Critical Analysis of El Grecos View of Toledo essays

Critical Analysis of El Grecos View of Toledo essays High atop a hill of granite, surrounded by the gorge and river Tagus sits the ancient and formidable gothic Cathedral and Moorish palace, Alcazar, of Toledo, Spain. Toledo's skyline has changed little since El Greco immortalized Spain's religious centre in 1597-9(Cardillac 28). El Greco's natural talents, his "schooling," and the flare of his adopted Spain, combined to produce an artistic genius. El Greco's ability to convey manneristic images that were so original in conception and color that the detail gives a miraculous conception of cohesion to the whole work(Wethey 61). When studying this canvas, however, one must examine the passionate, moonlit sky; the artistic license El Greco took in the placement of the city's salient landmarks; and what these liberties connote within the context of his time(Brown 244). View of Toledo is one of the earliest landscapes in Western Art; in addition, it is El Greco's only true landscape and the first in Spanish Art (Legendre 13). It is a romantic, yet stark dramatic view of his beloved city. Toledo was the centre of the secular and ecclesiastical Spanish world. El Greco was a deeply pious man and formed an instant affection for the city(joslyn.org). Of El Greco's two surviving landscapes, View of Toledo is essentially as mystical in composition as his religious canvases (Wethey 63). The painting seems to anticipate the impressionist movement 250 years away. Historically, the striking use of such rich tones of violet, azure, and emerald were dramatically different from the realist conception of nature. In fact, one could argue that El Greco mimicked the "almost psychedelic hues" from Michelangelo's Sistine Chapel(Web Museum). Today, these bold color schemes lose much of their impact; however, historically, they were a watershed in painting(Acton 82). The idea behind this landscape of Toledo was to announce the city's greatness. The painting was intended to propagate t...

Your 8 Biggest Job Search Fears and How to Conquer Them

Your 8 Biggest Job Search Fears and How to Conquer Them You absolutely hate your job. Or perhaps you’re between jobs- or even just starting out. The first rule of job hunting is this: you’ll never find a job unless you start. But putting yourself out there can be hard, and the fear is often real. Here are a few of the most common job hunting fears and how you can overcome them. 1. Confirming Your Worst Feelings About YourselfIf you’re not really searching, then you can tell yourself that if you only put your back into it, you would find a job no problem. Actually searching means facing rejection.  But you can’t get a yes without putting yourself out there. And what’s the worst that can happen? You’ll get a â€Å"no,† maybe a resounding one. So what? Then you’ll brush yourself on and move on to the next one.2. Risking EmbarrassmentYou don’t really want to broadcast to your friends and contacts that you’re looking for work. It makes you feel like a failure. Take comfort , instead, on the fact that literally everyone has not had a job at some point in their lives, and has been rejected from one.3. The Grass Not Being GreenerYou hate your current job. But what if you go through all the stress of finding a new one and getting established in a new company- and it turns out that job is just as bad? The best way to handle this is to make sure to enter the interview with a good set of questions for the employer- about workplace culture, job responsibilities, etc. This will help you make sure you’re not going to be just as miserable in a new place.4. Selling YourselfYou feel a little like a used car salesman on the job market- Dressing up in outfits you don’t usually wear and having to pedal yourself like wares for sale. Just remember: you’ll find the best job for you when you put the best version of yourself forward, not a fake version. Try to be honest and still make a fine first impression, and you shouldn’t feel too uncomfor table with the process.5. Asking for HelpNo one is an island. And this, by the way, is the whole point of networking. You built up a robust group of colleagues and contacts- now go work them. If this makes you too uncomfortable, just imagine how you would feel being approached by someone in your network for advice or help. Generous, right? Happy to help out if you can! Now treat yourself as nicely as you would treat your contacts.6. Not Measuring UpWhether you’re most afraid of imperfection, or of being un-or-under-qualified, and/or a little out of your league, relax. First of all: nobody’s perfect. Second of all: if your resume and experience match the requirements in the job posting, then you are exactly in your league. Now take a deep breath and go after what you want.7. Time DrainMaybe you’re afraid that job searching will take up every last ounce of free time you have and make you even more miserable. It is a time consuming process, but it doesn’t ha ve to eat up your life. Try scheduling little job search sessions for yourself, with lists of goals and tasks. Then leave it for the day. Little by little, you’ll get the work done.8. You Won’t Stand Out from the CrowdWhile it’s true that the market has become much more saturated of late, that doesn’t mean there aren’t easy ways to distinguish yourself among a list of candidates. Try making sure to go the extra mile- write the handwritten thank you note, do the extra research, ask the better question. If you focus on proving you’re the best one for the job, you’ll be set up quite well to show your unique strengths.

CHURCHILLS LEADERSHIP STYLE Essay Example | Topics and Well Written Essays - 750 words

CHURCHILLS LEADERSHIP STYLE - Essay Example He said that â€Å"if we fail then the world sink into an abyss† (Churchill, 1940). Technical and analytic skills: Winston Churchill was born on November 30, 1874 in Blenheim Palace. He was born into a wealthy family who treated Winston to a rich lifestyle. In 1893, Churchill entered the Royal Military College as a Cadet, where he rose to the top ranking commander. He began to make political speeches at the age of 23; he talked to the primrose League. When he was 24, he wrote his first book ‘The Story of the Malak and Field Force’. Churchill was elected to the House of Commons at the age of 26, being one of the youngest members. Winston was appointed Prime Minister of England on May 10, 1940. The two books published made him a respectable author and made people believe his speeches. Influence and social skills: His speech at the House of Commons was intended to not only try to persuade elected officials, but also to speak to all people fighting against the Nazi Party. â€Å"We must fight in this war, and we must win, for if England shall lose the rest of the world would lose.† In the last part of his speech, he said, â€Å"But if we fail, then the whole world, including the United States, including all that we have known and cared for, will sink into the abyss of a new Dark Age made more sinister, and perhaps more protracted, by the lights of perverted science† (Churchill, 1940).   Communication skills: The speech was written in chronological order. It started with British efforts in France and the battles that were fought around the area then ends with him stating that the war now laid on the British navy and army. Winston’s speech also gives a problem and a solution to the war; he says, â€Å"Fight and never give in, for losing is not the end of the war but the end of the world† (Churchill, 1940). Throughout the speech, he claims that since Hitler was winning the war and conquering countries, Great Britain must

Enhancement drug Essay Example | Topics and Well Written Essays - 1250 words

Enhancement drug - Essay Example It is from this use of memory and performance boosters that sharp debates emerge as to how positive or negative they might have on the society if their prescription is accepted. This study will discuss the reasons as to why cognitive enhancement drugs should not be made available to those in society who do not have cognitive deficiencies. This tough debate attracts the opinions of many with no single agreement on which side of the motion to take up to today, and this is debate never complete without the mention of two people: Edmund Higgins and one Henry Greely. These two make strong arguments in the debate, with Henry supports for the prescription of cognitive enhancement drugs claiming that they will significantly benefit the user and society if they have rules controlling their use. On his part, Higgins says that long-term use of these drugs might have hidden risks that will harm, rather than do the society any good. So who between Higgins and Greely supports the real cause for th e good of the society? To support the reason why I am against making ADHD available to those who do not have cognitive deficiency, I will state the reasons. The first reason is that the use of these drugs for purposes other than medical has a risk of addiction. According to research, some ADHD drugs such as Ritalin and Adderall lead to severe addiction and withdrawal, meaning it has an abuse potential. This is because once the user relies on the drugs for doing particular tasks, then it gets to a point where they cannot function nor do the tasks without the use of ADHD drugs. In a research carried out by Nora Volkow, there was evidence that injecting oneself with methylphenidate caused an effect like that of cocaine. On another note, these drugs give an unfair advantage to people who do not have cognitive deficiencies when they use them in competitive areas. For example if an athlete takes performance boosters and runs the same race with others who do not use them gives the user an unfair advantage. That is socially unacceptable because it means that instead of attending training like the other athletes, then the one using drugs to enhance their performance is being unfair because he uses a cheating method to win the race. In relation to the issue of unfair competition, it is possible that once people realize that others use enhancers to have an advantage over them, then they will also start using them so that they match them, or make the competition. This is not acceptable because it means they use the drugs not because they want to, but because they have to make the competition equal, which is a bad effect to the society. Another popular consequence of using these enhancing drugs as put by Higgins (2009), is an alteration of mood. The normal people taking enhancers without prescription display negative changes in their moods and they display excess emotion such as anger, or become abnormally silent. Research has found that stimulants affect the brain’ s reward pathways that control moods under normal condition therefore altering their normal functioning. This conclusion was made after a study conducted by Leandro F. Vendruscolo on rats where he was injecting them with methylphenidate for 16 days showed that they were anxious than those not injected with the drug. Greely is aware those brain enhancement mechanisms pose

The Non - Importance of Money Essay Example for Free

The Non Importance of Money Essay Money cant buy happiness How many of you have heard of this quote? How many of you agree with this? Don’t answer, this quote is one of most well-known that I know of. How many of you agree with this? Tell me now, would you be happy, if you had all the money you wanted, but no family? Would you still be happy if you lived in a war-torn country, but had all the money in the world? Would you be happy, if you had all the money in the world, but no friends? No, I doubt you would. I mean just the other day, I was with a friend during the job assembly and the speaker was talking about the money that you earned for a certain job, now my friend and I were having a deep conversation and then she said that she wanted more. More, then it dawned on me that she meant more as in More money. I guess having more money would sounds fun and interesting but is it really worth it. I mean just imagine sitting down on a bed with tv, your favourite pack of chips and just watching movies, all day everyday. Its sounds fun but seriously I mean what would you do with all that money. Buy clothes, get a new car, get a mansion. Yeah, yeah ou can get that but what use is it if you don’t spend it with someone like for example a friend, or  Psychologists, philosophers and ordinary folks have debated this question for years. In the last decade, the field of psychology took a dramatic turn from only looking at mental illness, to exploring what makes people feel fulfilled, engaged and happy. This Positive Psychology Movement has produced an expansive amount of researchers who are looking at things such as happiness, positive emotions, optimism and healthy character traits. At some point, every one of these top researchers explored the effects of money on happiness and positive emotions. What we are finding out is that happiness is the ultimate currency. Not only do happy people enjoy life more and have more fun, but they also practice positive lifestyle habits and have stronger immune systems. When faced with illness, happier and more optimistic individuals have been shown to be more proactive in their medical care, more compliant with treatment and medication, have quicker recoveries and show better health outcomes. So, if  we want to be healthier and happier, it’s worth figuring out where money comes into play. When we talk about happiness, we need to look at it from two separate aspectslife satisfaction as a whole vs. moment-to-moment moods. I can be satisfied with my overall life, yet still have moments when I am not happy. Vice versa, some folks can be dissatisfied with their current circumstances and wish for change, but still have many moments of joy throughout the day. Interestingly, money affects our feelings about both aspects of happiness. Income is often thought to be a good measure of happiness and well-being. However, when researched, it was found to be less significant than predicted. Although individuals with higher income levels report overall satisfaction with their lives, they often enjoy themselves less on a daily basis and experience greater moments of stress than those with lower incomes. When does income make a significant difference in our level of happiness? If we struggle to afford good housing, food, or education, both life satisfaction and mood plummets. Edward Diener, a premier researcher in the field of Positive Psychology, found that once a persons basic needs are met, additional income does little to raise his or her sense of satisfaction with life. Many other cross-cultural and longitudinal studies have also shown a very low correlation between material wealth and happiness, except in cases of extreme poverty where people were deprived of basic needs. So, how much income is needed to be comfortable and meet our basic needs? A study from Princeton Universityfound that a larger paycheck does lead to a happier life—but only to a certain point. According to the study, people who earned greater than $75,000 annually had no greater happiness. Does this mean we should all be happy when we reach an income of $75,000 and not strive to make more than that? Does it mean that money doesn’t afford many pleasures and gratifying experiences that are not available to those of lesser means? Absolutely not. What really affects our happiness more than how much we make is our attitude toward money and the way that we handle it. When we hold fast to the belief that money directly determines happiness, life becomes a constant pursuit of accumulating more. So, when is enough, enough? Martin Seligman, father of the Positive Psychology Movement and author of Authentic Happiness, states: Another barrier to raising your level of happiness is the hedontic treadmill, which causes you to rapidly and inevitably adapt to good things by taking them for granted. As you accumulate more material possessions and accomplishments, your expectations rise. The deeds and things you worked so hard for no longer make you happy; you need to get something even better to boost your level of happiness. Sonja Lyubomisrsky, author of The How of Happiness, concurs: having money raises our aspirations about the happiness that we expect in our daily lives, and these raised aspirations can be toxic. Unfortunately, raised aspirations don’t only lead us to take things for granted and impair our savoring abilities. They steer us to consume too much, tax the planets resources, overspend and under save, go into debt, gamble, live beyond our means, and purchase mortgages that we can’t afford.On one hand, we can interpret the above by concurring with the age-old expression, Money is the route of all evil. On the other hand, there are plenty who agree whole-heartedly with the sentiment, Anyone who says money can’t buy happiness hasn’t experienced having enough to do so. So how can you develop the right attitude toward money and keep it in a healthy place in relation to your happiness level? Here are some tips: Cover Your Needs If you are struggling to meet your basic needs, do all that you can to foster a more secure future. Get the help of professionals, whether it’s with career planning, financial planning or government assistance. There are many no-fee or low-fee agencies who can offer you guidance. Save for the Future Determine the amount of savings that would allow you to feel a sense of security toward handling emergencies and your future. Develop a savings plan that works for you, and be consistent. Foster Connections Focus on building stronger relationships with your loved ones. Research has shown the happiest individuals have the strongest commitment and connection to family and friends. Money doesnt guarantee happiness, but good relationships most certainly do! Dont Make Comparisons Savor the pleasures of your spending without comparing yourself to others. Comparison almost always leads to feelings of inadequacy, and often for no good reason. Bask in the joy of your new car without coveting your neighbor’s more expensive one. Appreciate your long weekend vacation instead of wishing for an around-the-world cruise. Create Experiences and Accumulate Memories Spend your energy on having experiences that will make memories instead of having stuff. Many of lifes greatest pleasures cost very little money—and can even be free! Socializing, spending time in nature, embarking on work and/or hobbies that are meaningful, volunteering, and listening to music are some of the many activities that people report bring them the greatest joy. Additionally, here are some examples of experiences that are generally worth spending money on due to the enhancements they can bring to your life: Experiences that help us to grow and develop as individuals, such as education, lessons and entrepreneurial pursuits. Small pleasures, such as a massage or a private Pilates lesson, rather than an extravagant purchase. Gifts for others, rather than for ourselves. Donations to charities that have a personal connection to us. Purchases that have been worked and saved for. Do I think that money can buy me happiness? No, but it can sure bring enjoyment to my world. I will continue to believe that my happiness is not dependent on money. Although important, if I had to make do with less, I could simplify my life, and I would still be happy. I am surrounded by family and friends I love and enjoy, and do work I find amazingly meaningful, purposeful and rewarding. I will continue to work hard and enjoy the fruits of my labor, and hopefully never, ever take all that I have for granted. I hope you will do the same.

The Civil Rights Movement :: Equality Segregation Racism Essays

The fight for equality and against segregation has always been a noble fight. But is inflicting your rage onto those who have inflicted theirs upon you keep your nobility or just bring yours down to their level? Especially when there is a great deal of violence being used. This never-ending battle between the blacks and the whites has tormented the U.S. for years and still goes on in some areas. During the 1950’s –1960’s the civil rights movement was at its peek. This was when the African-Americans were growing impatient and could not wait a minute longer before they had their constitutional and God given rights. Many peaceful marches, sit-ins, and boycotts were usually always greeted at the end with police, attack dogs, firemen, and ambulances. African- Americans started their own â€Å"police force† called The Black Panther Party so they can supposedly arm themselves against the white people. While others such as Malcolm X tried to convince black people that the whites were not going to help them and that they have to stand up for their own rights. Many riots were also taking place across the nation destroying many cities. After waiting for 300 years so they can have rights that every human being should naturally have they were angry and angry people are not very reasonable. As a result of getting rid of integration many people come up with peaceful marches, sit-ins, and boycotts as a solution. This was when hundreds or maybe thousands of young and old black people gathered around as a group so they can be heard and seen by everyone. Their goals would always vary but they would never stop until they have reached them, even though it may include violence. A good example would be in Birmingham, Alabama on May 2, 1963. Their goals were to try to stop integration in public facilities and department stores. The leaders were Dr. Martin Luther King and Reverend Fred Shuttlesworth. Early on April 12, 1963 they were arrested for marching when the governor told them not to. Directly on their release on April 20 they planned their second march. Their second march included a thousand people and when they barely started marching a block away the police commissioner was waiting for them and brutally arrested 900 people. The next day 25,000 people came out to march including many children. This time instead of arresting them they sprayed water and let loose attack dogs. The Civil Rights Movement :: Equality Segregation Racism Essays The fight for equality and against segregation has always been a noble fight. But is inflicting your rage onto those who have inflicted theirs upon you keep your nobility or just bring yours down to their level? Especially when there is a great deal of violence being used. This never-ending battle between the blacks and the whites has tormented the U.S. for years and still goes on in some areas. During the 1950’s –1960’s the civil rights movement was at its peek. This was when the African-Americans were growing impatient and could not wait a minute longer before they had their constitutional and God given rights. Many peaceful marches, sit-ins, and boycotts were usually always greeted at the end with police, attack dogs, firemen, and ambulances. African- Americans started their own â€Å"police force† called The Black Panther Party so they can supposedly arm themselves against the white people. While others such as Malcolm X tried to convince black people that the whites were not going to help them and that they have to stand up for their own rights. Many riots were also taking place across the nation destroying many cities. After waiting for 300 years so they can have rights that every human being should naturally have they were angry and angry people are not very reasonable. As a result of getting rid of integration many people come up with peaceful marches, sit-ins, and boycotts as a solution. This was when hundreds or maybe thousands of young and old black people gathered around as a group so they can be heard and seen by everyone. Their goals would always vary but they would never stop until they have reached them, even though it may include violence. A good example would be in Birmingham, Alabama on May 2, 1963. Their goals were to try to stop integration in public facilities and department stores. The leaders were Dr. Martin Luther King and Reverend Fred Shuttlesworth. Early on April 12, 1963 they were arrested for marching when the governor told them not to. Directly on their release on April 20 they planned their second march. Their second march included a thousand people and when they barely started marching a block away the police commissioner was waiting for them and brutally arrested 900 people. The next day 25,000 people came out to march including many children. This time instead of arresting them they sprayed water and let loose attack dogs.

Distance Learning: The New Frontier in Education

Distance learning has started to become more visible in today’s society. It has been recognized as an integral part of the education system. While still not being utilized in all places, it’s spreading and gaining ground as one of the more popular ways to deliver information. As a means of educating students, distant learning helps plug holes that have been created by a lack of a certified teacher being available. Through distance learning, technology has become an intricate part of how students are educated. Early Beginnings Distance Learning has been considered somewhat of a new idea. However, some of the key concepts that shape distance learning have been around for quite some time. Distance learning has a large portion of its roots in what’s known as correspondence study. According to Webster’s’ Dictionary, correspondence is defined as, â€Å"a course offered by a correspondence school. † Correspondence is defined as, â€Å"1 a: the agreement of things with one another b: a particular similarity c: a relation between sets in which each member of one set is associated with one or more members of the other — compare FUNCTION 5a. This information explains to us that two different parties are engaging in a form of communication with one another. â€Å"The roots of distance learning are at least 160 years old. An advertisement in a Swedish newspaper in 1833 touted, the opportunity to study ‘Composition through the medium of the Post. ’ In 1840, England’s newly established penny post allowed Isaac Pitman to offe r shorthand instruction via correspondence. † This information is very important because it helps in shaping some of the reasons and purpose of why correspondence was necessary. The power of correspondence began to develop even further. Because its advantage was in its ability to send information via the postal service, correspondence created opportunities for people to gain knowledge without physically being present. Not all scholars believe that form information transferrence marked the beginning of distance learning. â€Å"The history of distance education could be tracked back to the early 1700s in the form of correspondence education, but technology-based distance education might be best linked to the introduction of audiovisual devices into the schools in the early 1900s. This is an interesting point because it shows that different reference points are used according to a different set of criteria. As correspondence study continued to evolve, the implementation of correspondence schools began to expand. Several different correspondence schools were opened inside and outside of the United States: In 1891, Thomas J. Foster, editor of the Mining Herald, a daily newspaper in eastern Pennsylvania, began offering a correspondence course in mining and the prevention of mine accidents. His business developed into the International Correspondence Schools, a commercial school whose enrollment exploded in the first two decades of the 20th Century, from 225,000 in 1900 to more than 2 million in 1920. In Britain, we are informed that correspondence began to progress, â€Å"with the founding of a number of correspondence institutions, such as Skerry’s College in Edinburgh in 1878 and University Correspondence College in London in 1887. † As time progressed, distance learning received more support with the development of different communication mediums. Radio began to find its way into the mix of distance education. In the 1920’s, at least 176 radio stations were constructed at educational institutions, although most were gone by the end of the decade. † The development of televised courses began to receive a major push as well: In the early 1930’s experimental television teaching programs were produced at the University of Iowa, Purdue U niversity and Kansas State College. However, it was not until the 1950’s that college credit courses were offered via broadcast television: Western Reserve University was the first to offer a continuous series of such courses, beginning in 1951. The development of fiber optics paved the way for distance learning to make greater strides. It allowed for fast expansion of live, two-way, high-quality audio and video systems in distance education. With the introduction of the computer, teaching at a distance was able to really take off by leaps and bounds. Online courses found its way onto a number of colleges and universities. This was a great stepping stone for the development of such institutions as the British Open University, the American Open University, Nova Southeastern University and the University of Phoenix. These schools offer an enormous amount of courses online. According to Teaching and learning at a Distance; it is vital to the study of distance learning to combine theory because â€Å"it directly impacts the practice of the field. † There are many theorists whom express their ideologies that pertain to the historical background of distance learning. There are several scholars that note how important the role of theory and distance education intertwine, including; Borje Holmberg, Michael Moore, Otto Peters and many others. Theorists’ Desmond Keegan exemplifies the significance of theory and distance education when he expressed in 1988†¦ Lack of accepted theory has weakened distance education: there has been a lack of identity, a sense of belonging to the periphery and the lack of a touchstone against which decisions on methods, on media, on financing, on student support, when they have to be made, can be made with confidence. Keegan in his theories, implements how distance learning is vital in not only the classroom, but also how it encompasses the areas of politics, finance, and socialism. According to this theorist this type of education not only affects the classroom, it covers several properties of the world. Bjore Holmberg’s ideas promote that like any type of education. This type is no different in that it is according to him, trial-and-error with mere attentiveness to the theoretical stand point in making decisions. The ideas between Holmberg and Keegan contrast in that, Holmberg views distance learning as a representation of a deviation from conventional learning, while Keegan’s theories deduce that this type of instruction is a discrete type of education is symmetrical to the conventional methods. Contemporary Issues Distance Learning has created a wealth of opportunities for education to reach people in a variety of formats. With progress come concerns and issues that must also be addressed. There are several areas that have become red flags in the process of delivering education through the non-traditional classroom setting. Several policy issues have come about that are being examined. These areas of development deal with academic, fiscal and geographic: Institutions will need to develop policies that clarify everything from academic calendar to transferability. When a course is offered at one institution through a traditional classroom model, the academic calendar, for example, is the purview of that college or university. In certain cases, state regulations influence the calendar. But when a college enters into a consortia arrangement with other institutions on different academic calendars, it can become very confusing for the learners. In fact, some semesters or quarters end too late for courses to transfer to another college. Since distance learning models can complicate this process, flexibility is required. This is an issue that I personally encountered while taking an online Spanish course at Pulaski Technical College in the summer of 2007. In order to enroll for Spanish 2 I had to show that I had passed Spanish 1. The deadline was 2 days before grades were to be posted. I was fortunate enough to receive help from the administration but it was an intervention that would be constant on the part of the university. There’s also the question of integrity on the part of the students. While the use of CIV technology can alleviate some of this, other forms of distance learning continue to deal with this problem. The issue of students allowing others to complete their assignments has been around for quite some time. With distance learning, it looks to be just as prevalent. Fiscal concerns are consistent for a number of reasons. In most cases, distant education comes with a higher price tag than the conventional classroom setting: One certain way to guarantee problems in a distance learning program is to overlook the role of receiving institutions – those who do not offer the courses but provide the resources for learners to participate. This includes â€Å"receive† sites for interactive television courses and colleges that provide their computer laboratories to learners not enrolled at that institution. Contractual arrangements often provide a source of revenue to these receive sites, but in some cases policies do not provide, or prohibit, revenue sharing. Eventually, these receive sites become a source of frustration and potential revenue loss, which can diminish an otherwise well-run program. Distance learning policies must address the issue of equitable fiscal arrangements with receive sites and all other partners. These issues must be clarified in advance of program offerings, for without them, sound fiscal planning is impossible. Students are experiencing, what is called, geographic â€Å"out-of-state† fees for distance classes. This is a major concern because the internet is a boundless instrument that does not limit the learners’ ability to acquire knowledge on the basis of physical location. Asking students to pay extra fees for such this reason is of major concern: Setting tuition clearly is a fiscal issue; however, it also is a key aspect of the geographic service issue. Is â€Å"out-of-state† currently a relevant categorization for learners? Will â€Å"out of country† rates still apply? If we are to recognize the overarching reach of today's distance learning, existing policies need close examination and new policies may be needed to redefine tuition rates and service area restrictions. Another issue deals with the availability of instructors. While most of the curriculum is uploaded to the site in online courses, students may have questions that aren’t explained in the information. The difficulty comes in trying to contact the teacher through email or via telephone. The instructor may not respond in a timely manner, which puts the student at a disadvantage if the assignment is due before the question gets answered: Respondents were asked to rank the differences between traditional course delivery and distance delivery. The scale was according to importance, one having the most importance and six the least importance. The order in which possible choices were ranked was not of importance in this question. The rankings provided by each respondent for each difference was what was being examined. Results can be seen in Table 4. The primary choice for most important was â€Å"interaction with instructor† with 40 out of 107 (37. 4 percent) responses. Ronn Atkinson, social studies teacher at the Distant Learning Center in Maumelle, suggests that, â€Å"not all kids in Arkansas have access to the internet. It's either a question of accessibility or affordability. CIV is very expensive. Buying the system and paying the line charges, etc. Some districts can't afford it on their own without help. † Futuristic Implications Distance learning has made some very interesting strides and looks to be a mainstay in the future. This alternate form of education looks to be the growing as it takes on different shapes. Distance learning will take the place of traditional classrooms because of the accessibility that students have to computers. The overhead cost of running and operating an educational institution from a building will be a big determining factor in the success of distance learning: Despite the challenges distance education presents to our traditional conceptions of education and instructional delivery, distance education enrollment at community colleges has increased greatly over the last decade, suggesting that distance education offers an alternative to the traditional classroom experience that accommodates many students' individual circumstances and educational needs. Although the goals and outcomes of distance education are still somewhat unclear, it is generally agreed upon, however, that the marriage of technology and higher education will be a lasting one, and by the year 2000 more students will be instructed via more media than was ever thought possible. Though distance learning has become a very viable asset to education, a very key component to learning may be lost in the shuffle. The instructor’s ability to inspire the students through classroom lectures and instruction would most definitely not have the same effect on a student via online learning: How can we substitute for the inspiration of personal interaction with faculty members? In all of my years at Miami-Dade Community College, I never received a letter complementing a college program without reference to a faculty member or other staff member who had inspired or contributed to the development of the writer. Almost all of us can point to an individual, very often a faculty member, who had major impact on our lives. Is there a way to keep that inspiration in a distance learning situation? Is there something to be substituted? Compressed Interactive Video (CIV) has become a very interesting form of technology. This medium allows students to be taught a subject by a teacher in another location outside of the school building. So if a student is interested in taking a sociology course and their school does not offer it, he/she can utilize this system. More students are taking advantage of this technology each year. While CIV is still pretty expensive, over time it will become more affordable. Once that happens, it will help in the progression of home schooled students. Conclusion The power of learning at a distance has reached unparalleled heights in its ability to educate students. While there are some concerns as to whether or not it’s the â€Å"cure all,† there doesn’t seem to be much concern whether or not it is the medium of the future. It is cost efficient and looks to be the ultimate replacement of school building instruction. Distance learning is the truly the way of the new frontier. Bibliography Simonson, Michael; Smaldino, Sharon; Albright, Michael; Zvacek, Susan. Teaching at a Distance. Upper Saddle River, NJ: Merrill Prentice Hall, 2000. Gellman-Danley, B. , & Fetzner, M. J. (1998). Asking the Really Tough Questions: Policy Issues for Distance Learning Online Journal of Distance Learning Administration, Volume I, Number 1, Spring, State University of West Georgia, Distance Education. Schmidt, E. K. & Gallegos. A. (2001). Distance Learning: Issues and Concerns of Distance Learners, Journal of Industrial Technology, Volume 17, Number 3 – May 2001 to July 2001. McCabe, Robert H. (1996). Ten questions for the future of distance learning, Community College Week, 10415726, 7/29/96, Vol. 8, Issue 26 The Future of Distance Learning. (1994). Retrieved April 25, 2009, from EducationAtlas. com Website: http://www. educationatlas. com/the-future-of-distance-learning. html Research in Distance Learning. (2009) The History of Distance Education. Retrieved April 25, 2009 from MA Distributed Learning Web site: http://www. digitalschool. net/edu/DL_history_mJeffries. html

Childhood Essay

reports that social class plays a very important role in a child’s upbringing because it helps determine the way a child will be raised. In Lareau’s (2003) study she came to the conclusion that there were two different patterns of child rearing: concerted cultivation and natural growth. Concerted cultivation is the child rearing method that middle class parents use focusing on not only caring for their child, but developing a personality by enrolling their children in many structured activities and developing language skills (Lareau, 2003).Natural growth is the child-rearing method that working class and poor parents use to raise their children because there is not a lot of time and money for structured activities and long verbal discussions with the children (Lareau, 2003). Families who practice natural growth child rearing practices need to focus on providing the simpler needs of the child like providing shelter, clothing, food, and water therefore unable to have the structured activities and worry about establishing communication skills. This is important to consider because the way children are raised because this has a social impact.The children that are being raised today will eventually grow up to be a part of their own society; there are social impacts on the current society because of the methods of child-rearing and the consequences that these child-rearing practices are having on children with the way they interact in society, There are benefits and disadvantages to both childrearing methods reported by Lareau (2010) however there are definitive differences in the child’s outcome due to the child’s social class and thus the method the child was raised with.In concerted cultivation children spend a lot of time with adults at structured activities and so they start to communicate with adults as relative equals. The children of concerted cultivation also have longer and more reasoning conversations with their parents which le ads them to the sense of entitlement when dealing with institutions (Lareau, 2003). Children raised with concerted cultivation had a larger group of language skills than children raised with natural growth because they communicate longer and more often with adults.This leads to children raised with concerted cultivation having the ability to manipulate rules and thus deal with institutions easier than those of natural growth, however they also have issues figuring out how to occupy their time because they did not often do â€Å"free play† (Lareau, 2003). The children that are raised with natural growth have less communication skills simply because they have less experience talking to adults (Lareau, 2003).Parents of natural growth have to worry about putting food on the table and taking care of many basic needs so when the children are spoken to its often in short direct phrases, without any room for questioning or discussing. The children who are raised with natural growth a lso do not have that much time spent in structured activities with adults as the children of concerted cultivation (Lareau, 2003). The children who are raised with natural growth developed what Lareau (2003) reported as constraint.Constraint was the disadvantage that natural growth children experience because of their lack of communication skills and the subordination they felt to adults. Children raised with natural growth absorbed their parents feelings of powerlessness with institutions and learned to distrust authority. These differences tend to perpetuate themselves when it comes to differences in child rearing because what class a child is raised in impacts his/her life and then when that child grows up and has children of their own the child rearing practice will most likely be used again if the child grows up to live in the same social class.It is a cycle that continues throughout generations because children usually grow up to be in the same social class they were born into and since the child rearing practices are social class based primarily the children will raise their children as they were raised. After reading Lareau’s (2003) case study I had to do some reflection to figure out with method of child-rearing it was that I was raised in. My family has crossed the line from middle class to working class several times through my childhood, but predominately I feel as if I have been raised using concerted cultivation.My mother and father separated by the time I was seven years old. While at times living with my mother basic necessities were hard to come by because of her poor management of finances, my father always was middle class (I lived with him permanently from age 15 on) and I feel as if I have been raised a middle class child. Since, I was younger I now realize I was active in many structured activities such as: ballet, tap, jazz, girl scouts, youth group at church, choir, bell choir, church plays, cheerleading, cross-country, track, an d swim team.Although I did not always think of the activities I participated in to be particularly hard on my family at the time I now realize with my brother, two sisters, and all of their activates my mother must have found it very hard to transport us all to our different activities. The number of activities I was involved in during my childhood shows proof of my upbringing being concerted cultivation because one of the characteristics of being raised with concerted cultivation is a lot of structured activities such as the ones I participated in (Lareau, 2003).Another concept of concerted cultivation which I know I have also be blessed with in my child-rearing is the better communication skills due to long discussions and reasoning with my parents (Lareau, 2003). Both of my parents have always encouraged my sisters, brother, and me to talk openly and voice our opinions. I did not realized it growing up, but now I understand that the lengthy communications I had with my parents en abled me to have a larger vocabulary, good communication skills, and feel comfortable when talking to authority or adults from institutions.The sense of entitlement I feel due to my middle class upbringing makes sense because of the amount of time I spent in structured activities with adults (Lareau, 2003). The time I spent with adults as a child and the way I spoke to them made them relative equals in my perspective. This is an advantage of having a concerted cultivation middle class upbringing because I do not mistrust authority or feel subordinate to intuitions, on the contrary I feel as if they are to serve me and that I can work with institutions to get both my and the institutions needs met.It makes sense that my entitlement feelings allow me to perform well in college and to communication effectively with all professors or staff at the college because of the experience I had dealing with institutions when I was younger. Another concept of concerted cultivation that I have exp erienced in childhood has to do with social connections. Much like Lareau’s (2003) case study has reported concerted cultivation raised children had weak ties with their extended family.This is true in my upbringing because while I love and sometimes talk to my extended family I seldom see them or would by any means categorize our relationships as strong kinship ties (Lareau, 2003). This I feel has been an unfortunate result of concerted cultivation because I see how some of my other cousins behave towards each other as they are so close talking everyday and meet several times a week for lunch or dinner.I feel this is sad because while I would love to have stronger ties with my extended family I realize it is not a part of the way I was brought up because of my middleclass child-rearing. The concept of my social connections often being mostly in homogenous age groups as a child is very accurate (Lareau, 2003). Because of the activities I participated in and the area in which I lived and went to school I predominately have friendships through activities with children much like I was at the time.

Drivers Licenses for Immigrants essays

Driver's Licenses for Immigrants essays In the United States, a driver's license now more than just a certificate that allows a person drive. A license is now used as the primary means of identification, one that allows a rightful holder to buy alcoholic beverages, cash checks, get welfare and other public assistance or obtain a permit to carry a firearm. Prior to the World Trade Center attacks on September 11, 2001, passengers only needed a boarding pass and a driver's license to board on an airplane. Growing security concerns, however, have highlighted the problem of granting driver's licenses and state identification cards to illegal aliens. Many of the terrorists involved in the World Trade Center attacks, for example, had valid driver's licenses (Sundeen). This paper examines the pros and cons of laws to grant driver's licenses to all immigrants, regardless of their immigration status. The first part of this paper is an overview regarding the different laws and bills related to driver's licenses for immigrants. The next part then looks at critics of this measure. In the conclusion, the paper examines compromise solutions that address both the need to ensure that all drivers have the mandatory driving skills while also addressing security issues. The laws governing the issuance of driver's licenses vary from state to state. According to the Federation for American Immigration Reform (FAIR), only half the states and the District of Columbia require legal residency to issue a license or state ID card (FAIR Website). The American Association of Motor Vehicle Administrators, at least 20 states do not require legal residency to issue a driver's license. In states like Illinois and California, even temporary visitors to the country could get In addition, 60 states rely on little more than a Social Security card or a birth certificate as proof of a person's legal status in the country. ...

What Is the SSAT Expert Guide to the 3 Levels

What Is the SSAT Expert Guide to the 3 Levels SAT / ACT Prep Online Guides and Tips Are you interested in going to private school? If so, you might need to take the SSAT to get in. But what is the SSAT? It'san admissions test that independent schools throughout the U.S. and the world use to assesstheir prospective students. The testis available in three levels, so students in elementary, middle, and high school can take it. This comprehensive guide will go over each level of the SSAT so you can learn all about its purpose, structure, and questions. You’ll also find six usefultips for test prep. To start, let’s go over the purpose of the test. What Is the SSAT and Who Takes It? The SSAT is designed for students in grades 3 through 11 who are seeking admission to private schools. It’s available in three levels: elementary for students in grades 3 and 4, middle for students in grades 5 through 7, and upper for students in grades 8 through 11. Students take the test according to their current grade, not the one to which they’ll be applying. If you’re in 7th grade, for instance, you'd take the middle level test, not the upper level one. Similarly, 4th graders applying to 5th grade would take the elementary level, not the middle level. Since you’ll have to wait several weeks for your score report, you should take the test well ahead of any school application deadlines. Students can take the test more than once on variousSaturdays throughout the school year. If you need to arrange a different testing date, then you can set up a â€Å"Flex Test.† Unlike the regularly scheduled SSAT tests, you can only take one Flex Test per year. For most students, the most convenienttesting center will bea nearby private school. There are independent schools that administer the SSAT in countries all over the world. You can find the full list of private elementary, middle, and high schools that give the teston its official website. The SSAT, like the SAT for colleges, is just one piece of a student’s private school application. Along with strong grades and extracurriculars, the student should aim to present competitive test scores. With this in mind, let’s take a closer look at what the SSAT tests at all three levels. The SSAT offers three delicious levels for elementary, middle, and high school students. What Does the SSAT Test? Questions and Skills Despite their differences, all levels of the SSAT share the same goal, to measure your verbal, quantitative, and reading comprehension skills. The verbal sections of the testask about vocabulary, verbal reasoning, and relationships between ideas. The quantitative sections will ask you to solve problems with mathematical concepts. Finally, the reading sections present passages and ask questions about their content. All three levels of the SSAT also have a writing section. This section is unscored, but your written response will be sent to score recipients. This means that admissions officers might read your response and use it as a sample of your writing skills. Younger students answer a creative writing prompt, while older students have a choice between writing a story or a more traditional essay. Now that you have a general answer to the question of what the SSAT is, let’s take a closer look at each level, starting with elementary. All of the sample questions are borrowed from the official website. SSAT: Elementary Level The elementary level is geared toward students in grades 3 and 4. The test at this level is unique since it’s further divided into sublevels, one that’s slightly easier for third graders and one that’s a bit more advanced for fourth graders. Both tests, though, share the same format and structure. The elementary level SSAT lastsone hour and 50 minutes and has a math, verbal, reading, and writing section. You can see the complete structure in the chart below. Section Number of Questions Time Math 30 30 Verbal 30 20 Break - 15 Reading 28 30 Writing 1 prompt 15 Total: 89 110 minutes (1 hour, 50 minutes) With this overall structure in mind, let’s take a closer look at each individual section, starting with Math. Elementary Level Math Section The Math section features all multiple choice questions that ask about a variety of concepts. They might involve addition, subtraction, multiplication, and division. You couldbe asked to put numbers in order from least to greatest, or vice versa. You’ll also encounter some basic geometry, measurement, and graphs. The fourth-grade version of the test may also have a question or two about angles. Below are a couple of sample questions fromthe math section of the elementary level test. The first is a word problem testing comprehension and multiplication while the second is straightforward subtraction. 1. The Smith family drove 300 miles every day for 4 days. How far did they drive on their trip? 75 miles 304 miles 600 miles 1200 miles 1500 miles 2. 922 − 157 = 753 765 776 835 1079 After the 30-minute math section, students will start on a20-minute verbal section. Elementary Level Verbal Section The verbal section asks two main types of questions: vocabulary questions and analogy questions. It tests vocabulary by presenting a word and asking you to choose its synonym from five options. The questions feature words from various subjects, including science, technology, and social studies. Here’s an example of a typical vocabulary question that asks you to choose the presented word’s synonym. COOPERATE: join help delay finish support Analogy questions ask test-takers to make comparisons between two words or phrases. The relationship might be that of synonyms, antonyms, homonyms, or part to whole, to give just a few examples. The words may also fall into similar categories or share certain characteristics. Here’s an example of a typical analogy question. Minute is to hour as men is to our week is to day cow is to milk month is to year man is to woman The third and fourth grade tests share the same kind of questions, but, just as in the math section, the fourth grade test may be slightly more advanced. Simply put, the fourth grade test may feature more advanced vocabulary. Moving onto the third section, read on to see how the elementary SSAT tests reading comprehension. Elementary Level Reading Section On the Reading section, you’ll get seven short passages of poetry, prose, fiction, or nonfiction. After each passage, you’ll answer four multiple choice questions about what the passage’s mean. The questions might ask you to summarize the main idea, to locate specific information, or to define words in context. The slightly more advanced fourth grade test may additionally feature questions that ask about theme. Below is an example of a typical nonfiction passage, followed by a question about the main idea and a word in context. A hiker’s foot dangling from a boat sets the crocodile in motion. When saltwater crocodiles sense food, it can start a "feeding frenzy." Crocs race in from all directions. They go wild, attacking all within reach, including humans. They have been known to jump out of the water and attack humans or dogs on land. Crocodiles are highly territorial, especially females with babies. It is not wise to approach baby croquettes. They may look cute and harmless, but they are not. Smaller freshwater crocodiles might attack if bothered. A camper poked what he thought was a sleeping crocodile with a stick. Suddenly the crocturned and bit off his leg. 1. This passage is primarily about hiking safety rules the dangers of fishing why crocodiles attack dangers of baby crocodiles different kinds of crocodiles 2. In line two, "frenzy" most closely means race time calm furor mental illness After Reading, students will move onto the last section, Writing. Elementary Level Writing Section This final section asks students to write a story based on a picture. The prompt reminds students to make sure their story includes a beginning, middle, and end. Remember that this writing sample isn’t scored, but schools will receive a copy of it. Below is an example of a Writing prompt on the elementary level test. Look at the picture and tell a story about what happened. Make sure your story includes a beginning, a middle, and an end. Once students finish the Writing section, they’ll be all done with the test! Cheer up, melancholy knight. The SSAT also has a test for the middle ages. SSAT: Middle Level If you’re in grade 5, 6, or 7 applying for grades 6, 7, or 8, then you’ll take the middle level SSAT. The middle level test is much longer than the elementary level at three hours and five minutes. Its Writing section, while still unscored, comes at the beginning of the test. It also features an unscored experimental section with 16 multiple choice questions. The chart below shows the full structure of the middle level test. Section Number of Questions Time Writing 1 25 minutes Break - 5 minutes Math 25 30 minutes Reading 40 40 minutes Break - 10 minutes Verbal 60 30 minutes Math 25 30 minutes Experimental 16 15 minutes Total: 167 3 hours, 5 minutes Likethe Writing section, the experimental section is unscored. It will ask six verbal, five reading, and five math questions to test out material for future tests. Now that you have a sense of the test’s overall structure, let’s examine each individual section in more detail, just as we did with the elementary level above. First up is Writing. Middle Level Writing Students taking the middle level SSAT will choose from one of two creative prompts. Based on one of two â€Å"story starters,† they’ll write a story in 25 minutes. Below are typical instructions for the Writing section, followed by two story starters. Directions: Schools would like to get to know you better through a story you tell using one of the ideas below. Please choose the idea you find most interesting and write a story using the idea as your first sentence. Sample Topics: The classroom was empty. I looked into its eyes and suddenly... Again, the story is unscored, but score recipients will get a copy of the response. The next section, however, is definitely scored. After a five-minute break, students will continue on to the Math section. Middle Level Math The Math section asks you to solve problems that fall into four main conceptual categories: number concepts and operations, algebra, geometry/measurement, and data analysis/probability. Number concepts and operations involve addition, subtraction, multiplication, division, arithmetic word problems, ratios, percentages, estimation, sequences, rational numbers, and frequencies. Algebra includes algebraic word problems, line equations, patterns, absolute value, and exponents. Geometry/measurement asks about area and circumference of circles, area and perimeter of polygons, volume, properties of triangles, parallel and perpendicular lines, coordinate geometry, and slope. Finally, data analysis/probability involves interpreting tables and graphs, trends, inferences, and probability. Below are a couple sample problems from the math section of the middle level test. Both fall into the number concepts and operations skill area. 1. In a class of 25 students, 8 received a grade A on a math quiz. What percent of the students did not receive an A? 8% 25% 32% 68% 78% 2. An elevator is on the first floor. It goes up 8 floors, then down 5 floors, and then up 4 floors. What is the final position in terms of the first floor? 3rd floor 4th floor 5th floor 7th floor 8th floor Since students in grades 5 through 7 take the middle level test, some may find this section easier than others. Younger students might need to learn new concepts before taking the SSAT, while older students likely have had more more experience with the tested concepts in school. After Math, you’ll move immediately onto Reading. Middle Level Reading The 40-minute Reading section contains passages of 250 to 350 words taken from literary fiction, humanities, science, and social studies. These passages might be narrative or argument-based. The multiple choice questions ask about main idea, details, words and phrases in context, along with the author’s purpose, attitude, and tone. They might also ask you to make inferences, evaluate arguments, or make predictions. The following is a sample passage taken from literary fiction. The first question is detail-oriented, while the second asks you to make an inference. Little Jim was, for the time, Engine Number 36 and he was making the run between Syracuse and Rochester. He was fourteen minutes behind time, and the throttle was wide open. As a result, when he swung around the curve at the flower bed, a wheel of his cart destroyed a tulip. Number 36 slowed down at once and looked guiltily at his father, who was mowing the lawn. The doctor had his back to the accident, and he continued to pace slowly to and fro, pushing the mower. Jim dropped the handle of the cart. He looked at his father and at the broken flower. Finally, he went to the tulip and tried to stand it up, but it would only hang limply from his hand. Jim could not repair it. He looked again toward his father. 1. According to the passage, Jim's father was a (A) farmer(B) doctor(C) gardener(D) train engineer(E) business executive 2. Jim apparently thought that when his father saw the broken flower his reaction would be one of (A) fear(B) anger(C) curiosity(D) amusement(E) indifference As you can see, a strong grasp of vocabulary is important for doing well on the Reading section. Vocabulary comes directly into play in the next section, the 60-minute verbal. Middle Level Verbal The verbal section tests your understanding of vocabulary and of the relationships between words and ideas with synonym and analogy questions, just like the verbal section in the elementary level. Synonym questions simply present you with a word and ask you to choose its closest synonym, as in the following example. EGREGIOUS: (A) trivial(B) hidden(C) flagrant(D) fragrant(E) contagious Analogy questions ask you to recognize the relationship between two words or phrases, like synonym, antonym, cause/effect, and part/whole. The following, for instance, shows two antonyms. Translucent is to opaque as light is to (A) sun(B) dull(C) lamp(D) candle(E) darkness As you can tell, the elementary level and middle level SSAT are very similar in terms of skills tested and question types. The similarities continue into the upper level test, which simply incorporates more advanced material for older students. Read on for its full structure, along with a breakdown of each individual section. Are you hoping to attend a private high school? If so, you'll be taking the upper level SSAT. SSAT: Upper Level The upper level testis geared toward students in grade 8 to 11 who are applying to private high schools. It has the same structure as the middle level test, but again, it features more advanced material. This chart shows the test’s format as a whole. Section Number of Questions Time Writing 1 25 minutes Break - 5 minutes Math 25 30 minutes Reading 40 40 minutes Break - 10 minutes Verbal 60 30 minutes Math 25 30 minutes Experimental 16 15 minutes Total: 167 3 hours, 5 minutes The experimental section asks six verbal, five reading, and five math questions. These questions are unscored and are just given to test out material for future tests. As with the other levels, your response in the writing section is unscored but will be sent to your score recipients. Read on to see what kind of prompts you’ll get in the Writing section. Upper Level Writing Students get two prompts in the writing section and choose just one to answer. One prompt is creative while the other is a more traditional essay question that asks for your personal opinion. Below are the typical directions for the writing response, followed by two sample topics. Remember, you only have to answer one! Directions: Schools would like to get to know you better through an essay or story using one of the two topics below. Please select the topic you find most interesting and fill in the circle next to the topic you choose. Sample Topics: 1. If you could do something over again, what would it be and why? 2. He couldn't believe they wanted his help. Even though this section’s unscored, you’ll want to make sure your response is clear, organized, and features strong grammar and syntax. Admissions officers will likely use it to evaluate your writing. After writing your story or essay, you’ll move on to the Math section. Upper Level Math The concepts that the upper level math section tests match those on the middle level. The questions will just be more complex and advanced. To review, the skill areas are number concepts and operations, algebra, geometry/measurement, and data analysis/probability. Number concepts and operations questions involve addition, subtraction, multiplication, division, arithmetic word problems, ratios, percentages, estimation, sequences, rational numbers, and frequencies. Algebra might involve algebraic word problems, line equations, patterns, absolute value, or exponents. Geometry/measurement asks about the area and circumference of circles, area and perimeter of polygons, volume, properties of triangles, parallel and perpendicular lines, coordinate geometry, and slope. Data analysis/probabilityquestions ask you to interpret tables and graphs, find trends, make inferences, and calculate probability. The following are two official â€Å"number concepts and operations† questions. 1. Which number represents one thousand four hundred and thirteen thousandths? 1,400.13 1,400.013 1,400.0013 10,400.13 100,400.13 2. Find the missing number in the sequence: ___, 29, 35, 41, 47 22 23 24 25 26 After the math section, you’ll move onto Reading. Upper Level Reading The Reading section features narrative or argument-based passages of 250 to 350 words each. They’re taken from literary fiction, humanities, science, and social studies. The subsequent multiple choice questions might ask you to recognize the passage’s main idea, locate details, make inferences, derive the meaning of words or phrases, determine the author’s purpose or tone, evaluate opinions, or make predictions. The following sample question features a passage taken from literary fiction. The questions ask you to interpret a detail and describe the passage as a whole. We had a consuming desire to see a pony rider, but somehow or other all that passed us streaked by in the night, and so we heard only a whiz and a hail, and the swift phantom was gone. But now the driver exclaims: "Here he comes!" Every neck is stretched and every eye strained. Away across the endless dead level of the prairie a black speck appears. Soon it becomes a horse and rider, rising and falling, sweeping nearer and nearer, and the flutter of hoofs comes faintly to the ear. Another instant a whoop and hurrah from our upper deck, a wave of the rider's hand, but no reply, and man and horse burst past our excited faces and go winging away like a belated fragment of a storm! 1. At the driver's call, the people became more eager puzzled hysterical frightened disappointed 2. This passage can best be described as an account of an event a news article a research study an epic poem an advertisement While the reading section tests your vocabulary with words in context questions, the verbal section tests your vocabulary with synonym and analogy questions. Upper Level Verbal If you’ve read about the elementary and middle level verbal sections, then you should be familiar with its question types. The upper level verbal section is no exception and similarly features synonym and analogy questions. The following, for example, is a synonym question; it wants you to choose the answer that most closely matches the presented word in meaning. INCOGNITO: lost replaced concealed uncovered distinguished This next analogy sample question wants you to recognize the relationship between the presented words and then find that same relationship between words in the answer choices. In this case, an epidemic occurs when a disease becomes widespread. Similarly, a famine occurs when hunger becomes widespread. The relationship between the words in answer choice A matches the relationship between epidemic and disease. Epidemic is to disease as famine is to hunger creative is to creation persuasion is to composition mountainous is to climb ache is to gluttony So there you have it, the structure of each level of the SSAT and a breakdown of each section, writing, math, reading, and verbal, with official sample questions. Before considering how you can prep for this important test, let’s go over what you need to know about how the testis scored. Aim for a high percentile to stay ahead ofthe bell curve! How Is the SSAT Scored? Your SSAT score report will tell you how you did on each scored section - verbal, math, and reading - as well as your total score, or the sum of your section scores. You’ll also get percentiles that show how your performance compares to that of other test-takers. Each level is scored on a different scale.Section scores for the elementary level range from 300 to 600. For the middle level, sectionscores range from 440 to 710. Finally, scores for each section range from 500 to 800 for the upper level. Level Minimum Score by Section Maximum Score by Section Elementary 300 600 Middle 440 710 Upper 500 800 As there are three sections per test, verbal, math, and reading, your total scores representyour three section scores added together. Level Total Minimum Score Total Maximum Score Elementary 900 1800 Middle 1320 2130 Upper 1500 2400 At all levels, you’ll get one point for every correct answer, zero for skipped answer, and a deduction of  ¼ point for wrong answers. While you may have personal goals for your SSAT scores, you can also set target scores based on what you need for admission to your private school of choice. Many private schools release data on the average SSAT scores of accepted students. You can research this information and set your target scores above the average. Once you have your goal in mind, you’ll need to prep to achieve those scores. As with the SAT and ACT for college, studying and taking practice tests are important for doing well on the SSAT. Read on for a few tips for preparing effectively for the test. Preparing for the SSAT: 6 Tips Even though the SSAT is a skill-based, rather than content-based test, it still calls for a good deal of studying. Prepping with high-quality materials is a key part of achieving your target scores and getting into your private school of choice. Below are six tips to guide your studying. First, you should consider how much you need to study and when you plan to take the test. 1. Design a Study Schedule and Test-Taking Timeline How much do you need to study? How much time do you have? When do you plan to take the test? All of these are questions you should ask yourself as you start to plan your SSAT prep. The SSAT is offered on eight Saturdays from September to June, and you can take it as many times as you want. If none of the offered test dates work for you, then you might be able to arrange a Flex Test. Remember that you can only take one Flex Test per year. You might take the testfor the first time months ahead of your private school application deadlines so you have the opportunity to take it again if you want higher scores. If your application deadlines are in the winter, for example, you could take your first SSAT in the spring. That way, you have a second opportunity to test the following fall. Once you set your first test date, consider how long you have to study. Ideally, you have at least three to four months to prepare. The best way to meet your studying goals is to build prep into your routine by setting aside specific time each day or week. By designing a study plan and test-taking schedule several months before your first deadline, you can ensure that you have plenty of time to prepareso you can achieve your target scores. Time yourself when you take practice tests so you can get used to the rhythmof the SSAT. 2. Take Lots of Practice Tests and Reflect on your Results The SSAT is a unique test; chances are, you’re not accustomed to answering dozens of synonym and analogy questions anywhere else(to give one example). As a unique test, it’s critical for you to get familiar with its structure, format, and question types. Reading through this guide’s a great first step. Then you should set aside time to take practice tests, especially under simulated testing conditions - time yourself, find a quiet environment, etc. Make sure your materials are high-quality and specific to the level that you’ll be taking. After you take timed practice tests, score your tests and carefully go over your results. Figure out why you got a question wrong. Were you fuzzy on a specific concept? Did you make a careless error? Did you run out of time? By rooting out the reason behind your mistake, you can figure out what to do about it. You may need to review concepts in geometry or try time management strategies for skimming the passages. By pinpointing and addressing your errors, you can fill in any gaps and see improvement the next time. You might begin with a diagnostic practice test to gauge your starting point. Then you could stagger practice tests throughout your prep to measure your progress and readjust your study plan if need be. 3. Study Vocabulary and Word Relationships As you noticed above, all three levels test your verbal skills in the same way, with questions about synonyms and analogies. Studying level-specific vocabulary is an important part of your SSAT prep. Rather than just focusing on the traditional vocab term + definition list, you should look at groups of words with similar meanings. Your prep materials should have vocabulary lists for your level of the test. You can also find vocab lists on the website Quizlet, or even upload your own for review with interactive games. To master analogy questions, make sure your prep materials break down the different relationships that can appear. Some of these might be synonym, antonym, part to whole, or cause/effect. By studying these relationships and pairing them with practice questions, you should be able to recognize the relationship when you answer analogy questions on the test. For the verbal section of the SSAT, don't just study the meanings of words, but also their relationships with each other. 4. Review Tested Math Concepts The math section of the SSAT can be challenging, especially for younger students who haven’t studied as advanced concepts as their older counterparts who are taking the same test. You should make sure your study materials explain all the concepts you’ll need to know. Algebra on the upper level test, for instance, can be broken down into lots of subtopics, includingword problems, line equations, and exponents. If there are concepts that you’ve never encountered, then you may study them from books or find a tutor who can teach them to you. As a younger student, you shouldn’t have to score in as high a percentile as an older student. Still, though, you don’t want to be taking the test and come across problems that look totally unfamiliar. As you review each concept, pair it with lots of related practice questions. While it’s useful to review each rule individually, remember that some questions may require you to combine concepts in order to solve them. The math section may be closely aligned with what you’re doing in math class. The problems are probably more typical to your homework and class tests than the questions in the verbal section, for instance. Still, though, make sure to study with realistic SSAT practice questions so you can get used to their wording and format. 5. Read Widely and Often How can you study for the reading section? To some extent, all of the reading you’ve done over your lifetime will help you on this section. While you’ve developed your reading comprehension skills over the long-term, you can still take a specific approach to this section. First, keep in mind that the reading section tests you on works from various genres, including literary fiction, nonfiction, and argument-based writing. Reading fiction will help, but you should also practice reading articles from areas like science and social studies. As you read, take notes on essential elements like main point, keydetails, and tone. Beyond taking the time to really engage with and analyze a work, you should hone your ability to read quickly and with purpose. Practice your ability to skim a work for its main point and important details. The test is timed, so you need to be able to gather important points under time limits. The more you practice time management strategies with practice SSAT reading sections, the more efficient you’ll become. While math, reading, and verbal skills will get you far, you also want to have some tried-and-true test-taking strategies up your sleeve. 6. Be Strategic with Your Time and Guessing Finally, you should go beyond studying math concepts and vocabulary to develop test-taking and time management strategies. You’ll only get about a minute or less to read, consider, and answer each multiple choice question. The more you practice and try different tactics - like skimming passages or process of elimination - the more efficient you’ll become. Taking timed practice tests will also help you get accustomed to each section’s time limits and how to allocate your time well. As mentioned above, scorers take  ¼ point off for every wrong answer. If a question totally stumps you, then you might consider skipping it. If you can confidently eliminate at least one answer choice as wrong, though, then you might benefit from guessing. The best way to do well on the SSAT is to develop solid quantitative, verbal reasoning, and reading comprehension skills. Since it’s a timed standardized test, though, practicing various test-taking and time management strategies is a useful approach too. In closing, let’s review the key points to remember about this private school admissions test. To Sum Up†¦ If you’ve made it this far in the guide, then you should have a good sense of the structure and skills tested across all three levels of the SSAT. Students in grades 3 through 11 can take the elementary, middle, or upper level of the testto apply to independent schools. The SSATis skills-based and seeks to measure your verbal, math, and reading skills. Each level also includes a writing section, which is unscored but will be available to admissions officers that you indicate as score recipients. The SSAT features similar question types at all three levels, with the upper levels incorporating more advanced concepts and vocabulary. The scoring systems are different, though, so you’ll need to familiarize yourself with the scale, as well as your prospective schools’ expectations, to set your target scores. Once you have a goal in mind, you should set aside time for several months to prepare. The earlier you start, the more time you’ll have to get ready. Plus, you might benefit from retaking the test once or twice to improve your scores. By planning early and studying with high-quality SSAT materials, you’ll see improvement and make progresstoward your target scores. While the SSAT is just one piece of your private school application, it can go a long way toward making you a strong candidate for your school of choice! What's Next? Want more help with SSAT prep? Check out our SSAT study tips and complete collection of SSAT practice tests. One of the best ways to improve your test scores is to analyze your mistakes. This guide explains how to reviewyour errors on practice tests so you can make big improvements for next time. Are you a younger student considering taking the SAT? Before you decide, check out these guides on whether or not you should take the SAT as a 7th grader, 8th grader, or 9th grader. Did you know that test scores are just one piece of your private school applications? You should also show admissions officers who you are and what you're interested in through your extracurricular activities. Check out this comprehensive list to explore hundreds of extracurricular activities! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Tattoos. Cultures that Use Tattoo and Methods of Tattooing Research Paper

Tattoos. Cultures that Use Tattoo and Methods of Tattooing - Research Paper Example Although usually considered by some as a mere way of accessorizing one’s body with the typical dragon or butterfly, tattoos are regarded as an outlet of creativity and a medium of expression by those who truly understand and appreciate art. While tattoos often seem to carry negative associations as the images of gangs of tough biker boys, and their promiscuous girlfriends come to mind as you think of such body decoration, they are also considered greatly meaningful and significant by various cultures. The people of Thailand regard getting tattoos as a religious ritual and they are often used to illustrate holy symbols like tigers, temples, or verses from sacred prayers. In contrast to this, the Japanese culture used tattoos to brand criminals permanently, which worked like a public display of one’s acts. Similarly, in Germany as well, tattooing prisoners with serial numbers meant making it easier to identify them. Such usage of tattooing explains why tattoos are associa ted with gangsters and mafia men. On the other hand, however, some Germans have also redeemed the status of tattooing to that of a form of a body art by using women’s bodies as their canvases to decorate and consequently display their artistic talents. Native tribes of the Polynesian Islands over the Pacific Ocean have taken this a step further as they regard tattooing as a representation of one’s social standing, as they employ tattoos to illustrate lineage, rank in society and sexuality (Wianecki, 2011). In Western cultures, as one can see on the television, the tattoo culture is greatly dominant, since numerous Hollywood actors like Eva Longoria, Megan Fox, and Ben Affleck, among others, are seen showing off their tattoos on their lower backs, necks, ankles and various other body parts. In addition to this, the tattoo culture is on the rise and has truly become a rage as icons such as Avril Lavigne and David Beckham choose to display their individuality through a ti ny tattoo on the wrist, or through large ones on the back and arms (Mifflin, 1997). As these celebrities are looked up to by huge fan followings, which instantly mimic their favorite idols, the tattooed populace in the world has increased greatly. As published by the Daily News in Los Angeles, â€Å"Credible statistics on the number of people with tattoos are actually tough to find. But in 2006, the Pew Research Center stated that 36 percent of Americans ages 18-25, 40 percent of those 26-40 and 10 percent of people 41-64 have tattoos† (Auerbach, 2011). It is safe to say that the numbers have only been on the rise ever since. Methods Recently, tattooing has also become increasingly popular for being instrumental as a method of plastic surgery for areola reconstruction (Aston, 2009). The most common tool used for tattooing is an electrically powered tattoo machine that uses a needle or group of needles to drill ineradicable ink onto the skin in order to decorate the body perma nently with a tattoo. After this painful procedure is undertaken, the tattoo becomes a part of a person’s attire as well as his/her personality, and is shown off as a style statement, or a symbol of something one believes in, or, as in the case of some Indian actresses like Deepika Padukone, even a symbol of love for one’s partner. This convenient method of tattooing with a drill-like machine, however, has been discovered only recently. Since tattooing had started a long way back, when technology was not as advanced, various other methods were under utilization to make color penetrate into the skin. In some tribal cultures, designs are cut into the skin and ink rubbing cause color. In others,