Thursday, December 26, 2019

Juvenile Delinquency Treatment Description And...

Juvenile Delinquency Treatment: Description and Fundamental Principles When treating juvenile delinquency the goal is to punish or rehabilitate the problem children after they have offended and been caught. To punish is to induce pain or payment for misconduct, while rehabilitation revolves around productive work pertaining to a program of education, along with counseling of some nature (Musick, 1995, pg. 233). It is typically assumed that adolescents deserve and require distinct management because they are in their formative period; criminal behavior at this stage in their life will not necessarily follow them into adulthood. For this reason, rehabilitation has a particular appeal in reference to dealing with juvenile offenders (Treatment Programs for Juvenile Delinquents, 1999). When determining what kind of treatment is appropriate for juvenile offenders, it is crucial to identify his or her delinquency type. There are four basic types of delinquents: neurotic disturbed, un-socialized psychopathic, subcultural socialized, and inadequate immature. Ne urotic disturbed delinquents are introverts who feel inferior or as they have failed in some way. The un-socialized psychopathic is malicious and aggressive and generally shows no remorse for the crimes they commit. Subcultural socialized delinquents are those that likely gave into peer pressure in order to be accepted when they committed their crime. And finally, the inadequate immature delinquent is one who has no guidanceShow MoreRelatedCompare And Contrast Juvenile Delinquency Prevention979 Words   |  4 PagesBecause juveniles are in a process of constant development sociologically, psychologically and physiologically, the juvenile court system focuses on alternative sentences and the creation of programs that will offer them rehabilitation instead of incarceration. However, in cases of extraordinary circumstances, the juvenile system shifts from looking at rehabilitation as a first choice to accountability and punishment (Read, n.d). All levels of society are collectively in volved in delinquency preventionRead MoreJuvenile Justice System in Nepal3378 Words   |  14 Pagesterm paper on juvenile justice system in nepal Juvenile Justice System 1. Introduction: Juvenile are the children below the age of 18 years. Nepalese legal system considers a child as juvenile if he is below the age of 16. Those juvenile consider children are not matured mentally and emotionally so the justice system for juvenile and adults are different. The term juvenile justice refers to the legislation norms and standards procedures mechanism and provisionsRead MoreJuvenile Crime Issues in Today’s Criminal Justice System18893 Words   |  76 Pagesrights that may be threatened by technological advances and other developments:  ©  ©  ©  © chapter 15 Juvenile Justice chapter 16 Drugs and Crime chapter 17 Terrorism and Multinational Criminal Justice chapter 18 The Future of Criminal Justice These individual rights must be effectively balanced against these present and emerging community concerns: Widespread drug abuse among youth The threat of juvenile crime Urban gang violence High-technology, computer, and Internet crime (cybercrime) TerrorismRead MoreSocial Welfare Administration10174 Words   |  41 PagesConcept, Objectives and Principles of Social Welfare Administration Definitions of Social Welfare Social Welfare is centered around two basic concepts Administration Social Welfare / Work Administration Social Welfare / Work administration distinguishing characters. Purpose: Nature of Services Representation Values Content Principles of Social Work Administration Acceptance Democratic involvement in formulation of agency policies and procedures Open communication Principles as explained by TreckerRead MoreAbnormal Psychology Terms9960 Words   |  40 Pageskeep hearing bad things about how kids act once they leave. based on research, the person who said this woul d be most accurate if she or he were expressing reservations about a doctor in a TV drama suggests using antidepressant medication in the treatment of borderline personality disorder. based on the most current research, you know a 3-year-old child is wetting the bed at night. the bed wetting apparently is beyond the childs control. the best diagnosis is a 16-year-old has just been arrestedRead MorePerformance of the Criminology Graduates in Relation to Board Examination : Itss Relation to Enhancement Program9492 Words   |  38 Pagesfocuses on such topics as criminal jurisprudence, criminal sociology, crime detection and investigation, drug education and vice control, law enforcement administration, correctional administration, industrial security management, probation, and juvenile delinquency. As such, criminology students shall pass all of the General Education and Professional subjects and undergo Comprehensive Review to be more capable of passing the Licensure Examination. General Education subjects like English, MathematicsRead MoreIntroduction to Qualitative Research6051 Words   |  25 PagesChapter 1: INTRODUCTION TO QUALITATIVE RESEARCH METHODS This chapter introduces the fundamental elements of qualitative research methods, beginning with a definition of qualitative of research, followed by discussion on the evolution of qualitative research methods and how it is different from quantitative research methods. Also discussed is the importance of ethical considerations when doing qualitative research. Just like all research, qualitative researchRead MoreHistory of Social Work18530 Words   |  75 Pagesincluding the specific traditions of welfare systems and the position and role of social work within them. Research into the philosophy and history of social work strengthens this understanding through analyzing the conceptual and genealogical fundamentals of the traditions of social work. This kind of research contributes to the theoretical self-conception of social work which is necessary for the development of social work as a modern professional system, a scientific discipline and a research-basedRead MoreEpekto Ng Polusyon19213 Words   |  77 Pagesas it is likely to occur multiple times over an extended time period within the home (Hage, 2000). Because violence is gendered and a considerable problem of masculinity, (Braithwaite Daly, 1994) it is therefore a defining male characteristic, fundamental to men’s power over women (Dobash Dobash, 1979). As one of the mos t obvious and discernible forms of domination used by men to assert and maintain their authority over women, as well as to uphold male honour, is the use or threat of violence,Read MoreDeveloping Effective Research Proposals49428 Words   |  198 Pages3.7.1 The importance of the pre-empirical stage 3.7.2 Questions before methods 3.7.3 Do I need hypotheses in my proposal? 3.8 Review concepts and questions Notes 4 Some Issues 4.1 The perspective behind the research 4.2 The role of theory 4.2.1 Description versus explanation 4.2.2 Theory verification versus theory generation 4.3 Pre-structured versus unfolding 4.4 The relevant literature 4.5 Quantitative, qualitative or both? 4.6 Review concepts and questions Notes 5 Methods 5.1 Introduction 5.2 Quantitative

Wednesday, December 18, 2019

Analysis Of Consumer Behavior And Online Shopping Essay

Analysis of Consumer behavior in online shopping with especial reference to Pune Abstract: It is now become accustomed to watch advertisement of e-commerce companies on television. Internet shopping is responsible for transformation of marketing scenario in India. One click on screen of computer presents hundred of products to see and to compare with each other. Undeniably turnover of such companies involved in this business is making new records everyday. Day by day the number of internet savvy people is increasing therefore e- commerce is spreading its wings in Pune as well. In the today’s era of competition comfort and convenience is more important for consumer for buying any kind of product or service. No doubt consumer behavior and attitude in online shopping is different from the actual market where he/she has access to see and verify the product. The purpose of this research study was to study the consumer behavior and attitude in online shopping of products in Pune area. The main research question in this study was to know the importance to different factors in view point of online shoppers. It also focuses on satisfaction level of online buyers towards different services provided by e-stores. This study was mainly descriptive in nature. Small samples of internet users were surveyed in Pune region of Maharashtra. Data collected were analyzed with the help of statistical test like ‘t’ test and ‘ANOVA’. The results of research focused on competitive price, timeShow MoreRelatedImpact Of Internet On Modern Business1699 Words   |  7 PagesIntroduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 3 Articles Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....4 Article 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Article 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦....5 Article 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Analysis...†¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦..†¦...7 Appendices.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 â€Æ' Deri Kusniawati Dr. Mario Beruvides IE 4320 4 Dec. 2015 Internet Impacts on Modern Business Introduction Internet is a powerful and an influentialRead MorePeapod Online Case Study Essays1245 Words   |  5 PagesPeapod Online Grocery Case Analysis Abstract This paper explores Peapod Online Grocery (2008) and its possibilities for success and failure based on several types of consumer behaviors. Most analysts do not expect the online grocery business to become more popular than the 8 to 10 percent of consumers that are estimated to purchase their products online. Parkinson, one of the founders of Peapod could not disagree more. â€Å"He states that this strategy can leverage the buying power of AholdRead MoreConsumer Psychology and Marketing Communications Article Analysis846 Words   |  4 PagesConsumer Psychology and Marketing Communications Article Analysis PSY/322 August 14, 2013 Consumer Psychology and Marketing Communications Article Analysis People think, desire and act different. Consumer psychology can be a study of costumer behavior. Market communication will involve in consumer psychology by media promoting and targeting people by the evidence collected. These articles represent that behavior that bring joy to people and creates a study of marketingRead MoreOnline Shopping Behavior Of People1199 Words   |  5 Pages Online Shopping Behavior of People in Coimbatore City Dr.(Mrs.) Padmasini, Assistant professor, School of Commerce, Bharathiar University, Coimbatore. Miss. T.JeevaRekha, M.Phil. Research Scholar, School of Commerce, Bharathiar University, Coimbatore. Abstract: Online shopping is the new trend in retail markets. It has now been adopted all over the world including India. Though online shopping method is not popular in many countries, the trade through online shopping in India is increasingRead MoreResearch Paper1655 Words   |  7 Pages Varying Definitions of Online Platform and Their effects on customers’ behaviors Research Meichen Qian University of California, Irvine HWID# 361 Author note Meichen Qian is now at Department of Social Science, University of California, Irvine. This researcher is a final paper for the Social Science 3A courses. Contact: Meichenq@uci.edu Abstract This paper explores five published articles that report on results from research conducted on online platform and the changes they madeRead MoreFactors Affecting Online Shopping1438 Words   |  6 PagesFactors Affecting Customers’ Satisfaction in the Environment of Online Shopping 1. Abstract Online shopping is a process of buying and selling of products and services through the Internet. Online shopping has become the fastest-growing industry and Internet users have reported that online shopping is one of their primary uses of Internet. With the help of online shopping, the consumers can purchase clothing, shoes, books, airline and events tickets, foods, computers hardware and so on. In theRead MoreResearch on Patterns of Online Consumer Behavior1374 Words   |  6 PagesIn an analysis of the consumer behavior online, with focus group as young adults aged between eighteen and thirty-four interested in buying a mobile phone or a related product ,Petrovic Dejan explained that the most relevant behavioral characteristics of online consumers and examine several ways they find, evaluate and compare product’s information. Comparison of the freshly collected surveyed data with the present existing consumer behavior theory resulted in number of issues related to a specif icRead MoreOnline Purchase Behavior Of Consumers1524 Words   |  7 Pagesthe end ethical issues have been discussed. The study aimed to understand the online purchase behavior of consumers in India. The factors leading to an increase in online shopping, current trends in the online retail market and to identify the demographic factors which influence the online purchase. The literature review highlighted and identified important factors which influence behavior and attitude of online consumers. These factors were considered and implemented while designing the questionnaireRead MoreThe Impact of Culture on Consumer Behavior1788 Words   |  7 PagesHead:The impact of Culture on consumer behavior The impact of culture on consumer behavior [Author] [Institute] [Instructor] [Course] Table of Contents Abstract: 3 Introduction: 4 General cultural differences: 4 Culture other than Own: 5 Own Culture: 5 Cultural differences in marketing and consumer behavior: 6 Consumption: 6 Motives for Consumption: 8 Implications of cultural differences on marketers: 8 Discussion: 8 Examples of behaviors: 9 Conclusion: 9 References:Read MoreThe Impact Of Privacy On Online Purchase Decisions Essay723 Words   |  3 PagesJournal of Marketing, 61(2): 35-51. Donthu, N., and Garcia, A. (1999). The internet shopper. Journal of Advertising Research, 39(3): 52-58. Egelman, S., Tsai, J., Cranor, L., and Acquisti, A. (2004). Studying the impact of privacy information on online purchase decisions. Carnegie Mellon University, pp. 2. Gefen, D., and Silver, M. (1999). Lessons learned from the successful adoption of an ERP system. Proceedings of the 5th international Conference of the Decision Sciences Institute (pp.1054-1057)

Tuesday, December 10, 2019

Methods and Procedures for Conducting Human Science Research

Question: Discuss about the Methods and Procedures for Conducting Human Science Research. Answer: Introduction: There have been several evidences from the phenomenological research that is generated from the first person reports relating to life experience. As per the phenomenological principles, scientific investigations are considered to be valid when information sought is arrived on the description which makes it possible to understand the meaning and essence of experience. According to Mackey and Gass (2015), an individual is required to exclude all the empirical interpretations and existential affirmations that is required to be undertaken based on the acts of the ideation. For attaining scientific evidences relating to phenomenological investigations, the scholar under this situation begins and executes the sequence of approaches or procedures which satisfies the necessities of an prearranged, discipline and systematic study. Discussion: The above stated discussion states the methodological needs might be organized in relation to the methods of preparation, methods involved in the collection of data and methods that are involved in the organization and analysis of data. The method provides a systematic procedure of accomplishing something that is orderly and disciplined involving care and rigor. Process and methods makes up the method that provides steps and directions to be followed and move the sturdy into the action. Every method that is involved in the human science research comprises of the open ended procedure (Taylor, Bogdan and DeVault 2015). There is no form of definitive or exclusive requirements. Every projects comprises of their own truthfulness and creates its own method and process to enable the movement of the investigations and grouping of the information. The first challenge that is involved with the researcher is the preparation to conduct phenomenological investigations in order to arrive at the topic and questions that comprises of the social meaning and personal significances. The questions stated should be clear and with tangible terms. The key terms of the question must be defined, conversed and clarified in order to make sure that the intention and the purpose of the investigations is clear. Under the phenomenon research the questions cultivates out of the intense attention in the specific problem of the topic. The curiosity of the researcher and interest in the particular problem inspire the purpose of the search. Personal history brings into the actions the problems into the focus (Flick 2015). With the emerging of the completeness of the topic any kind of tangent might complicate the diction of the controllable and exact question. Even though this procedure of allowing aspects of the topic to enter into the awareness is necessary to formulate the core question which will remain visible and alive all through the investigations. There is no form of in-advance criteria for locating and choosing the research participants. Over-all deliberations comprise of age, race, religion, ethnic and cultural factors along with political and economic factors. Necessary criteria comprise of the research participants has experienced the occurrence which is strongly interested in understanding of the nature and meaning that are eagerness to contribute in the prolonged meeting. Possibly the follow up of the meeting provides the investigator with the authenticity to record and publish the data in the study or other journals. Silverman (2016), has investigated the experience of psychologist-psychologist or existence in relationship of the clients. At the time of identifying the participants and enlisting them to the study several authors have prepared a statement that described the nature and objective of the study in locating the presence of the psychotherapists whose existence is considered as necessary element of therapeutic effectiveness. Human science researchers are usually directed by the moral values on examination with human participants. The discussion that is performed in this study has sufficiently maintained the required vital ethical standards that establishes clear contracts with the research contributors that identified the need of the privacy and well-versed agreement in order to develop the process for insuring complete disclosure of the nature, purpose and necessities of the research (Taylor, Bogdan and DeVault 2015). All the studies that were performed were in the form of qualitative n ature and comprised of the participants that were volunteered to be co-researchers has placed emphasis on the procedure that were open ended and methods that can be shifted in response to the participants. The investigators even offered the detailed information concerning the nature and objective of the study in relation to the co-researchers before making the selection of the research participants. Since minimum amount of risk was involved in relation to the health and well-being of the research participants (Panneerselvam, 2014). The co-researchers generally contribute to the effectiveness of way guiding the lengthy interview. Information that are considered by the researcher to be confidential and private was removed so that the identity of the research participants is safeguarded. Confidentiality of the data that was maintained is considered to be relevant unless the co-researcher was completely informed and agreed to use it. There it is noteworthy to denote that the research participants can be reviewed and affirmed or change the data of research in order to correspond to the needs and perception of the researchers. There is another method of performing phenomenological study which includes appraisal of the specialized and research literature associated with the subject of research and query. The investigators evaluate before relevant studies are performed and discoveries from the investigators own study reflects what new information an individual is seeking or anticipating to obtain. MAXQDA software is used for qualitative analysis of data. For the present analysis the relation between relationship and performance in an organization is analysed. The variable relationship was subdivided into development and commitment. The variable performance was subdivided into productivity and organization. relationshipdevelopment relationshipcommitment performanceorganization performanceproductivity relationship performance relationshipdevelopment -0.131 (p=0.7176) N=10 -0.105 (p=0.7737) N=10 0.789 (p=0.0067) N=10 -0.265 (p=0.4594) N=10 -0.195 (p=0.5900) N=10 relationshipcommitment -0.131 (p=0.7176) N=10 -0.161 (p=0.6569) N=10 -0.146 (p=0.6863) N=10 0.504 (p=0.1374) N=10 0.655 (p=0.0398) N=10 performanceorganization -0.105 (p=0.7737) N=10 -0.161 (p=0.6569) N=10 -0.197 (p=0.5856) N=10 0.178 (p=0.6218) N=10 0.039 (p=0.9141) N=10 performanceproductivity 0.789 (p=0.0067) N=10 -0.146 (p=0.6863) N=10 -0.197 (p=0.5856) N=10 -0.356 (p=0.3122) N=10 -0.003 (p=0.9940) N=10 relationship -0.265 (p=0.4594) N=10 0.504 (p=0.1374) N=10 0.178 (p=0.6218) N=10 -0.356 (p=0.3122) N=10 0.776 (p=0.0084) N=10 performance -0.195 (p=0.5900) N=10 0.655 (p=0.0398) N=10 0.039 (p=0.9141) N=10 -0.003 (p=0.9940) N=10 0.776 (p=0.0084) N=10 From the above analysis it is seen that the correlation between the variable performance productivity in an organization is very strongly, positively related with relationship development of the employees (r = 0.789, p-value = 0.0067). Moreover, the correlation between performance and relationship of employees in an organization is also very strong, positive (r=0.776, p-value = 0.0084). In addition, the correlation between performance and relationship-commitment of the employees is also strong and positive (r = 0.655, p-value = 0.0398). The relationship is statistically significant at 0.05 level of significance. Sum of squares df Mean square F p value Eta squared Between groups 1,010.400 9 112.27 0.000 0.000 1.000 Within groups 0.00 0 0.00 Total 1,010.400 9 Homogenity of variance Levene 0.00 p value 0.00 The above table shows the analysis of variance between relationship and performance. Relationship was taken as the dependent variable and performance was used as the factor. From the above ANOVA table it is seen that there is statistically significant difference between relationship and performance (p-value = 0.000). Cronbach's Alpha = 0.291 Nr. Item Mean scale w/o item Std.dev. scale w/o item Corrected item scale corr. Alpha w/o item 1 relationshipdevelopment 120.30 68.32 -0.04 0.48 2 relationshipcommitment 163.00 61.38 0.20 0.18 3 performanceorganization 161.80 80.78 -0.14 0.36 4 performanceproductivity 169.70 74.05 0.31 0.20 5 relationship 168.30 75.76 0.35 0.22 6 performance 115.40 65.56 0.41 0.04 Reliability analysis is used to analyse the variation in the scales of the responses. The analysis of the data shows that the Cronbachs alpha = 0.291. Thus, the reliability of the scales is poor. Moreover, the variable relationship-development has Cronbachs alpha = 0.48. Since the Cronbachs alpha item is more than Cronbachs alpha. Hence, the variable should be removed to increase the reliability of the data. Conclusion: The study can be summarised by stating that the objective of using the technological and non-technical literature. The literature can be concluded by stating that the theoretical sensitivity concerning the concepts and relations in search of the evidences from a persons own research which confirms the relevancy of the research in interpreting the data. On the other hand, the secondary data might provide relevant interviews and field notes along with the descriptiveness of the materials for relevant events and perspective of the research participants. In large number of studies reports, newspapers and diaries are considered as one of the most important source of data that supplements the usual interviews and observations. References: Mackey, A. and Gass, S.M., 2015.Second language research: Methodology and design. Routledge. Taylor, S.J., Bogdan, R. and DeVault, M., 2015.Introduction to qualitative research methods: A guidebook and resource. John Wiley Sons. Flick, U., 2015.Introducing research methodology: A beginner's guide to doing a research project. Sage. Silverman, D. ed., 2016.Qualitative research. Sage. Panneerselvam, R., 2014.Research methodology. PHI Learning Pvt. Ltd..

Tuesday, December 3, 2019

Waltham Motors Division Sample Essay Example For Students

Waltham Motors Division Sample Essay If Waltham Motors Division sells 13. 326 units. it will breakeven. But why Waltham incurred net losingss when it sold more than 13. 326 units in May? The unfavourable cost discrepancies ( see answer 2 and 3 ) and Waltham’s high operating purchase were major grounds for its fiscal jobs. Waltham’s runing purchase is 3. 85 times. which indicates that the operating income is really sensitive to alterations in gross revenues. Answer 2: Entire cost per unitThe budgeted cost per unit is $ 42. 93. and the existent cost per unit is $ 49. 51. When calculating the cost per unit. we include all the cost. including merchandising and disposal costs. The existent cost per unit exceeded the budgeted sum because of the followers: * Waltham sold less units of motors compared to the budgeted measures. Therefore. the existent operating expense per unit exceeded the budget sum due to reduced denominator. * Waltham incurred higher manager labour cost per unit and direct stuff cost per unit compared to the budgeted sums. We will write a custom essay on Waltham Motors Division Sample specifically for you for only $16.38 $13.9/page Order now Answer 3: Performance studyWaltham should split the unfavourable inactive budget discrepancy for runing income into two parts: a flexible budget discrepancy of $ 20. 356 U and a sales-volume discrepancy of $ 78. 044 U. To derive farther penetration. Waltham should subdivide the flexible budget discrepancy for direct cost inputs into more elaborate discrepancies. Price discrepancy for direct stuffs is $ 4. 200 F. and measure discrepancy for direct stuffs is $ 5. 600 U. Price discrepancy for direct labour is $ 5. 600 U. and measure discrepancy for direct stuffs is $ 16. 400 U. Answer 4: Summary of discrepancy analysis The sum-up of discrepancies high spots three chief effects:* Waltham sold 400 fewer units than budgeted. ensuing in an unfavourable sale volume discrepancy of $ 78. 044. Gross saless declined likely because Waltham did non adapt rapidly to alterations in client penchant and likely because quality jobs developed that led to client dissatisfaction with Waltham’s motors. * Waltham sold units at a higher monetary value than budgeted. ensuing in a favourable selling-price discrepancy of $ 14. 000. * Fabrication costs for the existent end product produced were higher than budgeted – direct stuff by $ 1. 400. direct fabricating labour by $ 22. 000. variable fabricating operating expense by $ 9. 756. and fixed operating expense by $ 1. 200. To derive farther penetration. we subdivide the flexible budget discrepancy for direct cost inputs into more elaborate discrepancies as followers: Monetary value discrepancy* The $ 4. 200 favourable direct stuffs monetary value discrepancy could be because of adept dialogue accomplishments of buying director on direct stuffs. a alteration to a lower-price provider. a lessening in market monetary value of direct stuff. and potentially lower quality stuffs. * The $ 5. 600 unfavourable direct fabrication labour monetary value discrepancy could be because of an addition in market monetary value of direct labour or. hapless dialogue accomplishments of buying director or human resource director on direct labour costs. Efficiency discrepancy* The $ 5. 600 unfavourable direct stuffs efficiency discrepancy and the $ 16. 400 unfavourable direct fabrication labour efficiency discrepancy could be because of unskilled workers. hapless production agenda. or hapless machine care. We besides subdivide the variable costs overhead discrepancy and fixed costs overhead discrepancy into more elaborate discrepancies as followers: Variable overhead discrepancy* The unfavourable $ 9. 756 variable fabricating overhead discrepancy arises likely because of the difference between existent measure and budgeted measure of the cost allotment base. For illustration. workers may be less skilled than expected in utilizing machines and production scheduler may inefficiently schedule occupations ( as evidenced by unfavourable discrepancy for idle clip and clean up clip ) . which consequence in more machine hours used than budgeted. * The unfavourable $ 9. 756 variable fabricating overhead discrepancy could besides be because of the difference between existent cost per unit of cost allotment base and the budgeted cost per unit of cost allotment base. For illustration. existent monetary values of single inputs. such as the monetary value of transportation costs. could be higher than budgeted monetary values of these inputs. .u35d6bd82ba662e0fd43f15532c0d7e46 , .u35d6bd82ba662e0fd43f15532c0d7e46 .postImageUrl , .u35d6bd82ba662e0fd43f15532c0d7e46 .centered-text-area { min-height: 80px; position: relative; } .u35d6bd82ba662e0fd43f15532c0d7e46 , .u35d6bd82ba662e0fd43f15532c0d7e46:hover , .u35d6bd82ba662e0fd43f15532c0d7e46:visited , .u35d6bd82ba662e0fd43f15532c0d7e46:active { border:0!important; } .u35d6bd82ba662e0fd43f15532c0d7e46 .clearfix:after { content: ""; display: table; clear: both; } .u35d6bd82ba662e0fd43f15532c0d7e46 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u35d6bd82ba662e0fd43f15532c0d7e46:active , .u35d6bd82ba662e0fd43f15532c0d7e46:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u35d6bd82ba662e0fd43f15532c0d7e46 .centered-text-area { width: 100%; position: relative ; } .u35d6bd82ba662e0fd43f15532c0d7e46 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u35d6bd82ba662e0fd43f15532c0d7e46 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u35d6bd82ba662e0fd43f15532c0d7e46 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u35d6bd82ba662e0fd43f15532c0d7e46:hover .ctaButton { background-color: #34495E!important; } .u35d6bd82ba662e0fd43f15532c0d7e46 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u35d6bd82ba662e0fd43f15532c0d7e46 .u35d6bd82ba662e0fd43f15532c0d7e46-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u35d6bd82ba662e0fd43f15532c0d7e46:after { content: ""; display: block; clear: both; } READ: Mandatory Physical Education in High Schools EssayFixed overhead discrepancy* The unfavourable $ 1. 200 fixed overhead discrepancy arises because existent fixed overhead costs exceed the budgeted sum. This is likely due to the higher administrative costs. such as a higher than budgeted salary paid to the works director.

Wednesday, November 27, 2019

Custom Coursework

Custom Coursework Custom Coursework College courseworkwriting and custom essay writing are the most commonly requested types of academic writing at our site. The essence of the custom essay is professional presentation, in-depth research, and proper referencing of all sources used for custom essay writing on science, literature, management, politics, etc. Custom coursework writing is about evaluation of the scientific and methodological knowledge of the student. Custom coursework of high academic levels should be based on at least 10 reliable sources including scientific literature, periodical press, and practical materials. Coursework Help It is recommended to conduct an audience analysis prior to custom coursework writing. Think about your audience to draw a picture of your readers. While writing a coursework, students should conduct the audience analysis according to four groups of questions. First, the audience should be identified (age, education, class, occupation, values, and so on). Second, audience/subject questions are asked: What does the audience know about this coursework subject? What is its opinion? Third, audience/writer questions require the student to ask: What is my purpose for coursework writing? Fourth, audience/form questions: Given my purpose, what is the best way to set the contact with this audience? We recommend answering these questions prior to coursework writing: Coursework Writing Academic coursework writing starts with defining the purpose of writing. Our writers are knowledgeable on a wide range of academic topics and they are able to provide you with custom written coursework prior to deadline. We strive to create a masterpiece because we think about the quality, not quantity. We do not try to provide you with 10-page custom coursework which is filled with irrelevant information. Definitely, we meet the length requirements, however, include only relevant information. .Com is a network of dedicated writers who are capable of custom coursework writing. Writing skills can be taught, however, without inspiration and dedication to professional writing, custom coursework is of low academic quality. Every custom coursework we deliver is fully referenced and professionally formatted. You are entitled to request unlimited number of revisions and we will work on your coursework until all of your requirements are met! Read also: Business Ethics Paper Term Argumentative Term Paper Writing Research Paper University Research Proposal Topics for a Research Paper

Saturday, November 23, 2019

discrimination worksheet Essay example

discrimination worksheet Essay example discrimination worksheet Essay example Associate Program Material Allanda Smith Discrimination Worksheet Write a 100- to 200-word response to each of the following questions. Provide citations for all the sources you use. What is discrimination? How is discrimination different from prejudice and stereotyping? According to racial and ethnic groups chapter 3 page 61 (Discrimination is the denial of equal rights and opportunities to a person or persons of a group due to prejudice or any negative reasons based on race, age, religion, or gender.) Stereotypes are more of a catergory people or things are placed in and usually false presumptions. Prejudice is the thoughts and feelings usually negative in nature towards a group of people. Prejudice is not always negative, some people become bias to what they are use to like a favorite way of doing something or how they make a certain dish. The difference is discrimination involves the actions to intentionally hurt the next person while prejudice and stereotypes are usually non violent in nature when they are not acted apon. What are the causes of discrimination? According to racial and ethnic groups (Discrimination can be caused by many things; friends, weight, sexual orientation, gender, religion, family, media, fear, ignorance, age, personal beliefs, or experiences at some point in your life.) It is mostly behavior that is learned from a younger age and people get use to being that way that it becomes natural to them to the point of being a second nature like the blink of an eye or breathing. How is discrimination faced by one

Thursday, November 21, 2019

Case study, the business case for happiness Study

, the business for happiness - Case Study Example Also the variation in the mood of the workers, will determine their productivity. A negative attitude influences employees’ thinking, when we feel negative we may become detractor to one another. Negative feeling bring about a combatant mode of thinking. On the other hand, a positive mood has some bearing on people way of thinking to become confident, tolerant, constructive, un-defensive and lateral. Employees are happier if they are guaranteed on the retention of their job, they will not seek a good working environment instead they will make their current working place a better one. Happiness and other positive emotions can undo some of the adverse psychological effects of the negative emotions, such as the effects of adrenaline released in the response to fear or threat. Despite all the efforts to make the employees be happy and work in harmony in the workplace, so as to increase their productivity. Still there is one major limitation to hinder all those efforts. The employees would be happy with the job but still domestic factors may lead to depression which may lead employees, not to be happy in their workplace hence leading to the low productivity. If the employees have martial issues with their spouse, it will affect their mental thinking towards their colleagues of the opposite gender. This is in the regard to the negativity in behavior of their spouses who is of the same gender their co-workers. This will eventually lead to conflicting factors in their

Wednesday, November 20, 2019

Reading reflective paper Essay Example | Topics and Well Written Essays - 1750 words

Reading reflective paper - Essay Example I have examined several resources concluding very useful information about art the authors of which take up the main questions such as whether art is determined by the culture, its historical aspect and audience interpretation of works of art. I have observed some peculiarities of development of art while studying the materials about the museums of art, their remarkable uniformity and the origin of them. â€Å"The museum is an organizer of culture and, like all organizations, it has its quirks. Nationalism comes into play in the museums organization. However, it shows up in the subtle ways the museum celebrates national identity. Museums give a sense of historical continuity with moments of rupture. Such moments of rupture between periods are almost always defined as a reaction against what has preceded them.† (Diepeveen, Van Laar 10). It is important to mark out the problem of originality: â€Å"those who first do something are given pride of place. The emphasis on originality results in the inclusion of some kinds of works and the exclusion of others. Ideas of originality and progress devalue work that isn’t breaking new ground that is formally conservative.† (14). The history of art museums. The most complete picture of the art can be accessed in the museums which history is very informatively described in the work of Diepeveen and Van Laar: â€Å"The origins of the modern Western art museum date back to ancient Greece. In Greece the term â€Å"museion† meant a sacred place where under the inspirations of the Muses ceremonies and literary competitions took place. The great Museum of Alexandria, Egypt, was the earliest known use of the term as we recognize it today. The Museum of Alexandria created a comprehensive, encyclopedic collection of specimens and artifacts for classification, preservation and research. With the burning of the Museum of Alexandria, museums disappeared for a while from Western culture. The museum

Sunday, November 17, 2019

The Kite Runner Essay Example for Free

The Kite Runner Essay Starts off in the present day when Amir receives a phone call from Rahim Khan in Pakistan telling him that he must go and see him. We are told about the events that made him who he is today and we also find out that the grown up Amir has moved to America. Key quotes: â€Å"I became what I am today at the age of twelve. † â€Å"there is a way to be good again â€Å"the hard ripped kite runner. † Flashbacks: The story is being told from end point December 2001, the rest is told as extended flashbacks such as techniques allows the reader to foreshow events which have not yet occurred, building dramatic tension. Two key characters- Ali and Hassan are introduced. Narrator: first person narrative shows only Amirs version of events, rather than those of other characters- all coloured by Amirs personal reactions and emotions. â€Å"The past claws its way out† – no matter how much you want to forget about it, you cant escape it. The use of the word claw carries an image of the theme of redemption. Chapter 2 Amir looks back on his relationship with Hassan. He looks back at the history of religion. We learn that amirs mother died giving birth to him whereas hassans mother ran away after she had him. Hassan is abused on the street for the way he looks. Images of the past: amir take us back to his childhood. The way Hassan is described shows that he is important to amir and is important to the man he has become. â€Å"a face like a chinese doll†- poetic imagery expresses the love he feels for Hassan. Theme of friendship: Amir tells of the time when him and Hassan would get into trouble and Hassan would always take the blame. The friendship is based on Hassan’s loyalty to amir. Amirs first word was ‘baba’ whereas hassans was ‘amir’. Theme of fathers and sons: introduced to baba who is amirs father. He is a powerful man and we are shown early signs of amirs attempts to gain his fathers approval. Both boys have absent mothers which makes everyoes relationship stronger. Theme of religion and ethnicity: ali and Hassan are members of the hazara ethnic group which is seen to be inferior to the Pashtun group. Chapter 3 Chapter 3 is about amir learning that he is not good enough for is father. We see that amir looks up to baba at the beginning of the chapter when we understand how proud amir is because his father did a very selfless thing and built an orphanage with his own money. We see that amir could probably gain more comfort from Rahim Khan than he could from his own father. Yet again, we also see that Hassan cares more for amir as he stands up fr him, but we know at this point that amir wouldn’t do the same for him. Amir wants to live up to his fathers success, we see that amir becomes jealous of baba and hassans relationship as he fights for his attention over Hassan. This results to cruelty to Hassan. Chapter 4 We understand that ali was adopted and brought up b baba’s family. Even though Hassan is amirs friend, he was still treated as a servant. Hassan loves to hear amirs stories, he was the one who encouraged him to write short stories. Baba didn’t want to hear amirs stories whereas Rahim Khan praised them. Setting: rich description of Kabul; colours, noises of the city creates a wild setting for the events of amirs childhood but also provides a basis for comparison when we are presented with a much changed Kabul later in the novel. The setting can be used to portray mood, plot and character. Symbolism: the power of reading- amirs reading to Hassan seems like a friendly act as his mother was a teacher. Amir doesn’t teach Hassan, instead he teases him by teaching him the wrong meaning of words. The pomegranate tree: shows the sweetness of the bond between the two boys who share fruit before amir reads to Hassan. The cemetery and tree are symbols which can be seen throughout the novel. Chapter 5 We see that even though amir isn’t always nice to Hassan.

Friday, November 15, 2019

Comparing Arthur Laurents West Side Story and Shakespeares Romeo and

Although the discrepancies between Romeo and Juliet and West Side Story are too frequent to categorize in such limited space, it is impossible for anyone familiar with both texts to not notice the obvious similarities between the two works ("Theme").   From the opening scenes in both, up through the rumble in West Side Story/death of Mercutio in Romeo and Juliet, the plays mirror each other (Poelstra).   It isn't until the last part of West Side Story, where Tony (our modern-day Romeo) dies and Maria (Tony's Juliet) doesn't (unlike the two star-crossed lovers of Shakespeare's work, both of whom perish), that the major difference between the two works becomes apparent.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Granted, instead of tension between feuding families (Montaguesand Capulets), West Side Story offers prejudice between races, as illustrated between street gangs (Jets and Sharks).   Some of the characters in West Side Story are carbon copies of those in Romeo and Juliet: Maria (Juliet), Tony (Romeo), Bernardo (Tybalt), Lt. Schrank (Prince),   and Anita (Nurse).   Others appear to be a composite of characters, namely Riff, a combination of Benvolio and Mercutio, and Doc, who appears to fulfill the role of Friar Laurence (possessed somewhat of a peacekeeping nature: "You couldn't play basketball?", he asks, when informed of their upcoming "war council" [Laurents 57]) yet, at the same time, it is implied (in the film version, not the play) that he is a pharmacist, and there was, after all, an apothecary in Romeo and Juliet . The tomboyish Anybodys, a Jet wannabe, would best fit into the role of Balthasar (although Doc's cha racter fits into this role marginally, as well), since it was she who aided Tony in escaping after the rumble (which resulted in the d... ... a story four centuries old to be retold in a fairly modern-day setting (after all, street gangs are more prominent now that ever before), a retelling that has garnered its own wide audience appeal over the past four  decades ("Theme"), showing that certain tales can stand the test of time more than once, provided the content/context effectively reflects the world within which it occurs.   Works Cited   Laurents, Arthur. West Side Story. (A musical, based on a conception  of Jerome Robbins; music by Leonard Bernstein; lyrics by Stephen Sondheim.) NY: Random House, 1966. Poelstra, James. "Romeo and Juliet vs. West Side Story." (17 July 97). Shakespeare, William. Romeo and Juliet. The Complete Works of William  Shakespeare, Volume I. Ed. W. G. Clark and W. Aldis Wright. NY:  Ã‚  Nelson Doubleday, Inc., 247-277.  Ã‚   "Modernizing Age-Old Theme." (17 July 97).

Tuesday, November 12, 2019

The Principle of Charity in Critical Thinking

The Principle of Charity is an important critical thinking method wherein a person is expected to become â€Å"charitable† toward the position and arguments that he or she opposes, which means that a person must give opposing views and arguments fair and honest interpretation. This principle does not imply that one should agree with an opposing view but rather a person should apply a wide discretion in interpreting contradicting or opposing statements. Contradicting statements may, by all means, be subject to all forms of scrutiny and criticism. In comparison, one can say that the purest of gold shines only through the fire (Waller, 2008). A person must fully understand the principle of charity when coming to terms with other people’s views. Several principles may be applied as guides to understanding the principle of charity. When the pieces of evidence allow a person to attribute him to a stronger argument, one should not point him to a weaker argument. One also must not interpret a statement as a bad argument when an ordinary prudent may reasonably interpret is as not an argument at all (McGraw Hill, 2006, p. 38-43). The importance of this principle can be greatly appreciated in conjunction with the Strawman fallacy which happens when a person twists an idea or distorts a statement to make it more vulnerable to attack. The application of the principle of charity is the best way to avoid this policy because it always represents arguments and views in their strongest and most credible form (Waller, 2008). This principle is important because it enables a person to inspect fully and consider all the aspects of an argument before making another statement or conclusion. There is great challenge in the application of this principle because in doing so, the mind opens itself to a world of creative thinking thereby allowing a free-falling and continuous cycle of arguments.

Sunday, November 10, 2019

Let the Freewriting Flow Essay

Peter Elbow, author of the article â€Å"Freewriting† argues that using the technique freewriting is very beneficial for writers. Freewriting is nonstop writing without correcting or checking what you’ve already written. Elbow says writers should use this exercise at least three times a week to improve their writing skills. I strongly agree with his assessment from personal use of this technique. While writing my first freewrite I realized I was less stressed, I felt like the paper displayed my character more, and I was able to share all of my ideas without losing them. We are so caught up in trying to sound educated and proper in our writings it sometimes can take away from the actual piece. Writing while under stress often turns out in a disaster, usually why my pieces of writing aren’t always the best. Just like Elbow has said the reason people get so stressed while writing is because of how we are taught throughout school â€Å"schooling makes us obsessed wi th the â€Å"mistakes† we make in writing. Many people constantly think about spelling and grammar as they try to write. I am always thinking about the awkwardness, wordiness, and general mushiness of my natural verbal product as I try to write down words† (Elbow). This is completely true, the way we are taught in school adds a great deal of stress to the writer. At the beginning of every paper I’ve ever written for school I’ve always had stress because writing was never my strong suit to begin with and the requirements made it that much harder for me to develop a paper. Giving people such high standards for writing, yet telling them to make it their own is quite difficult for the writer because they are more worried about the structure rather than the actual content of the piece. People are also under stress while writing a paper because of who could be reading their piece, audience has a major impact on how a writer constructs their paper. With freewriting though you only have to worry about yourself reading over the paper so your ideas will flow easier onto the page because you a ren’t watching what your write in fear of offending someone. You are able to fully be yourself  throughout the piece. It’s difficult to incorporate character into your writing when you have to follow so many guidelines and worry about so many different things. Elbow states in his writing that you have a voice which is the main source of power in your writing, and unfortunately that â€Å"voice is damped out by all the interruptions, changes, and hesitations between the consciousness and the page† (Elbow). If we all had the same voice and then no ones writing would really be all that special. Freewriting helps the writer to find that voice because they are writing their exact ideas without anything interrupting them. Once they are done with the freewrite they are able to go back and fix it up a little but it will still be their voice and how they felt in the first place. Elbow makes a good point at the end of his piece saying that you only have one voice and you can’t give up on that voice no matter how much you may dislike it because without it you will never be heard, and your writing will never be your own. To me making the piece your own and to actually enjoy writing it is what writing should be about. Not the grammar mist akes, or how well it all flows. It should be about your thoughts and how you feel they should be expressed into a piece of writing. If writing is considered such a personal thing then we shouldn’t be so critiqued on every little thing throughout it. It’s happened more times than not when a writer loses an idea because they were too busy checking back on a previous one and trying to make it better. Using Elbow’s freewriting technique will ensure you to never lose an idea because as soon as it pops into your head you are able to write it down, even if it doesn’t exactly belong right there. Elbow also says that his technique stops the writer from editing their piece while writing allowing the ideas to flow more easily. I know from personal experience I lose ideas constantly because I’m worried about the previous paragraph, and if it was really good enough. When I wrote my freewrite I did not lose any ideas, I was able to get exactly what I wanted to say into that piece of writing and in the end if I wanted to I was able to go back and expand on them. Peter Elbow, author of the arti cle â€Å"Freewriting† has helped me be able to form a more well developed piece of writing through his technique, freewriting. This exercise has helped me stay calmer while I write my paper and helps me to not worry about what I’m writing the entire time. I benefit from Elbow’s technique this because once all of my ideas are out on paper I am able to go back and  form them into well-developed paragraphs just like I am required to do. The requirements from professors, bosses or whoever the audience may be will prevent someone from writing the best they can and making a piece their own because they are too worried about what the audience will think of it or if it’s good enough for their standards. For anyone who has trouble with forming ideas, or gets too caught up in the editing part of the paper while still writing should try out Elbow’s exercise freewriting and they may be surprised at how well it works and how much it may help them. I know I sure was shocked at how much it helped me especially after being a little uneasy about it at first I was pleasantly surprised. The freewriting exercise is what helped me develop this paper. I sat down for about an hour and was able to get all of my ideas down with no worries about grammar errors, or my audience, all I focused on was my ideas and what I thought was best to say in this paper. After I had finished it I went back and turned the freewrite into this piece. Since it worked so well for me I will now use freewriting before I start any of my papers in the future. Citation: Elbow, Peter. â€Å"Freewriting.† Freewriting. Center for Learning, Teaching, Communication, and Research, n.d. Web. 28 Sept. 2014. .

Friday, November 8, 2019

The Confessions of St. Augustine Essays

The Confessions of St. Augustine Essays The Confessions of St. Augustine Essay The Confessions of St. Augustine Essay Essay Topic: Confessions Name: Course: Instructor: Date: The Confessions of St. Augustine Outline: Assignment The main ideas in the Confessions Books 2 and 3, which characterize the moral philosophies upheld by St Augustine are his rebuke and refute of the Manichean religion, which he had been a follower for some years. This is because of the contrary belief to Christianity held by the Manichean religion that God is not omnipotent. He also engages in discourses on issues of sexual morality such as fornication during his day. This is an indication that he adequately values his sexual morals and seeks to uphold them in relation to the will of God and the church. In confessions Book Two, he gives a confession of the pleasure derived from the acts of stealing. Additionally he also engages in a discussion about his quest for higher knowledge in the course of his work, and he seems to make an inference that knowledge even at the highest or noblest level is empty without the presence of humility granted by God through his grace. Thesis: St Augustine has a specific prayer that he longs for the grace of God to provide him with the grace to live up against his unclean soul, because God is essentially the true support against all the evils of the world. He provides that the laws of God are sufficient to provide man with the needed soul nourishment and ensure his ability to overcome the societal evils and temptations. Supporting argument one St. Augustine in his discourses manages to make a deep self-evaluation in terms of his adherence to the laws of God and his level of innocence and righteousness. Evidence one It is evident that he desire to love and be loved which is a gift of God. In Book Two, he provides â€Å"who can unravel such a twisted and tangled knottiness? It is unclean†. This statement is clear in providing that man is inherently unclean and seeks constant redemption from God, which he grants through his enduring love and grace. Supporting argument two St. Augustine provides that he longed fro the righteousness and innocence bestowed by God given that he was unclean and was characterized by a great level of wretchedness. His belief fro forgiveness and cleansing is based on the foundation of the love of God and man. Evidence He is of the opinion that love is divine and mirrors the grace and mercies given to man in terms of existence. He points out that such privileges should be exercised within the context of divine relationships between man and woman. This is essential, as it would prevent the numerous incidences of fornication, which are essentially exercised outside the marital settings or context. Supporting argument three He had strong relationships with friends, which served as principal motivation towards committing acts of sins such as theft. Evidence His acts of theft were driven by the joy he derived from the presence of his friends as well s the acts of stealing and not in the good, which they stole. He provides such an example to give an illustration of the ability of friendships to corrupt the morals and ethics of others. Explanation St Augustine provides thorough his discourses that man is, evidently, inherently unclean. This is because of the belief in Christ that man is sinful and thus is in need of constant redemption from God to rid himself of his great share of sin. The order of the arguments is provided from the initial relationships of man and god to the relationships of man with friends, partners and peers. The logical order is expressly provided from the beginning of an inward evaluation of self by St Augustine to determine the cause of deviation from the natural laws of God. He makes an inference that man is unable to attain purity and righteousness independently as if against God. Education is an essential factor in determining the ability of an individual to relate with God. This is because education with the inclusion of god in such plans is paramount in setting a good foundation for success. However, the exclusion of such plans has the potency to lead to mockery of God as an individual seeks to stand p against God resulting in God acting in a manner aimed at humbling man and illustrating who is the authority. He essentially seeks to indicate to the human race that he is the beginning and the end of all things in the earth. He defined that his departure from the presence and grace of God resulted in a feeling of wasted opportunity given that he was unclean, and his life was in shambles. This is an indication of a revelation for man of the incompleteness of a man in need of God’s grace for completion and purpose of life. Conversely, he points out that men in the world seeking to progress towards the path of goodness and righteousness are also susceptible to temptation and failure on their journey towards goodness. He points out that there exists a difference between the right in the sight of God and the sight of man. What might seemingly be right in sight of man might be inappropriate and a sin in the sight of God. Conversely, what might be wrong or inappropriate in the sight of man might be appropriate in the sight of God. Such is provided through an example of a correction act against an individual or a child. This might be viewed from the human eye as driven by the need to inflict paint, whereas it is driven by the need to correct and provide direction terms of repetition of a similar act, which attracted the punishment. The predominant point derived from the two books is the inherent nature of man to incline towards sin. This necessitates him to engage constantly in a fight for redemption from his sinful nature given that he stumbles and falls due to the temptations. In addition, he also provides that God is omnipotent and understands that man is inherently sinful and is in need of his constant grace and everlasting love. Love is a strong factor in that through love God provides his grace and mercies to man leading to an eventual forgiveness and a renewed relationship. Furthermore, another aspect also provide din the writings is the presence of friendships and relations, which are based on love. Love is a God given privilege, which he also exercises in his illustration of grace and mercies towards the human race and all his creations on earth. Friendships, as St. Augustine provides in his discussions, have the ability to bring forth great fruits if such friendships are based on truth and other natural factors granted by God to society in order to ensure that society abides according to the will of God. Conclusively, love is strong and should be used to enhance emotional bonds in marital settings. This is because true love is provided by God and is enduring. It has the ability to reduce or eliminate altogether the possible incidences of fornication and other sexually immoral activities, which are associable with relations outside of marriage. St. Augustine stated that God has mercy on all irrespective of their transgressions, and he thus sought mercies from god because of his enduring love and grace for man irrespective of their sins and transgressions against his will.

Tuesday, November 5, 2019

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26–34 range on ACT English? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT English score isn't easy. It'll require near perfection and mastery of both grammar rules and rhetorical skills. But with hard work and my ACT English strategies below, you'll be able to do it. I've consistently scored 36 on English on my real ACTs, 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 students already scoring a 26 on ACT English or above. If you're below this range, my "How to Improve your ACT English Score to a 26" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview Most guides on the internet on how to get a 36 on ACT English are of pretty bad quality. They're often written by people who never scored a 36 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting a 36 available anywhere. I have confidence that these strategies work because I used them myself to score a perfect ACT English score consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring a 36 is a good idea and what it takes to score a 36. Then I'll go into the 10 critical ACT English strategies you need to get a perfect ACT English score. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 English score is useful, since this will fuel your motivation to get a high score. In this guide, I'm going to talk about doing well on ACT English, rather than about raising your combined English/Language Arts score. The reason is that schools typically care much more about your ACT composite score rather than your subscores and ELA score. However, I'll still touch upon how to raise your essay score at the end. Final note: In this guide, I talk mainly about getting to a 36. But if your goal is a 34, these strategies still equally apply. Understand the Stakes: Why a 36 ACT English? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. 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 34, don't waste your time studying trying to get a 36. 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 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get a 36 on ACT English? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score more than your individual section scores. If you can get a 36 in ACT English, that gives you more flexibility in your Math, Reading, and Science scores. It can compensate for a 32 in one other section, for example, and bring your average back up to 34. Princeton's 75th percentile score for ACT English is likely 36. Even though schools don't typically release their ACT scores by section, they do release SAT section scores. As a stand-in for ACT English, we can take a look at SAT Evidence-Based Reading and Writing scores at top schools. (I know ACT English and SAT EBRW don't totally overlap, but you do need to be good at reading and writing to score highly on ACT English.) Here are a few examples. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Evidence-Based Reading and Writing score is an 800 or 790. That means at least 25% of all students at these schools have a 790 in SAT EBRW, or a 36 on ACT English. But if you can work your way to a 36, 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. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT English. 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 ACT score is a reflection ofhow hard you work and how smartly you study. ACT English Is Designed to Trick You - You Need to Learn How Here's why: the ACT 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? You've learned grammar before in school. You know some basic grammar rules. But the ACT questions just seem so much weirder. It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. The ACT is a national test, which means it needs a level playing field for all students around the country. So it has to test concepts that all high school students will cover, like subject-verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Tricky ACT English Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic ACT English problem. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, you fell for a classic ACT English trap. It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign- which suggests a plural verb! The ACT English section is full of examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: this might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the subject and the verb, and get rid of the interrupting phrase. So to improve your ACT English score, you just need to: Learn the grammar rules that the ACT tests. Study how the ACT tests these grammar rules and learn how to detect which grammar rule you need in a question. Practice on a lot of questions so you learn from your mistakes. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right to get a perfect score. What It Takes to Get a 36 in English If we have a target score in mind, it helps to understand what you need to get that score on the actual test. As you probably know, writing combines your raw score on the multiple choice section with your essay score to give your final English score out of 36. Here's a sample raw score to ACT English Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Score English Raw Score 36 75 35 72–74 34 71 33 70 32 68–69 31 67 30 66 29 65 28 63–64 27 62 Source: ACT In this grading scale, you can earn a 36 only if you get a perfect raw score of 75. In fact, I've never seen a grading scale where you can earn a 36 after missing one question. The curve is also typically quite unforgiving. If you miss one question, you drop down to a 35. Miss two, and sometimes you drop down to a 34. Thus, perfection is really important for ACT English. On every practice test, you need to aim for a perfect raw score for a 36. It's pretty clear then that you need to try to answer every question. You can't guess on too many questions and get a 36, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer nine more questions right to get to a 36. As a final example, here's a screenshot from my ACT test, showing that I scored a perfect raw score and a 36 on ACT English. OK- so we've covered why scoring a higher English 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 that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT English What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Content or Time Management? Every student has different flaws in ACT English. Some people aren't comfortable with the underlying grammarmaterial. Others know the grammar ruleswell, but can't solve questions quickly enough in the harsh time limit. (As we'll discuss, the ACT English section applies VERY heavy time pressure. So you likely do suffer from some time pressure- we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the Englishsection of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 45 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." 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 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT English subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than two points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at Englishacross most questions? Or did particular passages or types of questionsslow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score- if they differed by more than one point, then you would benefit from learning how to answer questionsmore 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 a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. In addition, you'll also need to know rhetorical skills that test you in your writing logic. You'll be asked to decide how to organize sentences and paragraphs together. Certain grammar rules, like punctuation, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less common rules. In our PrepScholar program, we've identified the following as the grammar and rhetorical skills you need to know: Grammar Rules Punctuation: Commas, Apostrophes, Semicolons, Dashes Number Agreement: Subject/Verb Agreement, Pronoun Number Agreement Idioms and Wrong Word (Examples: affect/effect, neither...nor, there/their/they're) Parallel Construction Verb Forms: Tense, Conjugation Conciseness: Eliminating waste from sentence phrasings Sentence Fragments, Run-on Sentences Pronouns: Pronoun Choice, Pronoun Case Faulty Modifier Comparison/Description Rhetorical Skills Macro Logic: How sentences and paragraphs fit together Transitional Logic: How to connect different thoughts together Relevance: Determine whether a sentence is extraneous or fits in Author Intent: Understand the point of the author and writing techniques Formality and Tone There are a lot of rules, but they differ from each other in how commonly they appear on the test, and how hard they are to study. For example, Punctuation is the most common grammar rule on ACT English, but it only uses a few separate concepts. The Idioms skill is also very common, but it uses a wide range of idioms, such that each unique idiom appears no more than once on each test. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Do a Ton of Practice and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of ACT English will knock you down from a 36. 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 1,200 ACT 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 completed 15 practice tests. They've solved over 3,000 questions, but they're still nowhere near a 36 on ACT English. 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 the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by grammar skill (eg Number Agreement, Idioms, Sentence Fragments) 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 an English 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? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss an English question, and how you take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the ACT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? Did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT 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 ACT 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: Strategy 4: Justify Every Answer and Point Out Specific Grammar Errors Many top students take a "soft approach" to ACT English. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said, "The bee fly to the hive," you'd know this was wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all ACT grammar rules. This makes trusting your ear unreliable for many rules. This is especially true for wrong word choice, like "Its a good day to be an American." Because "its" sounds the same as "it's," your ear is of no help here! What's the strategy to counter this? Point out the specific error, and justify it to yourself. Let's run through an example. This is a grammar question that needs only one line from the passage to answer: Here's what I'm thinking as I read the question (a stream of consciousness): " 'The Sun sets gradually the images of a winged horse'...this doesn't seem right. I know 'sets' can take an object, like 'Tom sets the bowl down slowly,' but the Sun can't set anything down, and especially not images of a winged horse. This has got to be a run-on sentence, but let me keep reading. 'the images of a winged horse, a drinking gourd, a heartbroken hero appear in lights overhead.' Yep- the second part of this sentence is an independent clause, and it's a run-on because it's improperly connected to the first clause, 'The Sun sets gradually.' So I need an answer choice that fixes this:" F: no change, which is wrong G: this has a comma splice error- you can't connect two independent clauses with just a comma. H: this looks good. It joins two independent clauses properly- with a comma and a conjunction ('and'). J: 'The Sun setting gradually' is now a dependent clause, but to join a dependent clause with an independent clause, you need a comma that's missing here. For example, 'The Sun setting gradually, we drove down the highway.' would be correct. Thus answer J is wrong. Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. You can see how I first identified the run-on sentence error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the ACT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Note as well that in these questions, the ACT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all ACT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 5: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 3 above about keeping a list of every mistake? You need to take this even one step further. If you're like most students, you're better at some areas in ACT English than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but have no idea what faulty modifiers are. This is especially true in grammar and ACT English, because some grammar mistakes likely sound obvious to you, but others are completely foreign. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you have friends to hang out with. This means for every hour you study for the ACT, 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 ACT isn't like painting a house. You're not trying to cover your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. Instead, studying effectively for the ACT 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 ACT English? In this analogy, your knowledge of English grammar is the leaky boat, and the holes are the gaps in your knowledge. You need to find the grammar rules you're struggling with the most, then do enough practice questions until they're no longer a weakness. For every question that you miss, you need to identify the type of question it is and why you missed it. Once you discover patterns to the questions you miss, you then need to find extra practice for this grammar rule. Let's say you analyze your past practice tests and questions and find that you're missing a lot of misplaced modifier questions. After you identify this pattern, the next step is to find good lesson material to teach yourself the main concepts behind what misplaced modifiers are and how to fix or avoid them. You'll also need to find more practice questions that test you on misplaced modifiers and drill until you're making few, if any, mistakes. This is the best way for you to improve your English score. Once again, this is exactly how I designed our PrepScholar online ACT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 6: Be Careful With "No Change" Answers In ACT English, most questions have a NO CHANGE option. The ACT loves tricking students using these answer choices, because it knows that students who don't know grammar rules won't see anything wrong with the sentence. No Change is a really easy answer to choose. No changes are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these No Change answer choices. Typically, these are correct answers around 25% of the time- not much more. (We actually went through and counted this in real tests). If you find that you're choosing No Change 40% of the time, you're definitely not detecting grammar errors well enough. Every time you choose No Change, try to double-check the other answer choices to make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at, and pay special attention to. Personally, this was my most common careless mistake on ACT English. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 7: Think About Grammar in Everyday Life Among all subjects, English on the ACT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to ACT English. ACT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. ACT Reading and Science similarly require very specific skills when reading a passage or chart. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Read high quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Notice common errors around you. A lot of people comma splice, for example. Hold yourself to a higher standard in texting and messaging. (I know this isn't that cool- you don't have to capitalize every sentence and use periods, but at least use its/it's and their/there/they're correctly.) The more you think about grammar as a fundamental skill rather than something specialized for ACT, the more natural it will feel to you. Strategy 8: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at ACT English that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 45 minute English section in 30 minutes or less. I then have 15 minutes left over to recheck my answers two times over. As I've explained above, the best way to get faster is to get so fluent with ACT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. Try to aim for a target of spending 40 seconds on average for each question. This gives you enough time to double-check comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a No Change question, double-check that you're not missing any grammar mistakes. 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-check that 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 G C F 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 perfect raw score for a 36, 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 four seconds per question, you get back 300 seconds on a section that has 75 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 9: Read the Whole Sentence Most of the questions ACT English ask you the underlined part of a sentence should be changed. When you answer these questions, don't just read the underlined portion. To correctly answer the questions, you must read the whole sentence (or sentences, if the underlined section overlaps across two different sentences). Phrases not included in the underlined portion of the sentence often provide information that's essential for deciding whether or not the underlined portion should be changed. Let's go through another example from the ACT to see this strategy in action. If you only read the underlined word, you probably won't think there's anything wrong with it. "Consecutively" is an adverb modifying the verb "to speak"- nothing to change there. When you read the whole sentence, however, you're able to notice that because of the phrase "for twelve hours straight", "consecutively" is redundant. In the context of the full sentence, consecutively means "without stopping," and the phrase "for twelve hours straight" implies that she could speak that long without stopping. Therefore, the word "consecutively" is unnecessary and should be omitted. If you didn't read the whole sentence, you might not notice the redundancy error and would most likely select A. However, since the word "consecutively" is unnecessary, the correct answer is D. In addition, certain types of questions on the ACT require reading not just the sentence with the underlined section, but sentences before and after it as well. For example, you need the context provided by multiple sentences to answer some verb tense and paragraph order questions as well. Strategy 10: Experiment with Passage Strategies and Find the Best One for You The format of ACT English is unlike any high school English test most students have seen before. As a result, many students don't intuitively know which method of approaching the passages will be the most effective for them. Because you're already scoring at a high level, I can't say with 100% accuracy which approach will work best for you. You're aiming for a perfect English score, which means that if your strategy doesn't perfectly line up with your strengths and weaknesses, you'll make mistakes or run out of time. Rather than prescribing you one strategy that you must use for ACT English passages, then, I'll instead go through what ways of approaching the passage are the most effective. You can then try the different strategies out and see which one leads to the highest score for you. Passage Method 1: Graf-by-Graf Though every student is different, this is the one strategy that we recommend everyone at least tries. Here it is: Read through the passage one paragraph at a time. After each paragraph, answer the questions referring to that paragraph. Skip if you can't answer a question within 30 seconds. Repeat for each succeeding paragraph. The great part about this strategy is that it both gives you a clear sense of the passage and forces you to read through whole sentences before answering questions about them. The only drawback is that going graf-by-graf can be a little time-consuming, so if you struggle with running out of time on ACT English, you might want to consider one of the other passage methods. Definitely try going graf-by-graf first, though- you might be pleasantly surprised by how well it works for you! Passage Method 2: Answer as You Go Many students gravitate to this method by default because it's both straightforward and quick. We don't recommend it as our top method, however, because of its potential pitfalls. Here's the method: Start reading through the passage. When you come to an underlined word, phrase, or sentence, continue reading past it to the end of the sentence. Answer the question about the underlined word, phrase, or sentence, then move on. The answer-as-you-go method is great if you're using the graf-by-graf approach but keep running out of time with just a few questions left or if you find yourself distracted or overwhelmed by multiple hops back and forth between the same paragraph and different questions. Unfortunately, this method does have one major drawback: you won't get as thorough a perspective on a question's context, which makes answering questions about transitions or the paragraph as a whole more challenging. It can also fail completely if you don't always read to the end of the sentence (for the importance of this, see Strategy 9). Passage Method 3: Sentence-by-Sentence In this approach, you only read the sentences of the passage that include underlined words, phrases, or sentences. If you're running out of time with a lot of questions left over when you use the graf-by-graf method, this strategy might be a good option for you. The key to using this method is that you always have to read the entire sentence. Even if you do execute this method perfectly, however, it suffers from the same drawbacks as answering as you go: if you read through the passage a sentence at a time, you won't get as clear an understanding of the overall structure and context of the passage, which makes answering rhetorical skills questions more difficult. We don't recommend using this method if you're aiming for a score higher than a 25. Passage Method 4: Read the Passage First The final ACT English passage approach we recommend is skimming the entire passage first, then going back through sentence-by-sentence to answer the questions. Of all the approaches to the ACT English passage, this is the most thorough. If you find yourself missing most of the macro logic or big picture questions because you didn't really understand the passage as a whole, this strategy could be a good fit for you. For most students, however, this approach is more trouble (and time) than it's worth- the graf-by-graf method is usually sufficient for answering macro logic questions and is much more time effective. Choose Which Method Works Best for You While we do recommend the graf-by-graf method as a starting point for most students, we can't predict which method will be most effective for you. To figure this out for yourself, you need some cold, hard data about your ACT English performance. Try out each method on at least one (and preferably two) sample passages each, then compare your performance on each. If one method is a clear winner for you, go with it; if not, choose the method that's the most comfortable for you. Once you've tried out all the passage approach strategies and figured out which one works best for you, you must use it consistently with every ACT English practice passage and test. These strategies all depend on teaching you to approach passages methodically, which means that they will only be effective if you use them every single time. In Overview Those are the main strategies I have for you to improve your ACT English score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect English 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. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our accompanying guides on how to get a 36 on ACT Math and how to get a 36 on ACT Reading. Better yet, read my high-level guide on how to score a perfect 36 on the entire test. Learn how to write a perfect-scoring 12 ACT essay, step by step. We also have a rough index to all ACT Prep info here. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. 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