meaning of a sentence or paragraph. Then the next question may ask for the reason behind your answer to the previous question. This official sample question features one of these new evidence-based questions: Most evidence-based questions will feature this same wording: â€Å"Which choice provides the best evidence for the answer to the previous question?† In the past year, a few students noticed these new question types on the experimental sections of their SAT tests; if you’re in this group, then you may already have some experience with this question type on test day! In addition to learning about these changes in question types, what else can you do to prepare for them? Make sure to incorporate historical and scientific texts into your prep for SAT Reading. Tips for Your Reading Prep There are many concepts and strategies you can use to prep for Reading, but, for now, let’s focus on what you can do to prepare specifically for the changes described above. First, you learned that the texts are no longer predominantly prose, but instead are sourced from history, social studies, and science. To get ready, you should seek out a variety of texts - readings from history and science class may be helpful here - to develop your reading comprehension skills across genres. Science passages can be especially technical, so you want to practice reading scientific texts. College Board’s first official SAT practice test, for example, features a passage by â€Å"Fathers of DNA† Watson and Crick. This type of writing, produced by scientists in 1953, is quite different than a passage from, say, Jane Austen’s Emma. Since sentence completions are gone, you don’t have to worry about studying long lists of obscure vocabulary anymore (as a taker of the â€Å"old SAT,† I still can’t believe students won’t need to memorize the definitions of words like obstreperous and perspicacity!). Instead, you should focus on more commonly used, multiple-meaning words and gain a sense of how meaning shifts depending on context. The final new SAT change for which you should prepare is the introduction of evidence-based questions. While these questions are new, the mindset of backing up your answer with evidence from the text shouldn’t be. Reading questions have always required that you base your answers completely on information presented in apassage. In many ways, these new questions serve as helpful reminders to refer back to the text and to double check that you have specific proof from the text to back up your answers. Now let’s take a look at the new SAT changes in Writing, many of which resemble the changes in Reading. SAT Writing and Language still tests grammar, but in a somewhatdifferent way. Changes in SAT Writing and Language: Passage-Based Questions One new SAT change involves naming: the Writing section is now technically called Writing and Language. Since most long words and titles inevitably get abbreviated, though, the majority of people will probably still refer to it as the Writing section. Just like in the Reading section, the Writing section’s questions are now 100% passage-based. They still ask about English grammar and usage, but they’ll also ask you to do big-picture editing, like reorganizing ideas or adding a sentence to improve meaning. Additionally, you’ll now get some questions that ask about punctuation, like comma and apostrophe usage. As with the Reading section, the subject matter of the Writing passages is predetermined. You’ll get four passages, one each dealing with Careers, Social Studies, Humanities, and Science. Unlike the Reading, you won’t get any prose; instead, the passages will be texts that are argument-based, explanatory, or nonfiction narrative. You’ll get many questions that ask you whether adding a detail or reorganizing sentences would strengthen a passage. Some words and sentences will be best just as they are, so one of your answer choices will be, â€Å"No Change.† Given this switch to passage-based questions, many of which focus on big-picture editing, what can you do to prepare for the new SAT changes in Writing? Tips for Your Writing prep Your prep for the new Writing section remains similar to what it was for the old. You should focus on rules of grammar and usagewhile also adding punctuation rules to your review. The redesigned section also calls for a strong understanding of structure, organization, and transitions betweenideas. Developing your writing and editing skills in school will help you do well in this section. As with the Reading passages, you should also work to sharpen your reading comprehension of texts from various nonfiction genres, especially from the fields of social studies and science. As you read, pay attention to how an author introduces, concludes, and movesbetween ideas, as well as how she uses supporting details to reinforce an argument or central thesis. Again, both verbal sections now place a heavy emphasis on vocabulary, details, and ideas in context with their entirely passage-based questions. As you read, write, and edit in your SAT prep, in school, and in your own time, make sure to pay attention to the context around a word or detail that helps shape its meaning and purpose. Get ready to write out math problems by hand. There are 20 questions that you'll have to solve without a calculator. Changes in SAT Math: New Skills and Calculator Rules The new SAT Math is divided into a 25-minute section and a 55-minute section with a short break in-between. Let’s take a look at the 2016 SAT changes in skill areas, as well as explore the new calculator rules. #1: DifferentSkill Areas The new SAT Math focuses largely on algebra. For the first time, it also features problems that ask about trigonometry and complex numbers. The number of geometry problems has been largely reduced, now making up only about 3 to 5% of the total questions. These trig, complex numbers, and geometry questions fall into the skill area called Additional Topics. The other skill areas are Heart of Algebra, Passport to Advanced Math, and Problem Solving and Data Analysis. Another 2016 SAT change is the emphasis on word problems featuring â€Å"real world scenarios.† College Board says that it wants to test the math you’ll use in real-life situations, like in college courses, jobs, and even your personal life. You’ll see questions, for instance, that ask you to calculate gas mileage of a car or to convert one country’s currency into another. Before discussing how you can prep for the changes in math content, let’s review the secondbig change: the division into a â€Å"calculator prohibited† and a â€Å"calculator permitted† section. #2: No Calculator and Calculator Section You’ll start in on SAT Math with a 25-minute section during which you’re not allowed to use a calculator. The 20 questions in this section don’t necessarily require a calculator; instead, they’re meant to test your understanding of a mathematical concept, rather than your ability to perform complex calculations out by hand. You’ll probably get some basic arithmetic on the No Calculator section, but it won’t go beyond multiplication or division of numbers with decimals. In fact, many of the questions on both sections are easier to solve without the use of a calculator. So even when you’re allowed to use it on your second section, you might be better off solving many of the problems by hand. Taking these changes together, how can you sharpen your math skills and do well in these two sections? Tips for Your Math Prep To begin, you should familiarize yourself with exactly what concepts will be tested on SAT Math. Make sure your practice materials break down each of the major skill areas - Heart of Algebra, Passport to Advanced Math, Problem Solving and Data Analysis, and Additional Topics - into their component subtopics. Then you can pair your review of each concept with relevant practice questions. Your main focus will be algebra, but you’ll need to be able to do some trigonometry and geometry as well. You should also practice reading comprehension when it comes to word problems. Some of these word problems will contain extraneous information, so you’ll need to discern which details are important for working toward a solution. In order to prepare fully for the No Calculator section, you should sharpen your skills of solving multiplication, division, addition, and subtraction problems by hand. You won’t have to do a lot of calculating, as this section aims to test your conceptual understanding rather than your ability to mimic a calculator. Still, though, you’ll get a few questions that will require calculations, so you want to make sure you can still write out these problems long-hand. Finally, you read above that you might not always need a calculator, even on the problems when you’re permitted to do so. College Board says it wants to test your calculator fluency, or ability to determine when a calculator’s a useful tool and when it’s unnecessary. Keep a critical eye on your calculator use as you answer practice questions and take note of which question types call for a calculator and which ones don’t. Now that you’ve seen the main changes in SAT Reading, Writing, and Math, let’s look at the optional fifth section, the SAT essay. Your essay prompt may saysomething like, Explain how the dog presents his argument that sweaters should notbe shared with parrots. Your essay should not explain whether you agree with the dog, but rather explain how he builds an argument to persuade his avine audience. Changes in SAT Essay: Analyzing an Argument The fact that the essay’s now optional is one major change; in the past, it was your first section on the SAT and factored into your overall Writing score. Now, the essay will come last if you choose to take it. The old SAT essay was only 25 minutes. It presented you with a quote and asked you to â€Å"take a stand,† supporting your opinion with examples from just about anywhere. You could talk about experiences in your own life, observations of others, characters in books, or historical events, to name a few. Your examples had to support your opinion, and you were welcome to use the first person â€Å"I† throughout. The new SAT essay is twice as long at 50 minutes. Unlike the old essay, the new essay doesn’t ask for a personal opinion. Instead, it asks you to write a third-person analysis of the argument presented in a given passage. (If you’ve made it this far in the guide, you’ve probably noticed that lots of content on the new SAT is passage-based.) You’ll get a passage, followed by a prompt that asks you to analyze the passage’s central argument. In particular, you’ll describe the devices the author uses to present his/her point of view. In order to analyze the argument, you’ll need to understand how supporting evidence and rhetorical devices function in the passage. While the old essay was often abstract, personal, and philosophical, the new essay is more concrete and analytical. Because this section has changed so much and uses a distinct scoring system from the other sections, you’ll want to prep specifically for this section if you decide to take it. Tips for Essay Prep First and foremost, you need to figure out whether taking the essay is beneficial to you. For most students, this means researching your prospective colleges’ policies on the SAT and whether or not they want to see this section. If you’re a younger student unsure where you want to apply or if your colleges still haven’t set a policy, then you may choose to take this section just in case. More selective colleges are likely to require that you take the SAT with Essay. Your prep for this section should be largely different than it was on the old SAT. For instance, you don’t need to show up prepared with flexible examples that you could apply to many prompts. Instead, you should practice your skills of analysis, particularly analysis of how an author uses rhetorical devices and presents evidence to persuade readers of her point of view. As with the old SAT, you should get a firm grasp ofstructure and practice writing this kind of essay under time limits. You might pair up with a friend and grade each other’s using the essay scoring rubric. Through practice, you’ll improve your skills at analyzing an argument and writing a thesis-driven five paragraph essay under time limits. Before reviewing the key new SAT changes you’ll see on the redesigned test, let’s look at one more addition that pops up across the test: data interpretation questions. Prepare yourself. We're heading into charted territory. One More Change: Data Interpretation Questions If you flip through a sample SAT, you’ll see graphics popping up in every section of the SAT. While you may be used to seeing graphs in the Math section, now you’ll get graphs, tables, and charts in Reading and Writing too. A graphic will accompany one or more passages in both the Reading and Writing sections. You’ll get a few data interpretation questions that may ask whether the passage and graph are in sync with each other. A Writing question could ask if adding or deleting a data point from the graph would clarify a passage’s main argument. Below are a few official examples of data interpretation questions, one each from Reading, Writing, and Math. We'll be posting a guide to answering data interpretation soon, so check back for more strategies on attackingthese new questions! Example of a Data Interpretation Question in Reading Example of a Data Interpretation Question in Writing Example of a Data Interpretation Question in Math The latteris also an example of an Extended Thinking question in Math, in which more than one question refers to the same graphic or word problem. You should only get one Extended Thinking question, and it will likely show up in the calculator permitted section. Since data interpretation questions show up all over the test, you’ll want to sharpen your skills of reading graphs, tables, and charts. This shift, along with the others mentioned above, will help you prepare for the 2016 SAT changes. Let’s quickly review the main updates in each section and the test as a whole. Students, the SAT of the future is here. Final Thoughts: Key New SAT Changes In many ways, the new SAT looks likea whole new test. Its structure is radically different, with just four sections, Reading, Writing and Language, Math No Calculator, and Math with Calculator, as opposed to its previous ten. While the old SAT had students write a 25-minute opinion-based essay at the beginning of the test, the new SAT gives students the option of writing a 50-minute evidence-based essay at its end. While the old scores fell between 800 and 2400, the new SAT is scored between 400 and 1600. No longer do all three sections haveequal weight. Now, Math counts for half of your total score and Reading and Writing together make up the other half. As you read above, the Reading section has largelyeliminated high-level vocabulary words and features new evidence-based questions. Writing questions are also all passage-based and ask you to edit grammar, punctuation, and structure. For the first time, the SAT contains a Math section for which you can’t use a calculator. The math questions primarily focus on algebra, but you’ll also get a few geometry, trigonometry, and complex numbers questions. As you just read, data interpretation isn’t consigned to just the Math sections; you’ll find and interpret graphics on all three sections of the test. If you’ve made it this far, then you’ve already completed an important first step of your SAT prep: familiarizing yourself with the changes on the redesigned test. By first understanding the structure, scoring, and content of the new test, you can then move onto studying concepts and taking practice tests. Once you’ve learned all about the test, you’re ready to jump into studying and master the SAT. What’s Next? You’ve learned all about the changes, so now it’s time to delve into SAT content and strategies. Check out ourultimate study guides to learn all about concepts,question types, and strategies forthe SAT Math, SAT Reading, and SAT Writing. Are you taking the SAT with Essay? This comprehensive guide walks you through how to write an SAT essay, step by step. Are you deciding between the SAT and ACT? This guide compares the two tests so you can see all of their similarities and differences. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Models of successful principal leadership Essay Example | Topics and Well Written Essays - 500 words

Models of successful principal leadership - Essay Example According to the author, â€Å"many successful leaders in schools serving highly diverse student populations enact practices to promote school quality, equity and social justice through: building powerful forms of teaching and learning; creating strong communities in school; nurturing the development of educational cultures in families; expanding the amount of students’ social capital valued by the schools† (Gurra p 372). Therefore this study opens a new horizon for potential researches. For example, it is possible to investigate leadership development among principals. At this stage occurs an idea of possible training programs’ involvement in the process of education and work of current and future principals. Furthermore it is necessary to fill in a research gap of leadership development among teachers. If to widen views on leadership development among teachers it will be possible to foster innovations and to make educational process more diversified and multi-sided. The author states: â€Å"In addition to engaging in a core set of leadership practices, successful leaders must act in ways that acknowledge the accountability-oriented policy context in which almost all work, including the market, decentralization and professional and management accountability† (Gurra p 372). The question: â€Å"how a principal can rich successful school leadership?† is very interesting to discuss. This research considers not leadership as the main object of investigation, but educational program itself. A real leader is considered as an individual who takes part in every aspect and does not miss anything. We understand that a leader should be sincere and open and his main goal should be to take part in school life and educational process. Moreover, we should consider underpinnings of principal leadership, which are oriented not on the leadership qualities of a separate

The american revolution had commenced long before the war of Essay

The american revolution had commenced long before the war of independence. it was a change in the hearts and minds of the people. is this a fair statement - Essay Example commenced long before the war of independence†, and that â€Å"it was a change in the hearts and minds of the people† (John Adams 1818 in Mark 2006 p. 96). The Americans expressed their discontentment through circulation of pamphlets, letters, and newspapers amongst other painted material that developed passion in the minds of the Americans towards securing their lost freedom and glory of their country. The information conveyed through these materials was meaningful in linking the thirteen colonies which had all along been separated by physical, cultural, political and socio-economic factors. This was after the realization that Americans could not get their freedom unless the three colonies united with one voice. Their unity was enhanced by the common independent ideas of the Americans. Even to day, they are known to advocate for freedom amongst the peoples of the world, which is evidenced by the manner in which the country set out to free several countries under colonial rule in the late 19th century, such as Cuba, Philippines and many other islands that were under the Spanish rule (Richard 1978 p 78). The religious attitude of the people in regard to their responsibilities had changed before the war. This had been as a result of the fact that the faith that the people had in the king was diminishing after the Americans realized that his rule was not following the doctrines of the authority that had been conferred to him by God through the laws as well as the constitution. He was initially believed to rule with mercy and impartiality over. With this understanding, Carol (2006 p. 81) states that â€Å"the Americans had felt obligated to pray for the king and queen and all the royal family, and all in authority under them†. This is because they were believed to have been predestined for their wellbeing as well as the good of their country by God. Instead, the people realized that their lives, freedom and their possessions were not secure with the king’s rule.