Assess the Impact of the Industrial Revolution in England...

The industrial revolution according to Neil Tonge in his historical account ‘challenging history- industrialization and society 1700 – 1914,’ can be classified as a change in industrial technology, organization of labourers, transport, and finance and business operation. In ‘A history of the western society, fourth edition,’ referred to it as the total change from agrarian society to a mechanized or complex society. The impact of the revolution on England and the entire Atlantic world was immense. This essay seeks to discuss various effects of the revolution on all aspects of development in the countries involved. Trade was influential to the industrial process. Neil Tonge described it as the wealth of the world. It makes the difference†¦show more content†¦This resulted in demographic changes in the host country and the base country. Population increased in the host and decreased in the base. The creation of industry also saw the small business going out of existence. The large factories produced goods at a cheaper unitary cost and proved to be a thorn in the flesh of small businesses. The law of the jungle was now in full effect, only the huge industrial powers were reaping the profits of the industrial period. The industrial revolution saw the specialization of labourers. Persons were now concentrating on one area of work. This made labour monotonous. The result was mass production. Mass production saw large amounts of goods being produced, making goods cheaper, readily available and in large quantities, resulting in huge profits for industrialists and cheaper commodities for consumers. Workers all over were highly underpaid but they were in most cases receiving more liquid cash than they ever received. The industrial revolution had far reaching consequences on the industries involved. The craft industry in Africa was seriously injured by the intervention of the Europeans. The Europeans took African craft from Africa and sold them in Britain as novelty, with the profit reaped by the traders. The Africans with knowledge of making the craft were taken away from the plantation and brought to the west as slaves and they came to the west with the know how to create theseShow MoreRelatedLiverpools Slave Trade as a Centre of a Global Commerce and an Important Factor in British Economic Growth1437 Words   |  6 Pages This essay will attempt to answer the question by approaching it in three stages. Firstly it will assess the importance of Britains slave trade in the context of global commerce, especially during the 18th century. Secondly it will attempt to show the degree of significance - and the reason - for Liverpools involvement as a British portRead MoreAp Exam Essays1660 Words   |  7 PagesAP Exam Essays 2001-2010 2010 AP Exam Essays 1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? 2. Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775–1783. 3. Analyze the ways in which controversy over the extension of slavery into western territories contributed to the comingRead MoreA SELECTION OF PAST AP U.S. FREE RESPONSE QUESTIONS:3529 Words   |  15 PagesAmerican continent. Why did England win the struggle? (73) 2. In the seventeenth century, New England Puritans tried to create a model society. What were their aspirations, and to what extent were those aspirations fulfilled during the seventeenth century? (83) 3. In the two decades before the outbreak of the American Revolutionary War, there was a profound shift in the way many Americans thought and felt about the British government and their colonial governments. Assess the validity of this statementRead MoreAmerican Revolution and Study Guide Essay example5377 Words   |  22 Pagesdevelopments of TWO of the early colonial settlement areas: a. South b. Middle c. New England (30 pts) 2. Some historians have argued the Puritanism was especially suited for life in the wilderness of 17th century America. Do you agree or disagree? Explain (10pts) 3. To what extent had the Massachusetts Bay colonists endorsed the idea of the â€Å"separation of church and state?† (10pts) 4. To what extent was the New England Confederation a first step toward colonial unity? (10 pts) Chapter 4 StudyRead MoreGlobal Warming and the Greenhouse Effect1974 Words   |  8 Pagesreported that the earth is warmer than it has been in 1,200 years.2 Recently, the summer of 1999 set records for heat in much of the United States. The average world temperature has increased one degree Fahrenheit over the last 120 years, making the world hotter than it has been in 100,000 years. From the beginning of the industrial revolution, concentrations of carbon dioxide have increased by 30%, concentrations of methane have doubled, and nitrous oxide has risen by 15%. The increases of theseRead MoreEssay on Global Warming and the Greenhouse Effect1912 Words   |  8 Pagesreported that the earth is warmer than it has been in 1,200 years.2 Recently, the summer of 1999 set records for heat in much of the United States. The average world temperature has increased one degree Fahrenheit over the last 120 years, making the world hotter than it has been in 100,000 years. From the beginnin g of the industrial revolution, concentrations of carbon dioxide have increased by 30%, concentrations of methane have doubled, and nitrous oxide has risen by 15%. The increases of these chemicalsRead MoreRevolutionary Changes in the Atlantic World, 1750–185010951 Words   |  44 PagesCHAPTER 21 Revolutionary Changes in the Atlantic World, 1750–1850 I. Prelude to Revolution: The Eighteenth-Century Crisis A. Colonial Wars and Fiscal Crises 1. Rivalry among the European powers intensified in the early 1600s as the Dutch Attacked Spanish and Portuguese possessions in the Americas and in Asia. In the 1600s and 1700s the British then checked Dutch commercial and colonial ambitions and went on to defeat France in the Seven Years War (1756–1763)Read MoreAnalysis of the Music Industry30024 Words   |  121 PagesMusic may be defined romantically as `the food of love (Shakespeare) or more prosaically as `sound with particular characteristics (Wikipedia), but it is undeniably a `vibrant artform (Arts Council England) and one which touches more people, in more ways, than any other art form. In commercial terms, music certainly generates a higher market value than the other arts, although a comprehensive market size for music in all its manifestations is impossible to calculate. Key Note has put a valueRead MoreImpact of Science on Society38421 Words   |  154 PagesTHE IMPACT OF SCIENCE ON SOCIETY James Burke Jules Bergman Isaac Asimov NASA SP-482 THE IMPACT OF SCIENCE ON SOCIETY James Burke Jules Bergman Isaac Asimov Prepared by Langley Research Center Scientific and Technical Information Branch 1985 National Aeronautics and Space Administration Washington, DC Library of Congress Cataloging in PublicationData Burke, James, 1936The impact of science on society. (NASA SP ; 482) Series of lectures given at a public lecture series sponsoredRead MoreImpact of Science on Society38427 Words   |  154 PagesTHE IMPACT OF SCIENCE ON SOCIETY James Burke Jules Bergman Isaac Asimov NASA SP-482 THE IMPACT OF SCIENCE ON SOCIETY James Burke Jules Bergman Isaac Asimov Prepared by Langley Research Center Scientific and Technical Information Branch 1985 National Aeronautics and Space Administration Washington, DC Library of Congress Cataloging in PublicationData Burke, James, 1936The impact of science on society. (NASA SP ; 482) Series of lectures given at a public lecture series sponsored by NASA and

John Macarthur s The Myth Of Creationism - 2028 Words

Introduction John Macarthur is a best-selling author and pastor of Grace Community Church in Sun Valley, California. He is the current president of The Master’s College and Seminary. He also has a national syndicated radio program Grace to You. I believe the author s intention was to debunk the myth of evolution. John MacArthur addresses creation from a Biblical standpoint. The book targets a primarily a Christian audience and makes a strong case for a literal six-day creation. This is not a book that fundamentally concentrates on persuading unbelieving evolutionists of creationism, yet rather it focuses on convincing Christians who trust that in some type of advancement, (for example, old-earth creationism or the Gap Theory) that the primary perusing of Genesis one and two is a strict perusing. MacArthur constructs a significant part of the book with respect to the view that Evolution is itself a religion that is entirely contradicted to Christianity. Creationism and E volution, along these lines, can never be blended. We should have faith in it is possible that either. Subsequent to giving numerous reasons why Evolutionism is contradictory to God and His outline, the book spends a section on each of the days of creation. In every part, the creator demonstrates why something besides an exacting six-day creation is outlandish. In this manner, he gives important cases of the miracles and wonders of creation. A large part of the book is centered around disproving

Acs Assignment 2, University of Winnipeg Free Essays

ACS 1803 – ASSIGNMENT 2 Due: February 11, 2013 To be done individually. 1) a) 8 A hospital ward wants to computerize its data about patients and medications / dosages prescribed for the patients. {In your mind, compare this situation with the in-class example about students, courses and grades: student is like patient, course is like medication and grade is dosage}. We will write a custom essay sample on Acs Assignment 2, University of Winnipeg or any similar topic only for you Order Now Then, use the following fields of hospital data that are put into one file (table): patient No. , patient name, patient address, patient birth date; medication name, medication dosage (this means how many tablets or teaspoons of that medication the patient must take each day). Use the following data: ? John Smith Date of Birth: Oct. 10. 1969 Address:123 Dialysis Way. Prescription: Prilosec. Three tablets daily Adavart . Three tablets daily Patient ID: 1849 ? Marla Johnson Date of Birth: Jan. 31. 1955 Address:842 Blossom St. Prescription: Oxycontin Two teaspoons daily Neulasta. Four tablets daily Lamictal Two tablets daily Patient ID: 1850 ? Jane Doe Date of Birth: Aug. 01. 1949 Address:725 Olive Ave. Prescription: Remicade. Three tablets daily Diovan. Four tablets daily Gardasil. One teaspoon daily Patient ID: 1851 Show this in one table with all your data records. Then explain fully why this would not be a good way of organizing data on disk. b) 10 Convert the one table in the previous question to a relational database design. Fill each table in your design with data from the previous question such that no information is lost. Show how your design satisfies the criteria for being a relational database, and why it is better to store data on disk in this way rather than all in one table. c) 7 What is database management system? What steps would the hospital ward need to take to prepare its data to be ready for producing meaningful output from the DBMS? ) 5 What are two main forms of output from a DBMS? Provide one example of each form of output using hospital data from your database in b). Hint: Utilize the â€Å"Input-Processing-Output† Model and focus on the ways data can be produced i. e. Report versus Query. See Data Modeling Explanation from Lecture 4. 2 Notes for additional information. 2) 10 If a business organization has its data stored on disk as a relational database which is managed by a database management system such as Access, why might it want to go further and have a management information system constructed, that would use this relational database as input? Why would just using Access directly not be enough for the organization? Explain fully with examples. ACS-1803-053 Assignment 2 1. a. ) Patient NO. | Patient Name| Patient Address| Patient Birth Day| Medication Name| MedicationDosage| 1849| John Smith| 123 Dialysis Way| Oct. 10. 1969| Prilosec| Three tablets daily| 1849| John Smith| 123 Dialysis Way| Oct. 10. 1969| Adavart| Three tablets daily| 1850| Marla Johbson| 842 Blossom St. | Jan. 31. 1955| Oxycontin| Two teaspoons daily| 1850| Marla Johbson| 842 Blossom St. | Jan. 31. 1955| Neulasta| Four tablets daily| 1850| Marla Johbson| 842 Blossom St. Jan. 31. 1955| Lamictal| Two tablets daily| 1851| Jane Doe| 725 Olive Ave. | Aug. 01. 1949| Remicade| Three tablets daily| 1851| Jane Doe| 725 Olive Ave. | Aug. 01. 1949| Diovan| Four tablets daily| 1851| Jane Doe| 725 Olive Ave. | Aug. 01. 1949| Gardasil| One teaspoon daily| Using one table to record all the data would be an unefficient way. As the table above, the same information such as : No. , patient name, address, birth day, has been record more than once, which causes the waste of store space and costs more labour time. However, with the increase in data, it might make some mistakes by multiple-display the some information. For instance, we have five patients named Jane Doe, and each of them has three kinds of medications. When we search the key words â€Å"Jane Doe†, we will get 15 results with the same patient name, Jane Doe. It makes mistakes easy and takes more time when we have to find the only one information we need among such a bunch of results. b. ) Patient Personal Information: Patient Patient NO. | Patient Name| Patient Address| Patient Birth Day| 1849| John Smith| 123 Dialysis Way| Oct. 10. 1969| 850| Marla Johbson| 842 Blossom St. | Jan. 31. 1955| 1851| Jane Doe| 725 Olive Ave. | Aug. 01. 1949| Patient Medication Information: Medication Patient NO. | Medication Name| Medication Dosage| 1849| Prilosec| Three tablets daily| 1849| Adavart| Three tablets daily| 1850| Oxycontin| Two teaspoons daily| 1850| Neulasta| Four tablets daily| 1850| Lamictal| Two tablets daily| 1851| Remicade| Three tablets daily| 1851| Diovan| Four tablets daily| 1851| Gardasil| One teaspoon daily| The tables in relational databases organize data in rows and columns, simplifying data access and manipulation. It is easier for manager to understand the relational model than put all data in one table. Besides, a relational database allows tables to be linked. And the linkage reduces data redundancy and allows data to be organized more logically. In a word, relational database is easier to control, more flexible, and more intuitive than approaches. c. ) The database management system (DBMS) a group of programs used as interface between a database and application programs, or a database and the user. It is used to create and implement the right database system ensures that the database will support both business activities and goals. For the hospital ward, there are four basic steps need to take to prepare its data to be ready for producing meaningful output from a DBMS: 1. Setting schemas. Installing and using a large database involves â€Å"telling† the DBMS the logical and physical structure of the data and the relationships among the data for each user. 2. Establishing a data dictionary. In this case, the data dictionary should contain the following information: patient No. , patient name, patient address, patient birth date; medication name, medication dosage. . Storing and retrieving data. Establishing tables and input all the information, like â€Å"1849, John Smith, 123 Dialysis Way, Oct. 10. 1969†, into them according to the data dictionary. 4. Manipulating data and generating reports. After a DBMS has been installed, users can use it to review reports and obtain important information. d. ) There are two main forms of output from a DBMS, which are query and report. The query is a database f unction that extracts and displays information from a database given selection parameters. Database users use Structured Query Language (SQL) to select and extract data from a database, and the SQL is the industry standard language for relational databases. The report is a compilation of data from the database that is organized and produced in printed format or presented on screen. The report generator is a specialized program that uses SQL to retrieve and manipulate data (aggregate, transform, or group), and the reports are designed using standard templates or can be custom generated to meet informational needs. Query Example: Select â€Å"patient ID†, â€Å"Medication Name† from Medications Where Medications Name = â€Å"Adavart† Order By â€Å"Patient ID†; 1849| Adavart| Three tablets daily| Report Example: show a report of patients live on Olive Avenue. Patient No| First Name| Last Name| Street| Patient Birth date| 1851| Jane| Doe| 725 OliveAve. | 1949-08-01| 2. The Access is a database management system (DBMS), organizations use Access to implement database, after database designed. There are two main steps to use Access: step one is setting up the database, the DBA needs to create the database, figure out tables and link them together. The second step is using the database through the DBMS, where we have to know the features to design and create queries and reports. We can also use Access as an information system developer, and use a customized information system for specific purposes and needs. That is the reason why it might want to go further and have a customized information system constructed, which would use this relational database as input. Using Access directly just only open a computer files in order to get or add information, it might not be enough for an organization. The customized information system is created according to processes and specific needs in order to improve the operational efficiency. The customized information system consists two parts: up-front and controls. Up-front refers to its own menus, input screens, output (query) screens, and reports and, in the background, it will have a database with related tables, and programs that take the raw data from the database and convert it to the required queries and reports; the system will also have controls, that is, mechanisms that try to ensure that the output is correct and that the data is safe from accidental or deliberate destruction. How to cite Acs Assignment 2, University of Winnipeg, Essay examples

A Midsummer Nights Dream Essay Example For Students

A Midsummer Nights Dream Essay Hoffman meets this challenge by showing Titania being carried around by slaves. This is not common in the mortal world so we instantly think we are somewhere different. Also, the lightening creates a feeling of fear. This makes us feel like this is somewhere we dont know much about and we shouldnt be here. During the play, Shakespeare implies that such is the power of dreams, anything can happen. This is shown as six characters sleep throughout the whole play. This is where a lot of the confusion is caused. First of all, the confusion is caused when Puck applies love potion to the lovers eyes. He first does this to Lysander. This is a mistake by Puck as he is supposed to put it on to Demetrius eyes. This first of all causes confusion for Helena, as she cannot understand why Lysander has suddenly fallen in love with her, as he had run away with Hermia because he loved her so much. Hermia is then confused about Lysanders whereabouts when she wakes up. She looks for Lysander and bumps into Demetrius. She is then confused because she thinks that Demetrius has killed Lysander. Demetrius does not have a clue what she is talking about and decides to try it on with Hermia. Oberon informs Puck of his mistake and his task is now to correct his mistake. He must first of all put the love potion on Demetrius eyes. Whilst Puck does this, Oberon applies the potion to Titanias eyes and tells her to wake when some vile creature is near. This is in order to be able to get the small Indian boy. Mischievous Puck, on his way to correct his mistake decides to put an asss head on Bottom. Titania then wakes when Bottom is singing and falls in love with him. Bottom is then confused, as he cannot understand how someone so beautiful has fallen in love with him. Puck adds the love potion to Demetrius eyes. He then wakes up when Helena is near and falls in love with her. Lysander is also at this point in love with Helena. A battle commences between Lysander and Demetrius for Helenas love. Hermia finds Lysander, who is seeking Helenas love. Hermia cannot understand why Helena has done this to her and begins an argument full of jealousy and envy. At this point in the Hoffman version of the film, I noticed that as the argument got worse, Helena and Hermias state of mind became worse. As this happened, so did their clothes. The clothing in the Hoffman version also seems to be metaphorical of the persons state of mind. For example, at this stage in the play, Hermia is very worked up and confused. Her clothing becomes torn and ripped before she finally ends up falling in a big pool of mud whilst fighting with Helena. Helena cant understand why one person who hated her and someone who loved someone else, has suddenly fallen in love with her. She believes it to be mockery. She then turns around the situation and boasts to Hermia about how it is her turn to sit and watch while Helena attracts the opposite sex. The RSC (Adrian Noble) version of the film can be seen to take the film to another level in a way by adding the extra character, which is the small boy. It adds another story. For example, nowhere in the book does it say that after Lysander and Hermia tell Helena of their plan to run away, a small boy runs after them and falls trough a door into space. This is added by the director for effect. Adrian Noble had obviously researched dreaming and what things in dreams signify. To fall in a dream means that trouble is to follow. White Privilege : The Invisible Knapsack Essay Shakespeare also uses the character of Puck to emphasis the gender differences of men and women. Puck strings the males along whereas he simply leads the women through the darkness. Pucks attitude to women is shown when he refers to females as mens possession, that every man should take his own, The man shall have his mare again, and all shall be well. Pucks attitude towards women is typical of the attitude at the time as women were often seen as the weaker sex and were thought of to be submissive towards men. Puck also expresses another view of women, Cupid is a knavish lad Thus to make poor females mad. Pucks tone of pity is shown through this speech as the word poor emphasises this. Puck speaks in rhyme which is fairylike, nave and even magical, On the ground, Sleep sound, Ill apply To your eye, Gentle lover, remedy. This rhyming pattern is effective as it not only links in with the magical feeling and the spell, but it also reminds the audience that Puck is a fairy. In this extract, a repetition of sunlight is expressed through the four lovers. Come, thou gentle day, If ever I thy face by daylight see, Abate thy hours, shine comforts from the east, and Here will I rest me till the break of day. This effect shows that they are unconsciously know that all will be restored in the morning. The fact that the four lovers have been thrown into a state of chaos is used for comic effect. In conclusion, Shakespeare uses many different types of speech for different effects. Lysander and Demetrius manly, selfish, and revengeful character is shown through their repetition and rhyming couplets. Hermia and Hermia are presented through their emotional speeches, and their alternate rhymes emphasis their weariness. Pucks fairylike and nave character reveals his attitude toward men and women and the use of rhyme is simple and childlike.

Positive and Negative Effects of Tesco free essay sample

Positive and Negative Impacts of Tesco Tesco was founded by Jack Cohen in 1919, and grew at a mind-blowing pace, by 1939 there were 100 stores located across the country; since 1990 Tesco has expanded it’s store locations, and selling varieties. Nowadays Tesco is one of the leading grocery and general merchandise retailer chain in the world. Covering 14 countries in Asia, Europe and America. It has a market share of 30% in the UK, and is considered as a monopoly; this has bought negative impacts and positive impacts to society. Negative Impacts Tesco fails to pay farmers adequate share of retail price. It benefits from financial economies of scale, therefore they are able to negotiate unfair conditions to pay farmers at a very low price for supplies. According to Competition Commission, Tesco pays farmers 4% less than the average price of other retailers, because of this thousands of farmers and workers are forced to leave the industry every year. We will write a custom essay sample on Positive and Negative Effects of Tesco or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I get 378 Rand [? 32. 50] pay every two weeks. I cant afford school fees for my daughter or go to school functions or buy school uniforms says Tawana Fraser. Tesco suppliers employs millions of worker worldwide. Using their enormous buying power, Tesco forces factories located in poor countries to lower their price and deliver goods at a faster speed and rate. This demand pressure will then be passed onto factories workers in forms of harsh working conditions (working in hazardous gas etc. ), extremely long working hours and wage cuts. This will inevitably result in more workers like Fraser, struggling to maintain a reasonable standard of life. Homeworkers are also large victims of wage cuts, as their wages are often paid below the national minimum wage. A research done by Clean Clothes Campaign show serious workers right violation done by Tesco to garment suppliers outside of UK. â€Å"I worry about my security. I dont have job security because we are subcontracted. I am always afraid that I will have no money to pay in a month† says a Tesco supplier. Tesco uses subcontracts to restrain workers from forming unions to complain and reveal Tescos nasty ways of treating poorer workers. Tesco has a big influence in the behaviors of consumers. Shoppers were encouraged to travel by car, because of this 1/10 journeys in the UK are to buy food. This brings more than 3. 5 billion pounds of traffic emission cost. It also encourages buyers to buy unhealthy food. A survey from Consumer Focus showed that only 14% promotion were vegetables, whereas 35% promotion for fatty and sugary products; 1/3 of the products had misleading or complicated food labeling. Small local stores are struggling to compete with Tesco, due to unfair competition. From 1998 to 2002, 50 specialist stores closed down. In 2005 there was a loss of 2157 independent convenience retailers. Positive impacts As a multinational firm, Tesco employs 472,000 workers world wide. Tesco not only employs large amounts of lower-class uneducated people; they also employes highly skilled workers. Since it’s such a large store there will be more opportunities for job development, such as large amounts interactions with others. They also offer graduate programs for college graduates, this will decrease the time for college graduate to find jobs in society. As well as that, young potentials are being discovered, graduates are trained to become leaders. Resulting in an increase in society efficiency. A large firm like Tesco influences consumers greatly, they’ve used this power to promote positive thoughts, events and charities. Tesco is currently working with Cancer Research UK to help find cures for cancer; it’s also promoting a greener environment by giving out tips to customers on how to become greener.

Examining the similarities of leadership styles Essays

Examining the similarities of leadership styles Essays Examining the similarities of leadership styles Essay Examining the similarities of leadership styles Essay Purpose of this survey is to analyze the similarities of transformational, transactional and Servant leading theories and analyse the Contribution those theories make to the apprehension of leading. Introduction: Leadership has a major function in twenty-first century in all sectors. Here I am traveling to discourse about apprehension of what leading is, is at that place any similarities among three theoreticians on what good or effectual leading should be. Expectation, in the twenty-first Century leader should be moral, societal and ethical responsible. What is leading? Leadership is a procedure of act uponing the people to obtain the coveted end. There are many writers giving different definition. Goleman ( 2000 ) : A leader s remarkable occupation is to acquire consequences . House et Al ( 2004 ) : Leadership is the ability to actuate, influence and enable persons To lend to the aims of organisations of which they are members . Stogdill ( 1974 ) : Leadership is an influencing procedure aimed at end accomplishment . Johns T ( 2008 ) says: A leader takes people where they want to travel. A great leader takes people where they do nt needfully desire to be, but ought to be. There are a figure of types of leaders who adopt different leading manners Harmonizing to Richard Bolden ( 2004 ) , Different leading theories were revealed and classified.A And besides merely few leading theories reached to people. They are: Great Man Trait Eventuality Situational Behavioral Participative Management ( transactional leading theory ) Relationship ( transmutation, retainer and squad leading ) Now I am traveling to discourse about transformational, transactional and servant leading. Transformational leading: James Macgregor Burns was the first individual who forward construct of transforming Leadership. Burns says, transforming leading is a relationship of common Stimulation and lift that converts followings into leaders and may change over Leaderships into moral agents ( Burns, 1978 ) and so bass b.m was developed the transmutation leading The end of transformational leading is to transform people and organisations in a actual sense to alter them in head and bosom ; enlarge vision, penetration, and apprehension ; clarify intents ; Make behaviour congruent with beliefs, rules, or values ; and convey about alterations that are lasting, self-perpetuating, and impulse edifice ( Bass and Avolio, 1994 ) . Bass ( 1996 ) , Transformational leading occurs when a Leader encourages followings to portion a vision, authorising them to accomplish the vision, and supplying the chance to develop their single potency. Transformational leaders serve as function theoretical accounts, and besides transformational leader rise people from low degrees of demand, focused on endurance ( following Maslow s hierarchy ) , to higher degrees ( Kelly, 2003 ) . Components of transformational leading: Four common I s are, 1.A A A A A Idealized influence. Charismatic vision and behaviour that inspires others to follow. 2.A A A A A Inspirational motive. Capable of actuating others to perpetrate to the vision. 3.A A A A A Intellectual stimulation. Encouraging innovationA and creativeness. 4.A A A A A A A Individualized consideration. Coaching to the specific demands of followings. Beginning: ( Kelly, 2003 ) Features of transformational leader: Harmonizing to ( Tichy and Devanna, 1986 ) , they have seven features to animate their followings to accomplish beyond the outlook. 1. They visibly see themselves as alteration agents 2. They are courageous 3. They believe in people 4. They are driven by a strong set of values 5.They are life-long scholars 6. They can get by with complexness, uncertainness and ambiguity 7. They are visionaries Example of successful transmutation leading: There are many leaders win in the manner transformational leading qualities. Mahatma Gandhi is Transformational leader stand foring magnetic qualities. Transformational leader is Lou Gerstner retired Chairman and CEO of IBM. He turned IBM around from $ 8.1 billion loss in 1993 after placing portion of the company s job as success syndrome . IBM had become shockable and inflexible ( Sheppard, 2002 ) . Gerstner wholly transformed the civilization of the organisation through, for illustration, patterning desired behaviour and shut down IBM s ill-famed frock codification to reproduce better the vesture of their clients ( Sheppard, 2002 ) . Lee Iacocca is a transformational leader who is credited with salvaging the Chrysler Corporation ( 1980-1992 ) . He took over Chrysler when it was on the threshold of bankruptcy and put about transforming the ideals of his closest subsidiaries. He began to redesign the corporation s civilization. Because a transformational leader encourages others to go transformational leaders, shortly the full organisation was filled with effectual leaders ( Kelly, 2003 ) . Transactional leading: Transactional leading is a procedure of Social exchange between followings and leaders that involves a figure of reward-based minutess. The transactional leader makes clear what he want, Performance outlooks, ends, link between ends and wagess. The leader besides watches followings public presentation And if any errors happening towards the end, the leader appear to rectify ( Burns 1978 ) . In pattern, these leaders use more closed and prima inquiries ( Randell, 1997 ) . Components of transactional leading: ( Bass A ; Avolio, 1994 ) Contingent wagess: It refers to a prearranged understanding: If you do as we agreed so it specifies outlook and sets ends. Active management-by-exception: It refers to behavior where the leader is actively supervising a follower: I am seeing to it that you ( make non ) the leader is strongly oversing and has specified disciplinary actions for errors. Passive management-by-exception: It occurs when the leader is passively supervising a follower: If I happen to detect that you ( did non ) ; the leader takes disciplinary action in the instance of errors if these are found out. All these behaviours work on the rules of anticipation of wages and fright of penalty, related to demands that are lower on Maslow s hierarchy Features of transactional leading: harmonizing to Marcbowles ( 2003 ) , They puting a clear end. They create public presentation marks for each person and the squad They spot public presentation spreads. They wo nt swear their followings, they monitor their public presentation. They take disciplinary actions when necessary. They deriving promise to public presentation and ends through wage, wages, acknowledgment and congratulations. Example of successful transactional leading: Transactional leading is largely follow by directors and CEO in many organisations in twenty-first century. Ezine ( 2010 ) adverting about Steve Jobs ( TIMES CEO OF 2009 ) is the celebrated transactional leader. Steve Jobs was known for his down to Earth and undertaking orientated nature of his leading in apple computing machine. hypertext transfer protocol: //ezinearticles.com/ ? Leadership-Styles -Transactional-Leadership A ; id=4262945 Servant leading: Servant leading views a leader as a retainer of his/her followings. Servant leading was developed by green foliage in 1970, he said that The servant-leader is servant firstaˆÂ ¦It begins with the natural feeling that one wants to function, to function foremost. Then witting pick brings one to draw a bead on to take. He or she is aggressively different from the individual who is Leader foremost, possibly because of the demand to pacify an unusual power thrust or to get material ownerships. ( Greenleaf, 1970 ) . Katzenbach and Smith ( 1993 ) high spots The importance of leaders cognizing when to follow The importance of the leader moving as supportive individual to their followings to accomplish undertaking instead than merely directing. They propose that the leader should inquire inquiries instead than giving replies ; provide chances for others to take them ; Components of servant leading: Servant leading has six distinguishable constituents: ( Laub, 1999 ) . Valuing people Developing people Building community Exposing genuineness Supplying leading Sharing leading Features of servant leading: They Serve other s demands before their demands They believe in people They are really simple and caring personalities They Provide chances to larn and turn They create Strong interpersonal relationships Share power and release control Share position and promote others Example of Successful servant leading: Maxwell J ( 2007 ) add the new jurisprudence in The 21 Irrefutable Laws of Leadership Leaders Add Value by Serving Others, he described about functioning others, can do immense values ( net income ) in the organisation. Adding Net incomes by Adding Value Costco s CEO, Jim Sinegal, believes the success of Costco comes from handling his employees good. Transactional versus Transformational leading: Harmonizing to Bass ( 1985 ) transactional leader motivates subsidiaries by interchanging wagess for services provided. Transactional Leader chiefly focused on end. Leader has been deriving promise to public presentation and ends through wage, wages, acknowledgment and congratulations. Transformational leaders, on the other manus, motivate subsidiaries to execute beyond expectations. . Bass argued that such public presentation can non be achieved through transactional leading entirely. .A Comparison of Transactional and Transformational Leadership: ( Covey, 1992 ) Transformational Leadership Transactional Leadership aˆ? physiques on a adult male s demand for intending aˆ? Is preoccupied with intents and values, ethical motives, and moralss aˆ? Transcends day-to-day personal businesss aˆ? Is focused on accomplishing long term ends Without compromising human values and Principles aˆ? Focuses more on missions and schemes aˆ? Releases human prospective identifying and budding new endowment aˆ? Designs and redesigns occupations to do them meaningful and disputing aˆ? Aligns domestic constructions and systems to reinforce overarching values and ends aˆ? Builds on adult male s demand to acquire a occupation done and do a life aˆ? Is preoccupied with power and place, political relations and fringe benefits aˆ? Is mired in day-to-day personal businesss aˆ? Is short-run and difficult informations orientated aˆ? Focuss on tactical issues aˆ? Relies on human dealingss to lubricate human interactions aˆ? Follows and fulfils function outlooks by endeavoring to work efficaciously within current systems aˆ? Supports constructions and systems that reenforce the bottom line, maximise efficiency, and warrant short-run net incomes Leithwood and Jantzi ( 2000 ) conclude that transactional leaders more normally use teleological moralss ( teleology is the survey of ends, terminals and intents. ) Whereas transformational leaders deploy deontological moralss. Servant Leadership versus Transactional Leadership: Servant leading and transactional leading are apparent in a figure of ways. Servant leaders emphasize activities that fans of wellbeing, while transactional leaders focus on the activities of everyday care and resource allotment followings of monitoring and direction to accomplish organisational ends. Contrary to the main retainers who influence followings through personal development and authorization, the transactional leader influences followings through the usage of wagess, countenances, and formal authorization and place to bring on behavior consistent. Harmonizing to Blanchard and Johnson ( 1985 ) , transactional leaders create strong outlooks about the behaviour of employees, every bit good as clear counsel on employees receive wagess for run intoing the outlooks of transactional leader.Li Thus, leaders use transactional contingent wages behaviour to implement minutess with followings to accomplish work ends ( Bass, 1985 ) . Servant Leadership versus Transactional Leadership: Harmonizing to the rock and his co-worker point of position servant leading and transformational leading, both theoretical accounts incorporate features such as regard, vision, influence, mold, trust, unity, and deputation ( Stone et al. , 2003 ) .Transformational leading and servant leading have similar qualities such as individualised grasp and consideration of followings. Servant and Transformational Leadership: A Comparative Model Under the Servant Leader theoretical account, the leader s motive to take arises from an implicit in attitude of equalitarianism. In other words, the leader s belief system says he or she is no better than those who are led. All members of the organisation have equal rights to vision, regard, and information. The leader s function is to ease the outgrowth of a community within the organisation. 1, are valuing people, developing people, constructing community, exposing genuineness and sharing leading. Possible impacts of these drivers could be: higher skilled people, more ethical people, better communicators, strong interpersonal relationships, creative activity of shared visions, and clear goals.It is argued here that these results in concurrence with the leader enterprises that produce them create the religious productive civilization. Under the transformational leader theoretical account, the chief leader enterprises are idealised influence, inspirational motive, rational stimulation and individualised consideration. These enterprises lead to: function mold, high ethical criterions, concern for the demands of others, communicating of outlooks shared visions, inventions, hazard pickings, and oppugning of patterns and systems. Beginning: Smith.B et Al ( 2004 ) servant leading tends to cultivate a more inactive attack to the external environment than transformational leading. The servant leader s motive is directed more at the personal growing of the follower, therefore the servant leader s success is determined by the extent to which the follower moves toward self realization ( Maslow, 1970 ) . Whereas the transformational leader s motive is directed More toward obtaining success for the organisation, which will reflect on his/her abilities, and the success of these leaders is measured by the extent to which they obtain organisational wagess. Decision: leading is attitude non a function. Leadership in Leadership, It seems, is progressively going the cosmopolitan redress of the twenty-first Century and its accent is turning towards the moral, societal and ethical duties of leaders. Transformational leading is suited for dynamic organisation and servant leading suited for inactive organisation such as church, non-profit organisation, non-government organisation. Most of leader utilizing transactional leading theory while they utilizing transformational leading. There is nil every bit practical as a good theory ( Lewin, 1935 ) . So Today s leaders need to be skilled in alteration direction to follow in any state of affairs CHRISTINA OSBORNE ( 2008 ) .

Did the Framers of the constitution intend that a corporation be Research Paper

Did the Framers of the constitution intend that a corporation be classified as a person for the purpose of being sued and suing - Research Paper Example 208). Persons, according to Roman law, do not have any kind of existence outside that of the legal sphere, and the law recognizes entities, regardless of whether or not they have a biological status. This view is called the â€Å"fiction theory† – this means that the personality of a corporation is a fiction, and that the corporation owes its very existence to the state (French, 1979, p. 208). Rivaling this theory in American jurisprudence is that of the â€Å"Legal Aggregate Theory of the Corporation† – this means that the corporate body is a shield or an umbrella for the individual persons that make up that corporation. In this theory, biological status is what matters, and has legal priority. In this theory, the corporation is synonymous with the board of directors and other leaders of the companies, while employees are generally ignored (French, 1979, p. 209). Another competing theory is that of the Germans, who regard corporations as having a de jarte personality, â€Å"which the law only declares to be a judicial fact† (French, 1979, p. 209). ... What is needed is a Reality Theory that identifies a de facto metaphysical person not just a sociological entity† (French, 1979, p. 210) While these are the popular theories about corporate personhood, the focus of this paper is whether or not the Framers meant for a corporation to be considered a person for the purposes of suing and being sued is a question that has a confused answer. The answer is confused because Supreme Court decisions have contradictory analysis on whether or not a corporation is considered to be a person under the Constitution as written. One case indicated that a corporation can sue in its own name, but that the corporation itself is not a citizen, but, rather, is composed of individual citizens, and that these individual citizens are what a court must look to when deciding if a court has jurisdiction over corporation lawsuits. Another case says, no, a corporation is an entity of its own, and the individual members of the corporation are not what matters – what matters is the corporation itself. The differences between these two cases is that the former was a case involving corporate lawsuits and the latter involved a corporation’s ability to make contracts. Then along came a case whose dicta established that a corporation is a person, but did not give any kind of reasoning behind why it believes this to be so. Nevertheless, this is considered to be a landmark case in that the case affirmatively established that a corporation is indeed a person. But, since the reasoning behind this is unclear, it is likewise unclear as to whether this court decided that the Framers intended this to be so. In other words, the Supreme Court cases that have dealt with the issue of corporate personhood,

Limited Liabilty Partnership Essay Example | Topics and Well Written Essays - 2000 words

Limited Liabilty Partnership - Essay Example These businesses are the most common and simplest ones since they just have one owner who runs the business by himself and is self employed. These types of businesses are east to start since they do not require much, if not any, legal obligations, and paperwork. It is important to note that the sole trader assumes the â€Å"all† the responsibility of the business. This includes looking after all the operations, issues, debts, loans and others. The problem with this business is that the sole trader has unlimited liability for the business and in case of bankruptcy, the sole trader would have to pay off the debts and claims from his pocket or by selling off the company’s assets and the sole trader’s assets as well (Hicks & Goo, pp. 13-18). Important here to note that the law does not provide the sole trader’s company, the status of a â€Å"separate legal entity† which other forms of business enjoy having. These businesses do not have the option of equity financing or in simple words issuing bonds and stocks for raising capital. Moreover, if the sole trader goes for debt financing, even then, the loan would be on his name and not on the company’s name and he, not the company, would be liable for paying off the loan (Mancuso, pp. 65-69). The second type of business would be of partnerships where two or more partners jointly start their business and share the responsibilities and ownership of the business. Unlike sole proprietor where only one person is responsible for everything, in partnerships, all the partners share the responsibility of running the business. However, their liability remains unlimited. This is because of the fact that partners are liable for any decision whether taken by him or any other partner. Moreover, if one partner runs away than the rest would have to pay his or her debts liabilities from their pockets (Martin, pp. 41-49). These types of businesses are easy to form and easy to dissolve as

Research Methods in the Social Sciences Assignment - 2

Research Methods in the Social Sciences - Assignment Example The organization first gives the eligibility information. If eligible, one is required to submit an electronic proposal or download the required forms through the website address given (NCEE, nd). After submission of the proposals, the organization evaluates each eligible proposal. They are ranked by reviewers and submitted to the EPA Approving Official. Selected candidates are given instructions concerning submission of the final grant application. The proposals are ranked based on scores. The highest ranked applicant is selected for the award of the grant. The applicants may also be required to modify their work before giving final funding recommendations. They are notified about the evaluation decisions and possibilities of getting the grant via e-mail. Those recommended are required to give additional certifications and a revised project abstract in electronic form. Official announcement of the award is given by the Agency’s Grants and Interagency Agreement Management Division. The announcement is finally posted in the organization’s website. The deadline for submission of the proposal by the applicant is given. The date for award of the grant is also given. There are no opportunities at present

Struggle of Canadian aboriginal students in education

Struggle of Canadian aboriginal students in education The struggle of the Canadian aboriginal people is based in education. The struggle is for them to regain the control of their livelihood as communities and as nations. The aboriginal peoples population has been on the increase for the past decade. Their largest population lives in the main population centers of Canada. The overall education standards of aboriginal people lag behind the overall education standards of Canada. According to Levin, (2009), there are an estimated 40 % of aboriginal people that dropped out of secondary school as compared to 20% of the total population of Canada. For the 20 years, the attainment of education among aboriginal people has improved though still quite low. The growth in numbers of aboriginal people with completed high school in the past decade led to the improvement of their public image. Despite the improvements, aboriginal education is still not much successful (Levin, 2009). Aboriginal education and obstacles to understanding The history of the aboriginal people and the non-aboriginal people dates back many years ago. The non- aboriginal people (Europeans) came to the aboriginals land. They started to coexist with the aboriginal people teaching the non-aboriginal people so many things for effective coexistence. Friendship and peace treaties enabled them to stay peacefully. With the royal proclamation of 1963, the distinction was made between the need for land and the need for the protection of the aboriginal peoples rights. As time moved on, more Europeans arrived outnumbering the native aboriginal people which was characterized by poverty and diseases. With the British war of 1812-1814, the aboriginal people were declined of their position as the allies to the military. This implanted into their heads the idea that the British people were superior than they were. This explains the dominion and assimilation by the non-aboriginals (Levin, 2009). The aboriginal people make up many nations in Canada. These people have unique culture, beliefs and values. Within a specific region, there could be diverse number of people with different and diverse cultures. The Indian act of 1876 imposed oppression against the aboriginal people. The federal government controlled the schooling of aboriginals children (Antone, (2003). Through the system, the government did not educate the children but was rather transforming their minds (Battiste, (1995). The aboriginal children were exposed to forces of cognitive imperialism which are very distractive. This resulted into the children losing the world view, their language and their culture. This caused an upheaval in the aboriginal communities socially and psychologically. The major cultural aspects of the aboriginals were lost. They included the cultural aspects in relation to hunting, fishing, medicine and religion (Antone, (2003). According to Eileen and Tania (2005), the colonialism history dis rupted the aboriginals way of transmitting knowledge. The effect is long-lasting. The original aboriginal education and literacy and the philosophies were historically passed down the lineage by oral means and they wee kept by the old men (elders). The non-aboriginal education programs are characterized by the radio, the TV, and the video games. All these have replaced the traditional aboriginal ways of passing knowledge from one generation to the other (Smith, 1999). The non-aboriginal systems of education have resulted in the loss of respect for the aboriginal traditions and elders and the language. Despite all these challenges that aboriginal education is facing, the elders are trying to find where they belong in the society as they try to bring reinstate the aboriginal culture (Eileen, Tania, (2005). The aboriginal education differs fro the non-aboriginal education in various ways. The literacy levels among the aborigines are quite low with many adults being illiterate. According to Richards (2008), the performance of aborigines in on-off-reserve schools is quite low. Richard (2008) reports findings from the census data that the non- aboriginal young people (under 45 yrs) have high education as compared to older Canadians. He adds that there is a universal demand for high school certificates. More so, there is an increased gap between aboriginal and non aboriginal high school education qualifiers with the gaps more being more pronounced at those levels that are beyond the secondary school (Richards, 2008). The non-aboriginal education system does not uphold the aboriginal language and literacy. The system elevates the understanding of certain foreign competencies as it undermines the competencies of aboriginal education system. This has led to the feeling of low self esteem and inadequacy among aboriginal students hence high school dropout rates and the poor performance. Therefore, the non-aboriginal system of education dos not values the aboriginals language, culture and their traditions (Richards, 2008). The literacy system that is used is foreign and is one of the reasons as to why the aboriginals perform poorly in academic institutions. A holistic approach to this issue will go a great way in solving the aboriginals literacy. The literacy leaning process to be used should include all the aspect of the aboriginals culture including the language. To overcome the challenges, the aboriginal students should be taught by aboriginal teachers using their own modes of teaching like storytel ling, observation and by the use of performed knowledge (Richards, 2008). The implication of the low aboriginal high school education is seen in the productivity levels of Canada. It is also seen in poverty and the racial tension that exists. The fertility rate among aboriginal students is high thus characterized by many school dropouts (La Prairie, 1995). Transition to urban environments The aboriginal people underwent a lot of problems resulting from colonization. The children were forced to under a foreign literacy system that affected them by far. Through the non-aboriginal education system, the aboriginal children were taught in foreign language that they did not understand. They were also taught foreign cultures and alienated far away from their culture. Though the literacy system, they were taught that their culture is inferior. As a result of that, they suffered from colonialism, many of them suffering from low self esteem. They were characterized by poverty and poor lifestyles (Malatest, 2004). According to Gallant, (2003), the poor aboriginal children were vulnerable to alienation from culture and their society. They also suffered from hopelessness. She argues that the children live in poverty and in a world that is full of violence and racism. The above problems that the aboriginal youth are susceptible to are accompanied by other social problems like high school drop out rates, high suicide rates, high crime rates and poverty rates. In her report, Galant (2003) finds a multitude of problems that the youth experience as they move from the poor rural areas to urban areas. These problems are as a result of colonialism. They include: Problems of lack of identity: This is accompanied by the lack of culture and the native language. With this problem, the youth experience isolation and alienation which make involvement in gang and illegal activities very attractive for the aboriginal youths. These aboriginal youths face the challenge of trying to cope with the many different cultures of the non-aboriginal nature that are very hostile to the aboriginal culture (Galant, 2003). Education: due to poor school attendance be cause of inadequate funding, there are high dropout rates among the aboriginal youths. They end up with low education levels and high unemployment t rates translating to job prospects that are poor hence increased poverty (HRSDC, 2009). Parental care: given the poor settings of the aboriginal families, the parents are busy fending for their children as the children go to school. These parents rarely get enough time for the family. These families are dysfunctional with absentee parents (Evans, 1998). Early maturity: the poor lifestyles hat the aboriginal children lead makes them mature faster since some of them are left to work and feed themselves at tender ages. This makes them mature faster resulting in becoming parents early with poor parental skills (Gallant, 2003). Substance abuse: the aboriginal children who come from many rural places have little parental care. Due to low self esteem and alienation, many become victims of substance abuse. This they take believing that it will reduce the stress and the depression while boosting their morale (Gallant, 2003). Poverty: these children are vulnerable to poverty because of the poor socialization process that they receive. Their parents are poor and are rarely there for them. They are rarely monitored and advised on the best way for the future. The low self esteem they gain frustrates them thus making them lead poor lives (Friedel, 1999). Racism: this is accompanied by discrimination. It really lowers their self esteem and their confidence fostering hostility against their broader society (Smith, 1999). They feel alienated and marginalized. The above problems that face the aboriginal youth require a solution. The solution is not definite. They need support by every body and is comprised of every element that touches the holistic approach to life like recreation, proper parenting skills, good literacy and education standards, readiness for the labor market, transition services in the urban settings, support from the family and the family and very strong backing of the community. Without these support, these young aboriginal people will find it hard to deal with the daily life challenges hence living low quality lives as compared to non-aboriginal youths (HRSDC, 2009). Action plan The transition period for the aboriginal youths is very crucial. This is because it determines the future of a person. What a person gains in his youth will either built on his future or destroy it completely. The urban aboriginal youth face many challenges as seen above ranging from poverty, racism, alienation to poor performance academically. The only solution to these problems can be done during their transition stage as they move from the rural setting to the urban setting. The following are some of the recommended action plans: Establishing of urban centers for the aboriginal youths. These are important because they help the aboriginal youth to come together in a more welcoming environment that is more comfortable than when they are left alone. The place should be free from alcohol and drugs. Gallant (2003) in her report argues that every urban center should have a youth centre that provides a sense of belonging for the desolate aboriginal youths. Through these centers they are able to share their personal experiences freely and have a sense of belonging. The many social-cultural dislocations that the youth have could be counteracted by the youth centers. The aboriginal youth centers act as an alternative to street life since they provide a forum where the aboriginal youths are in a position to interact with their fellow youths, their culture, elders and be in a position to explore the many opportunities that the urban life provides for them (Gallant, 2003). Since the youth centers for the aboriginal youth are very helpful, the federal government should provide funding for their establishment and development. It should do this in collaboration with the respective aboriginal youth representatives together with the provincial counterparts of the government and the aboriginal youth development agencies. These centers should be located in easily accessible areas. This would be a step in helping the future generation of aboriginal youth (Smith, 1999). Establishment of urban aboriginal youth transitional programs Many aboriginal youths move to the city seeking to advance their studies among other reasons like seeking for reemployment. With the move to the city, they are culturally dislocated, powerless and incompetent. Despite the challenges, they are determined top make out a living and better their future. With insufficient t resources and inadequate education, many turn to alternative means of earning a living (Alberta Report, 2001). Accompanied by racism and discrimination, it becomes very difficult for the aboriginal youth to handle these situations in the urban settings. Gallant argues that there is nothing that is such devastating to a young person than the racist claim. The lack of knowledge on the original aboriginal culture together with racism and discrimination are the major aboriginal youth challenges in many urban settings. The effects of all these are manifested through isolation which leads to low self esteem (Smith, 1999). Gallant (2008) argues that there has been scanty attention paid by the government to these problems that are facing the aboriginal youth in transition. Basing on the above problems that are faced by the aboriginal youth in transition, the government should take initiatives to establish major transition services in major Canadian urban centers. This will ensure that the aboriginal migrants to the city are positively supported and proper discretion towards organizations that are appropriate in dealing with transitional issues is given. Services to be provided should include houses, training, provision of literacy skill in English, guidance and counseling among many others. The supervision of the services should be linked to the specific communities that the youth originate. The establishment of the transitional services and centers by the government should be done in collaboration with the rural communities of the respective communities (Prochner, 2004). Creating recreation in sports and arts for the aboriginal youth A recreational ground provides a positive release of excess energy by the youth. Through sports and recreational activities, the youth can be relieved from boredom, drug abuse and drinking. Sports are made with creativity, discipline and team work that enhances the way the youth make goals. This has far reaching results on the future performance and life of the youths. With the many aboriginal youths that migrate to the cities, given their poor backgrounds and settings, there are no recreational facilities that they can afford. The government should increase its efforts in availing recreational facilities to the aboriginal youth in transition. This will lower the vulnerability of the youths dysfunction both physically and socially. According to Gallant (2003), there is a strong relationship between the involvement in recreational activities and anti-social behavior. Lifelong bad behavior is as a result of lacking anything constructive to do. The youth gets more pressure from the peers to engage in harmful anti-social activities. The establishment of these facilities in schools is very essential because such skills are vital for equipping the students with lifelong skills like leadership skills, training and academic tutoring (Smith, 1999). Thus school attendance is mandatory. Through school programs that are fitted with recreational and sport facilities, the healthy behavior of students are enhanced. The government should work close with other agencies in the provision of recreational and sports facilities to schools. In addition to that, in order to cater for the aboriginal youth in transition, the government should establish the recreational and sports centers together with the urban aboriginal youth centers (Gallant, 2003). The centers established by the federal government should be community based and should not have a short term perspective. The projects should be sustainable in the long run and it should be designed for the offering of instructions to the aboriginal youths accompanied by the offering of leadership and training in life skills. Through these programs, the aboriginal youths will be able to overcome racism and discrimination hence building on their self esteem. This will go along way down the life of the young aboriginal people (Alberta Report, 2001). Health and sexuality program for aboriginal teens. Aboriginal homes lack good quality sex education. With the parents rarely at home and not involved in their children affairs, aboriginal youths are experience high rates of pregnancy which also contributes to high school drop out rates. In addition to that, aboriginal youths experience involvement in drug and substance abuse (Alberta Report, 2001). This contributes to the high pregnancy levels and school drop out and poor academic performance. Due to this, the federal government should initiate programs that alleviate the effects of drug and alcohol abuse. This will lower the number of children borne with fatal alcohol syndrome. The governments initiative should both be in rural and urban settings so the aboriginal children in rural and urban areas benefit. The federal government should also increase federal funding towards the initiative to reduce fetal alcohol syndrome among aboriginal youths (Alberta Report, 2001). In addition to the above, it is observed that there is very little use of contraceptives among aboriginal youths. This can also explain the high pregnancy rates which translates to high poverty rates. All these are accompanied by high unemployment rates among aboriginal teens. The federal government through its health minister and community based organizations for aboriginal youths should implement a public awareness policy that targets aboriginal teens. This policy should target to address the problems of sexual health of aboriginal teens hence promoting sexual practices that re healthy. The federal government should also set aside sustainable funding for the programs (Gallant, 2003). Gang life: coming up with better alternatives. Given the poor background setting for the aboriginal youths, as they move to the urban setting they become vulnerable to anti social activities which also are criminal in nature. The youths are usually discriminated. The gangs are readily acceptable for them since they provide for them a sense of belonging and identity since the youths are desperate. Though these gangs, the youths feel greatly empowered with renewed purpose and belonging. According to Carol, (1995) the aboriginal youths that live deeper inside the city are more vulnerable to engaging in criminal activities. They are also prone to processing of justice. Therefore, gangs do provide protection for them and thus giving them safety. They accord them the basic needs (Carol, 1995). It is recommended that the federal government while working together with the municipal and the provincial administration should help in the identification and provision o safe house for the aboriginal youths in urban centers. This will help them leave the gangs and engage in better life (Gallant, 2003). Alcohol and Substance abuse Many aboriginal youths in transition to urban life abuse substances like alcohol, solvents and smoking. This is one of the most risky lives. According to studies, aboriginal youth are six times riskier in abusing alcoholic substances than heir non- aboriginal counterpart. The federal government should come up with programs that help the aboriginal youth not to indulge in drug abuse. An example is the NNADAP program put in place by first nations. The program should be target all aboriginal youths both in rural and urban settings. Sustainable funding should also be provided by the federal government. In addition to that, there should be treatment centers that provide treatment for cases related to substance abuse. These centers should be age specific (Alberta Report, 2001). Training and Employments for the Aboriginal Youth Many aboriginal youths posses low education levels due to the poor backgrounds they come form. They rarely complete high school. With low education, many end up being jobless. Thus many aboriginal youths risk being unemployed (Smith, 1999). Being unemployed is risky for the youths as they are likely to engage in antisocial activities. The federal government should set up programs that will reduce the aboriginal youth unemployment. Given the fast population growth rate of the aboriginal people, the government should move fast in bringing Canadas shrinking labor force to the required levels. The barriers to employment of aboriginal youths include factors like little job experience, low education levels among the aboriginal youths, lack or inappropriate skills among the youth, high transience and mobility levels amongst the aboriginal youths and poverty and discrimination (Smith, 1999). To solve the above obstacles, the federal government should initiate employment and entrepreneurship programs for the aboriginal youths. These programs will help them develop the necessary skills, and experience fro the required jobs. All those programs that are undertaken to help alleviate the youth unemployment should have a long term perspective. Therefore, the federal government should not only initiate but sustain the programs through sustainable funding and increased human resource development. In addition to that, the partnership of transitional urban aboriginal youth and the private sector employers should be encouraged by the federal government and the stakeholders (Gallant, 2003). Provision of professional development Aboriginal education requires the use of professional development for it to come out successful. The aboriginal youth have suffered so much under the non-aboriginal education system. They have undergone the torture of the mind with many negative thought being implanted in their minds (Gallant, 2003). They were taught using foreign language that they do not understand well. They were alienated further from their culture and their traditions. Through this, they faced racism hence discrimination. The discrimination they faced affected their self esteem that they lost focus in life. They are still suffering from neocolonialism since their parents still believe that they are inferior to the non-aborigines. With this mentality, they are poor lacking a sense of direction in life (Tunison, 2007). There needs to be established a special education program that caters for aboriginal children. Aboriginal youth face many challenges as they study. Coming from a poor background where parents struggle to feed ad take them to school they face a lot of hardships. The parents cant afford better schools to take them. At the schools that they are taken, they are taught the non-aboriginal literacy where they are further alienated from their culture. As they move to urban settings, they are faced with the challenge of racism and lack of identity which leads to discrimination. Through all these tribulations, the aboriginal education is characterized high drop out rates, truancy and poor performance in academics (Kanu, 2005). There is very little parental involvement in the education of their children. According to the Ministry Of Education (2005), parents have an important role to play in the education of their children. They assist their children in doing home work, provide them with good parenting and also get involved at school projects and trips for their children. They should help the school in the better management of their children. Aboriginal parents are too busy that they find no time to spare for their children. Since parents also advice their children and influence their future life, the youths from aboriginal backgrounds do not experience that. This explains the poor performance at school, poverty, truancy, involvement in gang activities and high school drop out rates. The children lack a sense of belonging (Ministry Of Education, 2005). Since the system of education for the non-aboriginals does not favor the aboriginal children, the government should initiate the curriculum that favors the aboriginal students and culture. The government should also engage trained aboriginal teachers to teach aboriginal children. This is because they best understand the aboriginal culture and language (Gregory, et. al. 2008). This will break one of the barriers of poor performance among aboriginal children. More so, the government should develop aboriginal schools in urban areas that are exclusively for aboriginal students. This will reduce the instances if racism and discrimination hence the self esteem for the children will be raised resulting not only to better academic performance but also better future life. The government should come up with guiding and counseling programs that support secondary school going aboriginal students (Alberta Report, 2001). The outcome of poverty in aboriginal families is poor parental responsibility with many parents not taking part in the up bringing of their children. The children, due to low self esteem indulge in many antisocial activities that ruin their future. They engage in alcohol and abuse of substances in addition to participation in criminal activities. Their parents also do not know their culture. The future of the aboriginal people lies in the employment of professionals to come up with a system that suits them. The new system should make use of aboriginal teachers to teach aboriginal youths. Conclusion The aboriginal people are the natives of Canada. With coming of the Europeans, the aborigines were marginalized. They were imposed to foreign culture and education system that doe not value the cultural and the language of the aboriginal people. They were taught in foreign language that they did not understand. Through the non-aboriginal literacy programs, they were taught that they are inferior to Europeans. As a result they became inferior and poor. Their children performed poorly in schools. During the transition stage where the aboriginal youths move to urban setting, they experienced many problems that range from high school drop out rates, truancy, high rates of pregnancy, racism and discrimination and involvement in antisocial behavior. All this conditions accompanied b a very low self esteem impact negatively on the aboriginal children and they end up leading a very poor lifestyle. The federal government should engage in several activities to save the aboriginal people. It should work in collaboration with other community groups in the establishment of urban centers that care for the aboriginal youth in transition. Through the centers, the youths engage in sports and other recreational activities that will boost the self esteem of the aboriginal youth hence improving their future. It should also establish training centers and initiate awareness for the aboriginal youth in terms of drug and substance abuse, and sexual and health behavior. With these the aboriginal youth will contribute much to the labor force in Canada. All these programs that are initiated by the government should have a long term perspective otherwise, they will not be effective.

A Short History Of The Blues Essay -- Music, Blues, Communication, Ni

The late 19th century marked a great deal of change in the United States as well as the rest of the world. World war one had begun and reeked great havoc on the entire world. Nikola Tesla and the fathers of communications had made major scientific breakthroughs in the communications field and modern radio programming was right around the corner. Slavery had been abolished for over thirty years but segregation was still an enormous factor amongst the African-American people in the U.S. One of the most segregated states in the entire country, Mississippi, was on the brink of one of the most influential forms of modern music that the world had ever seen or heard: the blues. What the blues did for music is reflective in almost every piece of modern music heard throughout the world today. From rock and roll to country music, all the way to hip hop, the blues is deep down inside shining like a beautiful light that makes that music glow forever. Weather a person is happy or sad, compa ssionate or indifferent; the blues will always be there to light the way. Right at the turn of the century a man by the name of W.C. Handy was about to stumble upon a sound that would change the world of music forever. The year was 1903. The summer sun was beating down ferociously and a man named William Christopher Handy, who happened to be catching a train heading north, found himself in a town called Tutwiler Mississippi which lies smack-dab in the middle of the Mississippi delta between Clarksdale Mississippi and Greenwood Mississippi. Handy, a former bandleader of â€Å"a black orchestra that mostly plays dance music and popular standards of the day, is a learned musician who understands theory and the conventions of good, respectable music’’ sudden... ... America the civil rights movement had begun and a new type of blues called soul music was introduced. Traditional country blues was making its way into college towns and it was only a matter of time before electric blues would follow. As the fifties came to a close, the most musically influential time period in the history of popular music, the sixties, would come roaring in with bands like The Beatles, The Rolling Stones, and Jimmie Hendrix all of which were heavily influenced by the blues. After the 1960’s through the seventies and the eighties the blues and its wonderful history would help to shape almost every form of modern music. In 2002 the United States Congress passed a resolution making 2003 â€Å"the year of the blues.† Without the development of the great pioneers of the blues genre music would be in a totally different place, as we know it today.

Roles and Responsibilities of a Teacher in the Lls, Module Epf 135

Marie Appleby Module EPF 135 Roles and Responsibilities of a Teacher in the Lifelong Learning sSector The Lifelong Learning UK (2007) standards, highlight the complexity of the role of the FE teacher as follows â€Å"teachers have a responsibility for ensuring high standards of teaching and learning, as well as contributing to curriculum development and to the development of their subject knowledge† http://dera. ioe. ac. uk 21/10/11 Identifying Needs A key role of the teacher is to identify the needs of all learners so effective learning can be developed. The teacher may conduct tutorials at the beginning the course, to review and record personal information, barriers to learning, academic and vocational achievements. The information can be used to develop a learner pro? le, ensuring lesson planning and learning materials are appropriate and increase the chance of successful teaching and learning. Learners may feel uncomfortable disclosing or discussing personal information, therefore it may be advantageous to issue an anonymous questionnaire to the class. All information must be handled in a professional manner and kept con? ential. Planning and Design Teachers could plan and design a learning schedule. Changes can be made to these plans throughout the teaching cycle using assessment and evaluation. Teachers need to ensure that learning outcomes, objectives and aims for the course are covered in an appropriate way e. g. order in which outcomes are planned, delivery strategies, length of time, resources and assessment methods. Courses may be planned with an aim to ensure learning outcomes are met in the time allocated, using appropriate resources and methods. Teachers’ need to be aware of the requirements issued by their awarding body and organisation. Delivery Delivery of a course should be appropriate for all learners using clear aims and objectives. Activities should be differentiated to accommodate different learning styles. Resources should be well prepared, with suf? cient copies that support the learning activities. Sessions should be divided using an introduction, main and a conclusion to help the lesson progress logically and consolidate learning. Teachers need to ensure they have the 1 Marie Appleby Module EPF 135 knowledge and skills to deliver the course and be able to answer questions. Teachers should be smartly dressed and use a professional manner when teaching never using discriminatory, judgmental or offensive language. Teacher / student relationships should be based on mutual trust and respect with a responsibility to uphold safeguarding procedures, keeping learners safe, both physically and emotionally, within a safe learning environment. the process of safeguarding protects individuals who may be at risk from abuse or neglect, which could cause an impact on their education, health and development. safeguarding aims to ensure individuals are provided with a caring environment that is safe, promotes optimum life and learning chances†. (safeguardingchildren. org. uk (20/10/2011) Assess Methods of assessment should be planned, fair, reliable and linked to activity tasks. Learner achievement and progress can be mon itored throughout the learning process. Clear, concise and accurate feedback can be given to learners on their progress and achievement. Feedback should be given as quickly as possible, based on the quality of submission or performance, using positive and developmental comments. Information should be recorded in preparation for submission to the course awarding body. Teachers should avoid assessment tasks that do not link directly to the learning objectives, and ensure planned assessments are at the correct level for learners. Evaluate Evaluations should be conducted after each session, including strengths of the session, and areas for development and improvements. Learners could also be asked to re? ect on the sessions; this could be done verbally, through an evaluation form or by an evaluation activity. Conclusion The teaching/training cycle provides a cohesive structure within which roles, responsibilities and boundaries can be assessed and re? ected upon. The structure of the cycle is such that a successful teacher will multitask stages in a constantly evolving way. This ensures that teacher and students’ re? ctive growth of role, responsibilities and boundaries remains core to reaching a greater understanding of the aims and objectives relating to development with the course. 2 Marie Appleby Module EPF 135 Bibliographic References lluk 2007. (2007). National Occupational Standards (NOS) for the role of learning support practitioner in the lifelong learning sector . Available: http://dera. ioe. ac. uk/2332/1/ lspnosdraft. pdf. Last accessed 21st Oct 2011. Ofstead. What is safeguarding. Available: http://safeguardingchildren. org. uk/. Last accessed 20th october 2011. Word Count: 650 3 Marie Appleby Module EPF 135 4

Galileo and the Stars essays

Galileo and the Stars essays I feel that the motivation of Galileos pursuits in Astronomy and stargazing was driven by his desire to be financially successful. Galileo was an extremely ambitious and clearly independent individual whose methods of generating scientific data epitomizes a survival of the fittest like struggle between all of the prominent scientists of his time. During Galileo's life there was no gray area of wealth like the middle class of today, and therefore you were either rich or poor. In Science and Patronage published by Westfall, the word friends connotation back then was not one of caring for another person and mutual support but rather defined in a financial type way of using ones connections to better ones self. There was patronage inside of patronage; therefore Galileo did not always see what he claimed to have seen, his associates might have though. Since patronage was the way of the world at this time as Galileo knew it made no sense for someone to swim against the current, for they would simply become tired and unsuccessful. Because of Galileo's position as a patron to the prince, many of his disciples were patrons to Galileo himself thus providing him data and insightful knowledge. Galileo in turn allowed the use of his name as a referral to help his disciples out. Surprisingly Galileo had only worked as a patron for those, which gave him enough money or got persuaded into his over exaggerated descriptions of what the moon really looked like. Galileo did not go into depth with many of the things he saw, instead he attempted to describe everything he saw vaguely in order to make sure he got credit for seeing it first. I feel that it is important to document your discoveries as Galileo had not only to get credit for seeing it first but to create a larger body of information that can be collaborated on amongst all of the people. It appears that as he wrote Sidereus Nuncius that he wasnt eve...

How to Get 800 on SAT Reading 11 Strategies by a Perfect Scorer

How to Get 800 on SAT Reading Strategies by a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 600-750 range on SAT Reading + Writing? Do you want to raise that score as high as possible - to a perfect 800? Getting to a perfect SAT Reading test score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've consistently scored 800 on Reading on my real SATs, and I know what it takes. Follow my advice, and you'll get a perfect score - or get very close. Brief note: This article is suited for advanced students already scoring a 600 on SAT Reading or above (this equates to a Reading Test Score of 30+ out of 40 on the New SAT). If you're below this range, my "How to Improve your SAT Reading Score to a 600" article is more appropriate for you. Follow the SAT Reading tips in that article, then come back to this one when you've reached a 600. Also, the New 2016 SAT now has a single 800 Reading + Writing score, combining the individual Reading and Writing test scores. Technically, when I mention a perfect Reading test score, I'm referring to a perfect 40/40 test score, which is essential to getting an 800 Reading and Writing score. In this guide, I'll use800 and 40 interchangeably to mean a perfect Reading score. We won't talk about Writing here, but if you want to improve your Writing score too, check out my Perfect SAT Writing score guide. Overview Most guides on the internet on how to score an 800 are pretty low quality. They're often written by people who never scored an 800 themselves. You can tell because their advice is usually vague and not very pragmatic. It's not enough to be reminded of simple Reading tips like "don't forget to guess on every question!" In contrast, I've written what I believe to be the best guide on getting an 800 available anywhere. I have confidence that these strategies work because I used them myself to score 800 on SAT Reading consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring an 800 is a good idea, what it takes to score an 800, and then go into the key SAT Critical Reading strategies so you know how to get a perfectSAT Reading score. Stick with me - as an advanced student, you probably already know that scoring high is good. But it's important to know why an 800 Reading and Writing score is useful, since this will fuel your motivation to get a high score. This guide has been updated for the New 2016 SAT, so you can be sure my advice works for the test you're about to take. Final note: in this guide, I talk mainly about getting to an 800. But if your goal is a 700, these strategies still equally apply. Understand the Stakes: Why an 800 SAT Reading + Writing? Let's make something clear: a 1550+ on an SAT is equivalent to a perfect 1600. No top college is going to give you more credit for a 1590than a 1550. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 1550, don't waste your time studying trying to get a 1600.You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 1540 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 1550 or above. There's a big difference between a 1450and a 1550, largely because it's easier to get a 1450(and a lot more applicants do) and a lot harder to get a 1550. A 1540places you right around average at Harvard and Princeton, and being average is bad in terms of Ivy League-level admissions, since the admissions rate is typically below 10%. So why get an 800 on SAT Reading+Writing? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your composite score more sothan your individual section scores. If you can get a perfect 40 in SAT Reading, you can get a 39 in SAT Writing (for a total of 790 in Reading + Writing) and a 760 in SAT Math and still be confident about your test scores. This gives you a lot more flexibility. Harvard's 75th percentile Reading score is 800. There's another scenario where an 800 in SAT Reading is really important. If you're planning to apply as a humanities or social science major (like English, political science, communications) to a top school. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a humanities/social science major, you're competing against other humanities/social science folks: people for whom SAT Reading is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, Yale, and U Chicago, the 75th percentile SAT Reading score is an 800. That means at least 25% of all students at these schools have an 800 in SAT Reading. But if you can work your way to an 800, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. I'll be honest - SAT Reading wasn't my strong suit in high school. When I started studying, I was scoring around the 700 range. I was always stronger in math and science. But I learned the tricks of the test, and I developed the strategies below to raise my score to an 800. Now I'm sharing them with you. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score a perfectSAT Reading score. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. SAT Reading is Designed to Trick You. You Need to Learn How Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? I bet you've had this problem: in SAT Reading passages, you often miss questions because of an 'unlucky guess.' You'll try to eliminate a few answer choices, and the remaining answer choices will all sound equally good to you. Well, you throw up your hands and randomly guess. This was one of the major issues for myself when I was studying SAT Reading, and I know it affects thousands of my students at PrepScholar. The SAT is purposely designed this way to confuse you. Literally millions of other students have the exact same problem you do. And the SAT knows this. Normally in your school's English class, the teacher tells you that all interpretations of the text are valid. You can write an essay about anything you want, and English teachers aren't (usually) allowed to tell you that your opinion is wrong. This is because they can get in trouble for telling you what to think, especially for complex issues like slavery or poverty. But the SAT has an entirely different problem. It's a national test, which means it needs a level playing field for all students around the country. It needs a solid test to compare students with each other. Every question needs a single, unambiguously, 100% correct answer. There's only ever one correct answer. Find a way to eliminate three incorrect answers. Imagine if this weren't the case. Imagine that each reading answer had two answer choices that might each be plausibly correct. When the scores came out, every single student who got the question wrong would complain to the College Board about the test being wrong. If this were true, the College Board would then have to invalidate the question, which weakens the power of the test. The College Board wants to avoid this nightmare scenario. Therefore, every single Reading passage question has only one, single correct answer. But the SAT disguises this fact. It asks questions like: The author would most likely agree with which of the following statements? The first paragraph primarily serves to: In line 20, 'dark' most nearly means: Notice a pattern here? The SAT always disguises the fact that there's always one unambiguous answer. It tries to MAKE you waver between two or three answer choices that are most likely. And then you guess randomly. And then you get it wrong. You can bet that students fall for this. Millions of times every year. Students who don't prepare for the SAT in the right way don't appreciate this. BUT if you prepare for the SAT in the right way, you'll learn the tricks the SAT plays on you. And you'll raise your score. The SAT Reading section is full of patterns like these. To improve your score, you just need to: Learn the types of questions that the SAT tests, like the one above Learn strategies to solve these questions, using skills you already know Practice on a lot of questions so you learn from your mistakes The point is that you can learn these skills, even if you don't consider yourself a good reader or a great English student.I'll go into more detail about exactly how to do this. One last point: let's make sure we understand how many questions we can miss to score an 800. What It Takes to Get a Perfect 40 in Reading If we have a target score in mind, it helps to understand what you need to get that score on the actual test. There are 52 questions in the Reading section, and how many questions you miss determines your scaled score out of 40. From the Official SAT Practice Tests, I've taken the raw score to scaled score conversion tables from 4 tests.(If you could use a refresher on how the SAT is scored and how raw scores are calculated, read this.) Raw Score Test 1 Test 2 Test 3 Test 4 52 40 40 40 40 51 40 39 40 39 50 39 38 39 39 49 38 37 38 38 48 38 37 38 37 47 37 36 37 36 46 37 35 36 35 45 36 35 36 35 These grading scales are harsh. For tests 2 and 4, if you miss just ONE question, you get dropped down to a 39. This means your maximum Reading + Writing score is a 790. For tests 1 and 3, if you miss one question, you're still at a perfect 40, but miss another and you drop down to a 39. The scoring chart curvedepends on the difficulty of the test. The harder the test, the easier the curve. But you can't predict what kind of test you're going to get on test day. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for an 800. Whatever you're scoring now, take note of the difference you need to get to a 800. For example, if you're scoring a 35 raw score, you need to answer six to seven more questions right to get to a perfect 40 and an 800. As a final example, here's a screenshot from my exact score report from March 2014, showing that I missed one question and earned an 800. (This was from the previous 2400 version of the SAT, but it had a similar grading scale). OK - so we've covered why scoring a higher Reading score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies and reading tips that you should use in your own studying to maximize your score improvement. Strategies to Get aPerfectSAT Reading Score What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Time Management or Passage Strategy? Every student has different flaws in SAT Reading. Some people don't have good strategies for tackling the passage questions. Others don't manage their time correctly and run out of time before getting through all the questions. Here's how you can figure out which one applies more to you: Find an official SAT practice test, and take only the Reading section. We have the complete list of free practice tests here. For each section, use a timer and have it count down the 65 minutes for the Reading section. Treat it like a real test. If time runs out for that section and you're 100% ready to move on, then move on. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." When you're ready, grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 35or above? If NO (Extra Time score 35), then you have strategy and content weaknesses. All the extra time in the world couldn't get you above a 35, so your first angle of attack will be to find your weaknesses and attack them (We'll cover this later). If YES (Extra Time score 35), then: Was your Realistic score a 35 or above? If NO (Extra Time score 35, Realistic 35), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 3points, then you have some big problems with time management. We need to figure out why this is. Are you using the best passage reading strategy for you? Does it take you too much time to get the answer for each question? Generally, doing a lot of practice questions and learning the most efficient passage strategies will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 35), then you have a really good shot at getting an 800. Compare your Extra Time and Realistic score - if they differed by more than 2 points, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a40with extra time, but score a 35 in regular time, you know exactly that you need to work on time management to get a 40. This type of analysis is so important that it's a central part of my prep program, PrepScholar. When a new student joins, he or she gets a diagnostic that figures out specific strengths and weaknesses. The program then automatically customizes your learning so that you're always studying according to where you can make the most improvement. No matter what your weakness is, my following strategies will address all weaknesses comprehensively. Strategy 2:Learn to Eliminate 3 Wrong Answers This strategy was by far the most effective for me in raising my Reading score. It completely changed the way I viewed passage questions. I spent some time talking above about how the SAT always has one unambiguous answer. This has a huge implication for the strategy you should use to find the right SAT Reading answer. Here's the other way to see it: Out of the four answer choices, three of them have something that is totally wrong about them. Only one answer is 100% correct, which means the other three are 100% wrong. You know how you try to eliminate answer choices, and then end up with a few at the end that all seem equally likely to be correct? "Well, this can work...but then again this could work as well..." STOP doing that. You're not doing a good enough job of eliminating answer choices. Remember - every single wrong choice can be crossed out for its own reasons. You need to do a 180 on your approach to Reading questions. Instead, find a reason to eliminate three answer choices. "Can I find a reason to eliminate this answer choice? How about this one?" You have to learn how to eliminate three answer choices for every single question. "Great, Allen. But this doesn't tell me anything about HOW to eliminate answer choices." Thanks for asking. One thing to remember is that even a single word can make an answer choice wrong. Every single word in each answer choice is put there by the SAT for a reason. If a single word in the answer choice isn't supported by the passage text, you need to eliminate it, even if the rest of the answer sounds good. There are a few classic wrong answer choices the SAT loves to use. Here's an example question. For example, let’s imagine you just read a passage talking about how human evolution shaped the environment. It gives a few examples. First, it talks about how the transition from earlier species like Homo habilus to neanderthals led to more tool usage like fire, which caused wildfires and shaped the ecology. It then talks about Homo sapiens 40,000 years ago and their overhunting of species like woolly mammoths to extinction. So then we run into a question asking, "Which of the following best describes the main subject of the passage?" Here are the answer choices: A: The transition between Homo habilus and neanderthals B: The study of evolution C: How the environment shaped human evolution D: The plausibility of evolution E: The influence of human development on ecology (We're using five answers for purposes of illustration - the SAT will only have four choices). As you're reading these answer choices, a few of them probably started sounded really plausible to you. Surprise! Each of the answers from A-D has something seriously wrong about it. Each one is a classic example of a wrong answer type given by the SAT. Wrong Answer 1: Too Specific A: The transition between Homo habilus and neanderthals This type of wrong answer focuses on a smaller detail in the passage. It’s meant to trick you because you might think to yourself, "well, I see this mentioned in the passage, so it’s a plausible answer choice." Wrong! Think to yourself – can this answer choice really describe the entire passage? Can it basically function as the title of this passage? You’ll find that it’s just way too specific to convey the point of the overall passage. Wrong Answer 2: Too Broad B: The study of evolution This type of wrong answer has the opposite problem – it’s way too broad. Yes, theoretically the passage concerns the study of evolution, but only one aspect of it, and especially as it relates to the impact on the environment. To give another ludicrous example, if you talked to your friend about your cell phone, and he said your main point was about the universe. Yes, you were talking about the universe, but only a tiny fraction of it. This is way too broad. Wrong Answer 3: Reversed Relationship C: How the environment shaped human evolution This wrong answer choice can be tricky because it mentions all the right words. But of course the relationship between those words needs to be correct as well. Here, the relationship is flipped. Students who read too quickly make careless mistakes like these! Wrong Answer 4: Unrelated Concept D: The plausibility of evolution Finally, this kind of wrong answer preys on the tendency of students to overthink the question. If you’re passionate about arguing about evolution, this might be a trigger answer since ANY discussion of evolution becomes a chance to argue about the plausibility of evolution. Of course, this concept will appear nowhere in the passage, but some students just won’t be able to resist. Do you see the point? On the surface, each of the answer choices sounds possibly correct. A less prepared student would think that all of these were plausible answers. But plausible isn't good enough. The right answer needs to be 100%, totally right. Wrong answers might be off by even one word - you need to eliminate these. Carry this thought into every SAT Reading passage question you do and I guarantee you will start raising your score. Strategy 3: Predict the Answer Before Reading the Answer Choices As we've discussed already, the SAT is designed to goad you into making mistakes by putting really similar answer choices next to each other. In Strategy 2, we covered the strategy of ruthless, unforgiving elimination of answer choices. Here's another Strategy that works well for me. Before reading the answer choices, come up with your own answer to the question. Gaze into your crystal ball and predict the right answer. This strategy is exactly designed to counteract the trickiness of the answer choices. If you DON'T apply this strategy, your thinking process likely meanderslike this: "OK, I just read the question. Answer A is definitely out. B can kind of work. C...it doesn't exactly fit, but I can see how it mightwork." and so on. By now, you've already fallen into the College Board's trap of muddling the answer choices. Take the opposite approach. While you're reading the question, come up with your own ideal answer to the question before reading the answer choices. This prevents you from getting biased by the SAT's answer choices, especially the incorrect ones. If it's a "Big Picture" type question asking about the main point of the passage, answer for yourself, "What would make a good title for this passage?" If it's an "Inference" question, answer for yourself, "What would the author think about the situation given in the question?" Even if you can't answer the question straight away - for example, if you have to refer back to the line number to remember what the passage was saying - try to solve the question before looking at the answer choices. The key here is that the passage must support your answer choice. Every correct answer on SAT passages needs to be justified by the passage - otherwise the answer would be ambiguous, which would cause problems of cancelling questions I referred to earlier. Warning: this only works if you can read and understand passages well, and if you have prior experience with SAT Reading questions! That's why I don't recommend this strategy yet before you hit a 600 level since you're more likely to come up with the wrong answer choice in your head. Strategy 4: Experiment With Passage Reading Strategies and Find the Best for You In your prep for the SAT, you may have read different strategies for how to read a passage and answer questions. Some students read the questions before reading the passage. Others read the passage in detail first. At your high level, I can't predict which method will work best for you. We're going for perfection, which means that your strategy needs to line up with your strengths and weaknesses perfectly, or else you'll make mistakes or run out of time. What I will do, however, is go through the most effective methods. You'll then have to figure out through your test data which one leads to the highest score for you. Passage Method 1: Skim the Passage, Then Read the Questions This is the most common strategy I recommend to our students, and in my eyes the most effective. I prefer this one myself. Here it is: Skim the passage on the first read through. Don't try to understand every single line, or write notes predicting what the questions will be. Just get a general understanding of the passage. You want to try to finish reading the passage in 3 minutes, if possible. Next, go to the questions. If the question refers to a line number, then go back to that line number and understand the text around it. If you can't answer a question within 30 seconds, skip it. My preferred way to tackle a passage: skimming it on the first read-through. This strategy is a revelation for students who used to close-read a passage and run out of time. This skimming method works because the questions will ask about far fewer lines than the passage actually contains. For example, lines 5-20 of a reading passage might not be relevant to any question that follows. Therefore, if you spend time trying to deeply understand lines 5-20, you’ll be wasting time. By taking the opposite approach of going back to the passage when you need to refer to it, you guarantee reading efficiency. You're focusing only on the parts of the passage that are important to answering questions. Critical Skill: You must be able to skim effectively. This means being able to quickly digest a text without having to slowly read every word. If you're not quite good at this yet, practice it on newspaper articles and your homework reading. Passage Method 2: Read the Questions First and Mark the Passage This is the second most common strategy and, if used well, as effective as the first method. But it has some pitfalls if you don't do it correctly. Here's how it goes: Before you read the passage, go to the questions and read each one. If the question refers to a series of lines, mark those lines on the passage. Take a brief note about the gist of the question. Go back to the passage and skim it. When you reach one of your notes, slow down and take more notice of the question. Answer the questions. Here's an example passage that I marked up, with questions coming first. Notice that beyond underlining the phrase referenced in the question, I left clues for myself on what's important to get out of this phrase. (questions not relating to specific lines aren't shown above) In the hands of an SAT expert, this is a powerful strategy. Just like Method 1 above, you save time by skipping parts of the passage that aren't asked about. Furthermore, you get a head start on the questions by trying to answer them beforehand. But there are serious potential pitfalls to this method if you're not careful or prepared enough. Here's one: when you first read the questions before the passage, you won't have enough time to digest the actual answer choices (nor will they make sense to you). So you have to make your best guess for what the question is asking when you're writing a note along the passage. In some cases, this can lead you astray. Take this example from above: When I read the question, I saw that it asked me to find how Woolf characterized the questions I marked in lines 53-57. The problem is how broad the question is. How something can be characterized gives a wide range of options. Here are a number of plausible characterizations as I read the text: important, life-changing ("have to ask ourselves") communal ("we") detail-oriented ("on what terms?") urgent ("here and now") ambitious progressive and future-looking ("where is it leading us") There's a lot of flexibility in interpretation here, since the questions really do touch upon all these characterizations. It turns out "important" and "urgent" are the right interpretations, for answer choice C. But when I'm reading the passage and see my note, I can waste a lot of time coming up with potential options that aren't even correct answer choices. In the worst case, it can bias me toward the wrong answer. Critical Skill: You need to have so much experience with the SAT Reading section that you can anticipate what the question is going to ask you for your notes to be helpful. If you're not sure of this, you can easily be led down the wrong track and focus on the wrong aspect of the passage. Passage Method 3: Read the Passage in Detail, Then Answer Questions This method is what beginner students usually use by default, because it's what they've been trained to do in school. Some beginner books like Princeton Review and Kaplan also suggest this as a strategy. It's my least favorite method because there are so many ways for it to go wrong. But for the sake of completeness, I'm listing it here in case it works best for you. Here's how it goes: Read the passage in detail, line by line. Take notes to yourself about the main point of each paragraph. Answer the questions. As you might guess, I don't like this method for the following reasons: By reading the passage closely, you absorb a lot of details that aren't useful for answering questions. The notes you take aren't directed toward helping you answer the questions. By interpreting the passage ahead of time, you risk being led astray. But this might work especially well for you if you're very good at reading for understanding, and if you have so much expertise with the SAT that you can predict what the test is going to ask you about anyway. Choose Which Works Best for You, Based on Test Data Because I can't predict which one will work best for you, you need to figure this out yourself. To do this, you need cold, hard data from your test scores. Try each method on 2 sample test passages each, and tally up your percentage score for each. If one of them is a clear winner for you, then develop that method further. If there isn't a clear winner, choose the one that feels most comfortable for you. As part of our PrepScholar program, we give you advanced statistics on your score performance so that you can experiment with methods that work best for you. Next strategy:Understand your mistakes. Strategy 5: Understand Every Single Mistake You Make On the path to perfection, you need to make sure every single one of your weak points is covered. Even just one mistakewill knock you down from an 800, as we saw in the score charts above. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 SAT questions customized to each skill. The second step - and the more important part - is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who did 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near a perfectSAT Reading score. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one - and find the source of each one - or else the restaurant you work for will be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down 1) the gist of the question, 2) why you missed it, and 3) what you'll do to avoid that mistake in the future. Have separate sections by question type (vocab questions, big picture questions, inference questions, etc). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper - WHY Did You Miss a Reading Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a Reading question, and how you take the analysis one step further: Elimination: I couldn't eliminate enough incorrect answer choices, or I eliminated the correct answer. One step further: Why couldn't I eliminate the answer choice during the test? How can I eliminate answer choices like this in the future? Careless Error:I misread what the question was asking for or answered for the wrong thing. One step further:Why did I misread the question? What should I do in the future to avoid this? Vocab: I didn't know what the key word meant. One step further:What word was this? What is the definition? Are there other words in this question I didn't know? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. Many people don't know the right way to study. Of the people who do, very few will diligently apply the right methods, day in, and day out, with discipline. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Reviewing mistakes is so important that in PrepScholar, for every one of our 1,500+ practice questions, we explain in detail how to get the correct answer, and why incorrect answers are wrong. We also point out bait answers so that you can you can learn the tricks that the SAT plays on test takers like you. Bonus Tip: Re-Solve the Question Before Reading the Answer Explanation When you're reviewing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider thispassive learning - you're not actively engaging with the mistake you made. Instead, try something different - find the correct answer choice (A-D), but don't look at the explanation. Instead, try to re-solve the question once over again and try to get to the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new reason to eliminate the wrong answer choice, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. This is perfect for SAT Reading because you'll often miss a question because of an incorrect interpretation of the text. By forcing yourself to get the right answer, you'll practice getting the CORRECT interpretation of the text. Even better, you'll be scrounging the passage for clues as to why the correct answer is correct, which is exactly what you need in your passage strategy to begin with. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 6:Find Your Reading Skill Weaknesses and Drill Them Reading passage questions might look similar, but they actually test very different skills. At PrepScholar we believe the major passage skills to be: Big Picture/Main Point Little Picture/Detail Inference Words and Phrases inContext Citing Textual Evidence Perspective Analyzing Word Choice Analyzing Text Structure Analyzing Multiple Texts Analyzing Quantitative Info Whew - that's a lot of skills. That's a much more detailed breakdown than what appears at first glance, and what most books and courses offer. Each of these question types uses different skills in how you read and analyze a passage. They each require a different method of prep and focused practice. The SAT requires a lot of skills. Make sure you know which ones are your weaknesses. If you're like most students, you're better at some areas in Reading than others. You might be better at getting the Big Picture of a passage, compared to the Inference. Or you might be really strong in vocabulary, but weak in understanding the function of sentences in a passage. If you're like most students, you also don't have an unlimited amount of time to study. This means for every hour you study for the SAT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're SHOCKED. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time on their weaknesses. Instead, studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT Reading? You need to find the sub-skills that you're weakest in, and then drill those until you're no longer weak in them. Fix up the biggest holes. Within reading, you need to figure out whether you have patterns to your mistakes. Is it that you don't get Inference questions? Or maybe you're really weak at interpreting details? Or from strategy 1: is it that you're running out of time in reading passages? For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of inference questions (this is typically the hardest type of question for students to get). You need to find a way to get focused practice questions for this skill so you can drill your mistakes. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: SAT Free Signup // Strategy 7:Read the Italicized Passage Introduction This is a quick tip that many students ignore. Each passage comes with an italicized introduction, like this for the passage shown above: This is a freebie. It gives you context for the entire passage. By knowing that the passage is about "the situation of women in English society," you hit the ground running when you read the very first sentence. This helps a lot. Sometimes, the introduction alone can giveyou the answer for the "Big Picture" question about what the main point of the passage is. Always always make sure that you read this introduction, no matter what passage method you use from Strategy 4. Strategy 8: Be Interested in the Passage Subject Matter The SAT has passages about a lot of weird topics. Victorian novels, underwater basket-weaving, and the evolution of gerbils are all fair game. It's unlikely that you're naturally thrilled about all the subjects you'll read about. This makes it easy to tune out when you're reading the passage. This makes it harder to answer the questions, which will make you more frustrated. Instead, adopt this mindset: For the next 10 minutes, I am the world's most passionate person about whatever subject this passage is about. This passage is the most frickin' exciting thing I could be reading right now. For every single passage, be as excited as she is. Force yourself to care about what the passage is telling you. Pretend that your LIFE depends on understanding this passage. Maybe you're about to give a lecture on this subject. Or someone's holding a puppy hostage if you don't answer enough questions correctly. Or your crush turns out to be a huge mid-18th century English literature fan, so you pay rapt attention to every single word. When I was preparing for the SAT in high school, I took this so far to the extremethat I ended up genuinely fascinated bywhatever the passage was telling me about. I remember reading a passage about volcanic activity and thinking, "Wow, I'm really glad I just learned this." (I know this sounds crazy.) If you stay engaged while reading, you'll understand the passage so much better, and you'll answer questions with way more accuracy. Strategy 9: DON'T Spend Time on Vocab Vocab typically gets way too much attention from students. It feels good to study vocab flashcards, because it seems like you're making progress. "I studied 1,000 vocab words - this must mean I improved my score!" This is why other test prep programs love teaching you vocab - it feels like they're teaching you something useful worth your money, but it's not obvious that vocab actually isn't helping your score. Fortunately, vocab doesn't play a big role in your SAT Reading score anymore. This is especially true in the redesigned 2016 SAT. They've completely taken out Sentence Completion questions, and the words that you have to analyze in context are usually pretty common. Here are examples of words that you need to understand in context in the current SAT: ambivalent clashes convey plastic postulate These are somewhat advanced words, but they're nowhere near the level of the words you used to have to know, like "baroque," "diatribes," "platitudes," and "progenitor." College Board lowered the emphasis on vocab because of complaints that memorizing esoteric vocab was useless in college success and career success. Instead, it's now asking you to figure out the meaning of more common words the way the author intended. For example, "plastic" can mean "malleable," "artificial," or "sculptural." Only one of these is right in the context of the passage. This doesn't mean that vocab is totally useless. For one, SAT Writing still has a few vocab questions (read more about this in my Perfect SAT Writing guide). Furthermore, sometimes knowing the definition of the words in context is helpful. Here are a few tips on what to learn, and how to learn vocab effectively. First, I've written a super detailed guide on the best way to study SAT vocabulary. This method makes your studying much more efficient so you retain words longer and engage with the most difficult vocab most often. Second, you need to take notes on vocab words that you don't know that you see in your practice questions. Don't just focus on the right answers- understand the definition of wrong answers as well. Only take notes from official SAT tests. It's hard to predict what words the SAT will use, and the SAT doesn't often repeat words from previous tests. But the official free practice tests from the Official Study Guide that we integrate in our PrepScholar program are the best sources. Strategy 9B: Don't Spend Time Reading Books or Magazines Over the many years I've studied for tests or run a test prep company, I've heard this advice for SAT Reading: "Read great novels and well-written magazines, like in the New York Times or the Atlantic. This will help with reading comprehension." I hate this advice. A test like SAT Reading is very specific. It tests reading comprehension in very specific and formulaic ways, as I showed with all the question types in Strategy 3. Reading for general leisure does NOT train you effectively for the test. You're not exercising the same skills you need on the test, nor is it goal-driven enough to help you make progress. This terrible advice is like saying you can train for a swim meet by standing in the shower for longer. Yes, by being in the shower, you'll be in water, just like you will in the swimming pool. But you're not using the same skills. Yes, if you have a lifetime of strong reading, with thousands of hours of leisure reading experience, you will do better on SAT Reading. But right now, reading general material won't help you efficiently. Take your extra time and do SAT Reading practice questions instead. Strategy 10: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at SAT Reading that you solve every question and have extra time left over at the end of the section to recheck your work. In high school, I was able to finish a Reading section in about 60% of the time allotted. For SAT Reading, this means finishing all 5 passages and 52 questions in 40 minutes. This means I have a whopping 25minutes left over to recheck my answers two times over. How did I get so fast? 1) I have an efficient reading strategy that works best for me. Namely, I skim the passage and work through the questions afterward. 2) Through a lot of hard work, I have a strong instinct for the test. I understand the test so well that when I read a question, I can predict the answer within a few seconds. I can rule out wrong answers instantly because they just feel wrong. I've surveyed thousands of questions and understood every single SAT skill deeply to design PrepScholar, so I can typically understand exactly what the College Board is asking. Kind of like Neo seeing code in The Matrix. Here are some time benchmarks that might help: You should finish skimming a long passage within three minutes. Each passage question should take you no more than 30 seconds. If you can do this well, you'll finish the entire section in 40 minutes, leaving a lot of time to double check. What's the best way to double checkyour work? I have a reliable method that I follow: Double check any questions you marked that you're unsure of. Try hard to eliminate answer choices. If it's a reading passage question, make sure that the passage supports your answer. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double checkthat I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A D B C B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a near perfect raw score for an 800, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you two minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks - solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just ten seconds per question, you get back 200 seconds on a section that has 20 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy : Be Ready for Turbulence in Scores Now you know what it takes to achieve perfection in SAT Reading. You know the best strategies to use for tackling the passage. You know how to identify your weaknesses and learn from them. You know how to save time, and you know to stay engaged while reading a passage. Even despite all this, sometimes a passage just won't click with you. Of all SAT sections, I find that Reading has the most volatile score. How you vibe with a passage has a big impact on your score. You might get a string of questions wrong just because you couldn't really understand what the passage was really about. This doesn't happen on Math or Writing. No matter what happens, you need to keep calm and keep working. You might swing from an 800 on one practice test to a 710 on another. Don't let that faze you. Don't start doubting all the hard work you've put in. Keep a calm head, and, like always, work hard on reviewing your mistakes. This might even happen on the real SAT. You might get below your target score and be crestfallen. Pick yourself up. This happens. If you've consistently been getting 800's on practice tests, you should take the test again and try to score higher. Very likely, you will. And because most schools nowadays Superscore the SAT, you can combine that new 800 with your other sections for an awesome SAT score. In Overview Those are the main strategies I have for you to improve your SAT Reading score to an 800. If you're scoring above a 600 right now, with hard work and smart studying, you can raise it to a perfect SAT Reading score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short, and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. Here's a recap of all the strategies, in case you want to go back and review any: Strategy 1: Understand Your High Level Weakness: Time Management or Passage Strategy Strategy 2:Learn to Eliminate 3 Wrong Answers Strategy 3: Predict the Answer Before Reading the Answer Choices Strategy 4: Experiment with Passage Reading Strategies and Find the Best for You Strategy 5: Understand Every Single Mistake You Make Strategy 6:Find Your Reading Skill Weaknesses and Drill Them Strategy 7:Read the Italicized Passage Introduction Strategy 8: Be Interested in the Passage Subject Matter Strategy 9: DON'T Spend Time on Vocab Strategy 10: Finish With Extra Time and Double Check Strategy : Be Ready for Turbulence in Scores Keep reading for more resources on how to boost your SAT score. What's Next? We have a lot more useful guides to raise your SAT score. Read our complete guide to a perfect 1600, written by me, a perfect scorer. Read our accompanying guide to a 800 on SAT Math. Learn how to write a perfect-scoring 12 SAT essay, step by step. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. I built the PrepScholar program based on the principles in this article - the principles that worked for me and thousands of our students. I'm confident they'll also work with you. Check out our 5-day free trial today: