Passage To India By Foster Essays - A Passage To India,

Passage To India By Foster In his novel A Passage to India, Forster uses a series of repeated misunderstandings between cultures, which become hardened into social stereotypes, to justify the uselessness of attempts to bridge cultural gulfs. In many instances, the way in which language is used plays a great role in the miscommunication between the English and the Indians, as well as among people of the same culture. This is exemplified in the way in which people use the same words, but do not hear the same meaning. It is also displayed through the British characters Aziz meets and befriends, through a series of invitations and through time and true mistakes. Upon Meeting the British: Two significant instances of miscommunication occur when Aziz meets the British characters in the novel that will end up being very close, yet controversial friends. Upon his encountering Mrs. Moore at the Mosque, he sees a British woman and right away develops a series of misconceptions about her. He believes that she is like all other British women (bring up conversation on women being alike): ?Madam, this is a mosque, you have no right here at all; you should have taken off your shoes; this is a holy place for Moslems.' ?I have taken them off.' ?You have?' ?I left them at the entrance.' ?Then I ask your pardon. I am truly sorry for speaking.' ?Yes, I was right, was I not? If I remove my shoes, I am allowed?' ?Of course, but so few ladies take the trouble, especially if thinking no one is there to see' (18). What Aziz finds is the unexpected fact that she is like Aziz in many ways, or as he describes her, "Oriental" (21). Yet, when seeing this side of the British woman, he again breaks his connection with her when she speaks of her son: ?And why ever do you come to Chandrapore?' ?To visit my son. He is the City Magistrate here.' ?Oh no, excuse me, that is quite impossible. Our City Magistrate's name is Mr. Heaslop. I know him intimately.' ?He's my son all the same,' she said smiling, (19). It does not occur to Aziz that Mrs. Moore's son may be part of the Indian race. It is something that is not understandable at first. Another British character that Aziz makes a connection with is Mr. Fielding. When Aziz arrives at Fielding's home to meet him for the first time, he has the same type of miscommunication that he does with Mrs. Moore, yet is is displayed in an opposite manner: "Lifting up his voice, he shouted from the bedroom, ?Please make yourself at home.' The remark was unpremeditated, like most of his actions; it was what he felt inclined to say. To Aziz it had a very different meaning" (66). Aziz understands Fielding's remark as a warm invitation, whereas Fielding has a routine of making the remark. People Saying One Thing and meaning another, usually just to be polite: A. Invitations The matter of invitations in the novel creates a cultural misunderstanding between the Indians and the British in the sense that the Indians make invitations just to be polite, which the British take literally. This causes offense in some cases to the British involved, whereas the Indians see it as a normal part of their society. This is first apparent at the Bridge Party, where Adela and Mrs. Moore are introduced to Mrs. Bhattacharya: When they took their leave, Mrs. Moore had an impulse, and said to Mrs. Bhattacharya, whose face she liked, ?I wonder whether you would allow us to call on you some day.' ?When?' she replied, inclining charmingly. ?Whenever is convenient.' ?All days are convenient.' ?Thursday...' ?Most certainly.'... ?What about the time?' ?All hours.' ?Tell us which you would prefer.' Mrs. Bhattacharya seemed not to know either. Her gesture implied that she had known, since Thursdays began, that English ladies would come to see her on one of them, and so always stayed in. Everything pleased her, nothing surprised. She added, ?We leave for Calcutta today.' ?Oh do you?' said Adela, not at first seeing the implication. Then she cried, ?Oh, but if you do, we shall find you gone.' Mrs. Bhattacharya did not dispute it. (44). Mrs. Bhattacharya doesn't think of the invitation in the same way Adela does. The same is for Aziz when inviting the two women to the Marabar caves. "He thought again of his bungalow in horror. Good heavens, the stupid girl had taken him at his word! What was he to

How to Improve Your ACT Reading Score 8 Expert Tips

How to Improve Your ACT Reading Score 8 Expert Tips SAT / ACT Prep Online Guides and Tips Are you struggling with ACT Readingscores between 14 and 24? You're not alone- hundreds of thousands of students are scoring in this range. But many don't know the best ways to break out of this score range and score 26 or higher. Here, we'll discuss how to improve your ACT Reading score effectively, and why it's so important to do so. Unlike other fluffy articles out there, I'm focusing on actionable strategies.Put these eight strategies to work, and I'm confident you'll be able to improve your ACT score. Brief note: This article specifically targets lower-scoring students- i.e., those scoring below 26 on ACT Reading. If you're already above this range, my perfect 36 ACTReading score article is more appropriate for you as it contains more advanced strategies. In this article, I'm going to discuss why scoring high is a good idea, go over what it takes to score a 26, and then jump into our top ACTReading tips andstrategies. Stick with me- this is like building a house. You need to lay a solid foundation before you can put up the walls and pretty windows. Similarly, we need to make sure we understand why you're doing what you're doing before we can dive into tips and strategies. In this guide, I talk mainly about getting to a 26. But if your goal is a 24 or lower, these concepts still equally apply to how you should study. This is a pretty long article, so here's what we'll be covering (in case you want to skip around or review a section): Getting a 26 on the ACT: Understand the Stakes Know That You Can Get a 26 ACT Score or Higher What It Takes to Get a 26 in ACT Reading Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy Strategy 2:Learn to Eliminate the 3 Wrong Answers Strategy 3:Find Your Reading Skill Weaknesses and Drill Them Strategy 4: Only Use High-Quality ACT Reading Sources Strategy 5:Don't Focus On Vocab Strategy 6:Skip the Most Difficult, Time-Consuming Questions Strategy 7:Understand All Your Reading Mistakes Strategy 8: Guess on EveryQuestion You Don't Know Getting a 26 on the ACT: Understand the Stakes At this score range of 14-24, improving your ACT Reading scoreto a 26 or higher will dramatically boost your chances of getting into better colleges. Let's take a popular school as an example: the University of California, Riverside. The average ACT score of admitted applicants to UC Riverside is 23(out of 36). Its 25th percentile score is 22, and its 75th percentile score is 28. Furthermore, its acceptance rate is 56%. In other words, a little more than half of all applicants are admitted.But the lower your ACT score is, the worse your chances are of getting in. In our analysis, if you score around 22, your chance of admission drops to just 43%. But if you raise your score to 26, your chance of admission goes up to 75%- that's a really good chance of admission!And the higher your score gets, the more certain you are to get in. In short, improving your ACT Reading score will bump up your average composite score.And improving your ACT composite score, even by just 5 points, can make a huge difference in your chances of getting into your target colleges. For the Reading section, this is especially true if you want to apply to humanities majors and programs, such as English or communications. They expect you to have a strong Reading score. If you have a low one, they'll doubt your ability to do college-level humanities work. Even if you're a math superstar and are applying to a science major, schools still need to know that you can process difficult texts at a college level. A low Reading score will cast huge doubt on you. It's really worth your time to improve your ACT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with a 26 ACTscore? Check out ourexpert college admissions guide for a 26 ACT score. Know That You Can Get a 26 ACT Score or Higher This isn't just supposed to be a vague happy-go-lucky message you see in a fortune cookie. I mean, literally, you and every other student can do this. In my job here at PrepScholar, I've worked with thousands of students scoring in the lower ranges of around 14-20. Time after time, I see students who beat themselves up over their low scores and think improving them is impossible. They often say the following: "I know I'm not smart." "I just can't read passages quickly, and I don't know how to improve my ACT Reading score." "I was never good at English, and my English teachers have never told me I did a good job." This breaks my heart. Because I know that, more than anything else, your ACTscore is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Mr. Crandall in 10th grade gave you a C on your essay. The key point here is thatACT Reading is designed to trick you- and you need to learn how. Here's why: the ACT is a weird test. When you take it, don't you feel as though the questions are different from those you've seen in school? I bet you've had this problem: withACT Reading passages, you often miss questions because of an "unlucky guess." You try to eliminate a few answer choices, but the remaining choices all seem like they are equally likely to be correct. So you throw up your hands and randomly guess. The ACT is purposely designed this way to confuse you.Literally millions of other students have the exact same problem you do. And the ACT lovesthis. Normally, in your school's English class, your teacher tells you that all interpretations of a text are valid. You can write an essay about anything you want, and English teachers aren't usually allowed to tell you that your opinion is wrong. They can get in trouble for telling you what to think, and they feel bad about restricting your creativity. But the ACT has an entirely different problem. It's a national test, meaning it needs a level playing field for all students around the country. It's even used in many states as a statewide standardized test. As a result, the test needs to be rock solid. And every question must have a single, unambiguously, 100% correct answer. There's only ever one correct answer. Find a way to eliminate three incorrect ones. Imagine if this weren't the case. Imagine that a Reading question had two answer choices, both of which might beplausibly correct. When scores come out, every single student who got the question wrong would probably complain to ACT, Inc., about the test being wrong or misleading. If this were true, ACT, Inc., would then have to throw out the question, which is a huge hassle. Have too many of these incidents, and there'd be a big scandal about the ACT failing to do its job. ACT, Inc., wants to avoid this nightmare scenario. Therefore, every single Reading passage question has only one correct answer. This is an important concept to remember. It makes your life a lot easier- all you have to do is eliminate the three wrong answer choices to get the single right one. But the ACT purposely disguises this fact to make life more difficult for you. It asks questions that are typically worded as so: It can reasonably be inferred that: Which of the following best describes: The author's contemporaries for the most part believed: Notice a pattern here? The ACT always disguises the fact that there's only one unambiguous answer. It tries to make you waver between two or three answer choices that are most likely. And then you guess randomly. And then you get it wrong. You can bet that students fall for this. Millions of times every year. Students who don't prepare for the ACT in the right way don't appreciate this. But if you prepare for the ACT in the right way, you'll learn the tricks the ACT plays on you.And you'll raise your score. The ACT Reading section is full of patterns like these. To improve your score, you just need to do the following: Learn the types of questions the ACT tests, such asthe ones above Learn strategies to solve these questionsusing skills you already know Practice with a lot of realistic questions so you learn from your mistakes The point is that you can learn these skills, even if you don't consider yourself a good reader or a great English student.I'll go into more detail about exactly how to do this. First, though, let's see how many questions you need to get right to get a 26 on Reading. What It Takes to Get a 26in ACTReading If we have a target score in mind, it helps to understand what you need to get that score on the actual test. Remember that we're aiming for a Reading test score of 26,out of 36. Here's the raw score to ACT Reading Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this guide.) Raw Scaled Raw Scaled Raw Scaled Raw Scaled 40 36 29 26 19 19 9 12 39 35 28 25 18 18 8 38 34 27 24 17 17 7 10 37 33 26 23 16 16 6 10 36 32 25 23 15 16 5 8 35 32 24 22 14 15 4 7 34 31 23 21 13 14 3 6 33 30 22 21 12 14 2 5 32 29 21 20 13 1 3 31 28 20 19 10 12 0 1 30 27 Source: Official ACT Practice Test 2017-18 Note that if you're aiming for a 26 in ACT Reading, you'll need a raw score of 29/40.This is a 72% score. This has serious implications for your testing strategy. In essence, you only need to get right about 3/4 of all Reading questions.We'll go into more detail below about what this means for your approach to this ACT section. Whatever you're scoring now, take note of the difference you'll need to get to a 26. For example, if you're scoring a 20, you'll need to answer about eight more questions correctly on ACT Reading in order to get a 26. Once again, if your goal is a 20, the same analysis applies. Just find your target raw score using the chart above. OK- so far we've covered why scoring a higher ACT Reading score is important, why you're fully capable of improving your score, and the raw score you'll need to get in order to hit your target score of 26. I hope a lot of this was useful and changed how you thought about ACTprep. Now, we'll get into the real, working strategies you should use in your ACT Reading prep. 8 Strategies to Improve Your Low ACT Reading Score In this section, we introduce our eight best strategies that are guaranteed to raise your low ACT Reading score. Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy From the thousands of students I've worked with, by far the most common problem students have with ACTReading passages is that they keep running out of time before they can get through all the questions. This is a problem because, unlike ACT Math, the passage questions aren't arranged in order of difficulty. Therefore, by not completing all the questions in time, you could miss easy questions at the end that you would have gotten right if you'd only had enough time. What's the cause of this? The most common one I see is that students are reading the passages in far more detail than they actually need to be.Once again, this is a consequence of what you learn in English class. In English, you've probably gotten (stupid) tests that quiz you about what Madame Bovarysaid in a particular scene, or what color Tom's T-shirt was. So of course you've learned to pay attention to every single detail. The ACTis different. For a passage that's 90 lines long, there will be only 10 questions. Many of these don't even refer to specific lines- they talk about the point of the passage as a whole,or the tone of the author. The number of questions that focus on small, line-by-line details is low. Therefore, it's a waste of time to read a passage line by line, afraid that you'll miss a detail they'll ask you about. The best way to read a passage: skimming it on the first read-through. This is why I recommend thatall students try this ACT Reading passage strategy: Skim the passage on the first read-through. Don't try to understand every single lineor write notes predicting what the questions will be. Just get a general understanding of the passage. You want to finish reading the passage within three minutes, if possible. Next, go to the questions. If the question refers to a line number, go back to that line and try to make sense of the text around it. If you can't answer a question within 30 seconds, skip it. (More on this strategy later.) These steps are important because Reading questions ask about far fewer lines than the passage actually contains. For example, lines 5-20 of a passage might not be relevant to any question that follows. Therefore, if you spend time trying to deeply understand lines 5-20, you’ll be wasting time you could've spent elsewhere. Some students take this strategy to the extreme by reading the questionsbefore the passage. If a question refers to any specific line or lines, they mark those in the passage. This then gives them a guide to focus on important lines when they actually start to read the passage. Different strategies work for different students. You need to try out different ones so you can see which one gives you the best results. But by and large, I'm confident that you're spending way too much time reading the passage. Strategy 2:Learn to Eliminate the 3 Wrong Answers I talked above about how the ACT always has one unambiguously correct answer. This has a huge implication for the strategy you should use to find the right ACT Reading answer. Here's the other way to see it: out of the four answer choices, three of them have something that is totally wrong about them.Only one answer is 100% correct, which means the other three are 100% wrong. You know how you try to eliminate answer choices and then end up with a few at the end that all seem equally likely to be correct? You're not doing a good enough job of eliminating answer choices. Remember- every single wrong choice can be crossed out for its own reasons. You have to learn how to eliminate three answer choices for every single Reading question. "Great, Allen. But this doesn't tell me anything about how to eliminate wrong answer choices." Thanks for asking. There are a few classic wrong answer choices the ACTloves to use. Here's an example: Imagine you just read a passage focusing on how human evolution shaped the environment. It offers a few examples. First, it talks about how the transition from earlier species such asHomo habilus to neanderthals led to more tool usage like fire, which caused wildfires and thus shaped the ecology. It then talks about Homo sapiens 40,000 years ago and their overhunting of certain species, such as the woolly mammoth, to extinction. Sounds like a plausible passage, right? It fits into that weird style of ACT Reading passages that's oddly specific about a topic you've likely never thought deeply about before. We then run into a question asking, "Which of the following best describes the main subject of the passage?" Here are our possible answer choices: A: The transition between Homo habilus and neanderthals B: The study of evolution C: How the environment shaped human evolution D: The plausibility of evolution E: The influence of human development on ecology (Note that we're using five answer choices for illustration even though the ACT only has four.) As you're reading these answer choices, a few of them probably started sounding really plausible to you. Surprise! Each of the answers from A-D has something seriously wrong with it. Each one is a classic example of a wrong answer type given by the ACT. Let's look at how we can tell these are incorrect. Wrong Answer 1 (A): Too Specific A: The transition between Homo habilus and neanderthals This type of wrong answer focuses on a smaller detail in the passage. It’s meant to trick you because you might think to yourself, "Well, I see this was mentioned in the passage, so it’s a plausible answer choice." Wrong! Think to yourself: can this answer choice really describe the entire passage? Can it basically function as the title of this passage? In this case, you’ll find that A is just way too specific to convey the point of the overall passage. Wrong Answer 2 (B): Too Broad B: The study of evolution This type of wrong answer has the opposite problem than the one above- it’s way too broad. Yes, theoretically the passage is about the study of evolution, but only one aspect of it (human evolution) and particularly as it relates to its impact on the environment. To give another crazy example- let's say you talked to your friend about losing your cell phone. He saysthe main point of your conversation was the universe. Well, while you were talking about the universe in some form (you're part of the universe just like everyone else is!), this was actually only a tiny, tiny fraction of your conversation. Just the same, answer choice Bis far too general. Wrong Answer 3 (C): Reversed Relationship C: How the environment shaped human evolution This wrong answer choice can be tricky because it mentions all the right words. But of course the relationship between those words needs to be correct as well. Here, the relationship is flipped.The passage is about how humans affected the environment- not the reverse. Students who read too quickly make careless mistakes much like these because all the words sound right at a glance! Wrong Answer 4 (D): Unrelated Concept D: The plausibility of evolution Finally, this kind of wrong answer preys on the tendency of students to overthink the question. If you’re passionate about arguing about evolution in your personal life, this might be a trigger answer since any discussion of evolution becomes a chance to argue about its plausibility. Of course, althoughthis concept appears nowhere in the passage,some students just won’t be able to resist choosing answer choice D. Do you see the point? On the surface, each of the answer choices sounds possibly correct. But possibly isn't good enough. The right answer needs to be 100%, totally right. Wrong answers might be off by even one word- and you need to eliminate those. Carry this thought into every ACT Reading passage question you do. Next strategy: find your weak links and fix them. Strategy 3:Find Your Reading Skill Weaknesses and Drill Them ACT Reading passage questions might look similar, but they actually test very different skills. At PrepScholar, we've categorized the major passage skills as follows: Big Picture/Main Point Little Picture/Detail Vocabulary in Context Inferences Author Function That's a good number ofskills! More than is obvious when you're reading a passage on the test. Each of these question types uses different skills in regard to how you read and analyze the passage.They each require a different method of prep and focused practice. If you're like most students, you're better at some areas in Reading than you are at others. You might be better at getting the big picture of a passage compared to an inference. Or you might be really strong at understanding the author's tone but not so strong at figuring out the meaning of a phrase in context. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you have extracurriculars (for example, maybe you're an athlete or a member in your school band), and you have friends to hang out with. This means that 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 ACTisn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was this: they wasted their time on subjects they already knew and didn't spend enough time on their weaknesses. Studying effectively for the ACT is like plugging up holes in a leaky boat. You need to find the biggest hole and fill it. You then need to find the next biggest hole and fix that, too. Soon you'll see that your boat isn't sinking at all. How does this relate to ACT Reading? You need to find the sub-skills you're weakest in and then drill those until you're no longer weak in them. Fixing up the biggest holes. With ACT Reading, you need to figure out whether you have patterns in your mistakes. Are you consistently running out of time on reading passages? Having trouble with Inference questions? Really struggling with interpreting details? For every question you miss, you must identify what type of question it is. Once you notice patterns in the questions you miss, you need to practice this sub-skill extra hard. Say you miss a lot of inference questions (this is typically the hardest type of question for students to get). Your goal is to find a way to get focused practice questions for this skill so you can drill your mistakes and improve. Bonus: If all of this is making sense to you, you'd love our ACTprep 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 - in Reading, English, Math, and Science. 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. 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: Only Use High-Quality ACT Reading Sources ACT Reading passages are very specific in how they work. ACT Reading questions, too, are very specifically phrased and constructed to have bait answers. If you want to improve your Reading score, you have to use realistic ACT Reading sources.If you don't, you'll develop bad habits and end up training the wrong skills. Think about it like this: let's say you're trying out for a baseball team. Instead of practicing with real baseballs, you decide to practice with Wiffle balls instead.It's a lot cheaper and easier, and hitting the ball makes you feel good. So you train and train and train with a Wiffle ball. You understand how the Wiffle ball curves when it's thrown, how to hit it, and how to throw it. Finally, you try out for the baseball team. A pitch comes, but it's way faster than you've ever practiced with before. It doesn't curve like a Wiffle ball does. Swing, and a miss. You've trained with the wrong thing, and now you're totally unprepared for baseball. This is not real baseball. ACT Reading works in the exact same way. Train on badly written tests, and you'll develop poor habits and unhelpful strategies. The very best sources for ACTReading passages areofficial ACT practice tests.This is why we include official practice testsin our ACT prep program- we can gauge your progress and train you on the real thing. Unfortunately, there's a limited number of official practice tests: five free PDFs online, and five in the old third edition of theofficial ACT prep guide(the newest edition includes three practice tests, but these overlap significantly with the free ones online). Thus, to have enough questions to practice on, you'll need to find other sources of questions. The first suggestion is to use prep resources customized for the ACT.Be careful, though- most companies release poor quality passages and questions (most books you see on ACT Reading are pretty terrible, frankly). This is especially harmful for ACT Reading because the style of passages and what questions ask are complex, as opposed to ACT Math which is more straightforward. To write realistic questions, you need to understand the test inside and out. That's why at PrepScholar, we've created what I believe are the highest quality Reading questions available anywhere. This is what we've done: We've deconstructed every available official ACT practice test, question by question, answer choice by answer choice. We've statistically studied every question type on the test, and we understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who got perfect scores on the ACT, who have hundreds of hours of ACT teaching experience, and who graduated from Ivy League schools. This results in the most realistic, highest quality ACT Reading questions. Even if you don't use PrepScholar, you should be confident that whatever resource you do use undergoes the same scrutiny as we use.If you're not sure, or you see reviews saying otherwise, it's best to avoid it. For more tips on what ACT resources to use,learn what my favorite ACT Reading books are. Strategy 5:Don't Focus On Vocab Vocab gets way too much attention from students. It feels good to study vocab flashcards because it seems like you're making progress. "I studied 1,000 vocab words- this must mean I improved my score!" This is why other test prep programs love teaching you vocab- you feel as though you're learning something and it's worth your money. But the truth is, learning vocab doesn't really help you. Fortunately, vocab doesn't play more than a minor role in your ACT Reading score. This has always been less of a problem for the ACT than the SAT, which used to feature vocab-heavy Sentence Completion questions. Thankfully, the SAT removed these questions in 2016. But still, a lot of students look for ACT vocab lists to study with, and it's just not a good use of time. The only real questions you'll need to use vocab skills for are the Vocab in Context questions. Here's an example of one from an official ACT practice test: As it is used in line 13, the word popular most nearly means:A)well likedB)commonly knownC)scientifically acceptedD)most admired Wait- "popular"? They're asking a question about the word "popular"? Yes, it's a common word, but the key to this question is understanding how it's used in context.Popular can mean all the things listed in the answer choices, but only one of them is actually correct in this case. Here's the source sentence: It includes the area known in popular legend as the Bermuda Triangle. In this case, popular is used to describe a legend that's well known, so answer choice B is the best choice. Here are examples of words you'll need to understand in context on the ACT: adopted concentrated humor nostalgia read something These are all reasonable words you've probably heard before. The trick to these questions is to actually understand how the word is used in the passage- not to focus on what you think it means. So don't waste too much of your time studying vocab, and think twice before you're convinced by someone that it's a good use of your ACT prep time. Don't spend a lot of time studying vocab- most likely, it's not the best use of your time. This time is far better spent learning how to deal with Reading passages better.There are so many more questions about passages that it's a better use of your time to learn passage strategies and how to answer Reading questions. Strategy 6:Skip the Most Difficult, Time-Consuming Questions Here's an easy strategy most students don't do enough. Remember what I said above about raw scores? To score a 26, you only need a raw score of about 29 (that's 29 correct answers out of a total of 40 Reading questions). This varies from test to test, but it's pretty consistent in general. What does this mean?You can completely guess on 15 questions, get four of them right by chance, and still score a 26 on Reading. Once again, you can completely guess on almost 40% of all questions and still hit your goal! Skip questions carefree like this woman. Why is this such a powerful strategy? It gives you way more time on easy and medium difficulty questions- the questions you have a good chance of getting right. If you're usually pressed for time on the ACT Reading section, this will be a huge help. Here's an example: on the Reading section, you get 35 minutes to answer 40 questions. This is usually pretty hard for most students to get through- it's just 52 seconds to answer each question, including the time it takes to read each passage. The average student will try to push through all the questions. "I've got to get through them all since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on questions they should have gotten right. And then they spend five minutes on really hard questions, making no progress and wasting time. Wrong approach. Here's what I suggest instead. Tryeach question but skip it if you're not getting anywhere after 30 seconds.Unlike math, the Reading passage questions aren't ordered in difficulty, so you can't tell right away which questions are harder or easier. You need to try each one but then skip it if it's costing you too much time. By doing this, you can raise your time per easy/medium question to 100 seconds per question or more. This is huge! It's a 100% boost to the time you get per question.As a result, this significantly raises your chances of getting easy/medium questions right. And the questions you skipped? They're so hard you're honestly better off not even trying them. These questions are meant for 30-36scorers. If you get to 26, then you have the right to try these questions- but not before you get to 26. How do you tell which questions are going to take you the most time?This varies from person to person, but here are a few common question types: Questions without a line number that make you hunt for a detail: You'll spend a lot of time rereading the passage looking for a certain detail if you can't remember where it was originally mentioned. "EXCEPT" questions: These are specifically designed to waste your time. They'll ask something like, "The author mentions all of these details EXCEPT: ... " and your job is to find which three are mentioned and which one isn't. Inference questions that ask you what the author most likely meant: These are usually quite difficult because they take multiple steps to solve: (1) What did the author explicitlysay in the passage? and (2) What does the author most likely mean? But don't just take my word for it. You need to figure out your own weaknesses after doing a lot of practice. They might not be the same question types as the ones above. Approach your Reading prep with this in mind. If you notice yourself getting stuck on a question, pay attention to what type of question it is and see whether there's a pattern. For example, do you always get stuck on that particular question type? Strategy 7: Understand All Your Reading Mistakes Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed a question, you'll make that mistake over and over again. Think about it like learning how to cook. The first time you learn to chop vegetables, you might cut your finger accidentally. Ouch- that hurts. But you quickly learn from your mistakes- you start to keep your fingers away from the knife and hold the knife differently. After all, if you don't learn from your mistake, you'll keep cutting your finger over and over again. Why would you treat ACT prep any differently? Too many students scoring at the 18-24 level refuse to study their mistakes. It's not fun.I get it. It sucks to stare your mistakes in the face. It's draining to learn skills you're not good at. So the average student will skip reviewing their mistakes and instead focus on areas they're already comfortable with. It's like cozying up with a warm blanket. Their thinking goes like this: "So I'm good at Big Picture questions? I should do more Big Picture problems! They make me feel good about myself." The result? No score improvement. You don't want to be like these students. So here'swhat you need to do instead: On every practice test or question set you take, mark every question that you're even just 20% unsure about. When you grade your test or quiz, review every question 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 can do to avoid making this mistake in the future. Have separate sections by subject and sub-topic (e.g., Big Picture, Little Picture, Inference, etc.). It's not enough to just think about it and move on, or to just read the answer explanation. You have to think hard about why you specifically failed on this question. For Reading Passage questions, you must find a way to eliminate every incorrect answer. If you were stuck between two answer choices, review your work to figure out why you couldn't eliminate the wrong answer choice. If you don't do this, I guarantee you will not make progress. But if you do take this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflections on why you might've missed them. No excuses when it comes to your mistakes. Strategy 8: Guess on EveryQuestion You Don't Know You probably already know this one but if you don't, you're about to earn some serious points. The ACT has no guessing penalty. This means you have no reason not to guess and fill up every blank on your answer sheet. So before you finish the Reading section,make sure every blank question has an answer filled in.When you look at your answer sheet, you shouldn't see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate even just one answer choice, this gives you a much better shot at getting it right- from 25% to 33%. If you have no idea, just guess! You still have a 25% chance of getting it right, after all. Most people know this strategy already, so if you don't do this, you're at a serious disadvantage. Here's a bubbling tip that will save you a few minutes per section. When I first started taking tests 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. This was my pattern: finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This approach 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, and then bubble all of them in at once at the end. This has a couple of huge advantages: You focus on each task one at a time, rather than switching between two different tasks. You 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 five seconds per question, you get back three minutes and 20 seconds on the Reading section. This is huge! These extra secondscan buy you time to solve three more questions, which will dramatically improve your score. Be very careful, though, as you do not want to run out of time before you've bubbled in all your answers. Definitely make sure you bubble in your answers to that point with at least 10 minutes remaining. If the proctor calls time and you haven't bubbled in any answers yet, you're going to get a 1 on Reading! Overview: How to Raise Your Low ACT Reading Score These are the eight main strategies I have for you to improve your ACT Reading score. If you're scoring 12, you can improve it to 18.If you're scoring 20, you can boost it to 26.I guarantee you'll get a score increase, as long as you put in the right amount of work and study using the tips I've given you above. The main point is this: you need to understand where you're falling short and constantly drill those weaknesses. You also need to be thoughtful about your mistakes- in other words, don't ignore any of them. This is really important to your future. Make sure you give ACT prep the attention it deserves- before it's too late and you get a rejection letter you didn't want. If you want to go back and review any of the strategies, here's a quick listing: Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy Strategy 2:Learn to Eliminate the 3 Wrong Answers Strategy 3:Find Your Reading Skill Weaknesses and Drill Them Strategy 4: Only Use High-Quality ACT Reading Sources Strategy 5:Don't Focus On Vocab Strategy 6:Skip the Most Difficult, Time-Consuming Questions Strategy 7:Understand All Your Reading Mistakes Strategy 8: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides you can use to raise your ACT score. For ACT Reading, learn the#1 fundamental, most important strategy.It's an expansion of one of the strategies in this guide and certain to raise your score. Curious how to prep to get a perfect ACT Reading score? Read our in-depth guide to getting a perfect 36 on the Reading sectionfor our best tips. What's a good ACT score for you? Figure out your ACT target score todayusing our step-by-step guide. 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. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

1. The war on terror is more important than the war on poverty Essay

1. The war on terror is more important than the war on poverty. Discuss - Essay Example Appendix A shows a table of the cost of various war events. This essay analyzes the impact the current war on terror has on the worldwide battle against hunger. The official data the war between the United States and its allies commence was after the terrorist attacks on the twin towers in which two commercial airplanes were used as missiles by suicidal bombers who took hostile all the civilians abort these aircrafts. Thousands of people lost their lives and the top financial epicenter in the world was shutdown causing chaos. The airline transportation and energy industry were hit hard as well as the entire global economy since it entered into disequilibrium. The efforts of the developed nation that today compose G8 were not doing enough to battle world hunger prior to the war, after the start on Terror the battle against hunger became even less important to the developed world and huge amounts of funds were diverted for war related activities. Around the world there are many places in which its inhabitants simply do not have anything to eat and suffer from malnutrition to the level that people are dying on hunger which is why the existence of this atrocity and the efforts to combat it is called the war on hunger. In the southern part of Africa below the Sahara there are over 33 million children living in malnutrition in a sub-human standard of living; in 2006 five million children in Africa died from malnutrition a figure that represents 40% of the deaths worldwide (Country Insight, 2007). Society has to stop this immediately and bring a resolution to end this war in order to ensure everyone on earth has a plate of food on the table. Other regions that are suffering the victims of the battle against hunger are the overpopulated country of India, the Middle East region and Latin America. The war of poverty requires trillions of dollars as well a plan to develop the economies of these nation for them

Trends in Terrorism Essay Example | Topics and Well Written Essays - 750 words

Trends in Terrorism - Essay Example Tsunamis, hurricanes, and typhoons are just a few natural disasters that mankind faces from time to time (Kapur & Smith, 2010). It is up to different individuals to set the stage for some of them to be tackled. This paper will examine one such disaster, and some of the communication problems agencies might have faced when it came down to handling the situation. Hurricane Katrina, to some, may have been the worst hurricane to ever hit the Atlantic. It is estimated to have killed over 1, 800 people, and the damage assessed to over 80 billion U.S dollars. Communication failure might have worked to increase the damage in terms of lives lost and the property destroyed. The Federal Emergency Management Agency (FEMA) director at the time was forced to resign because of the actions or lack of actions, to warn of the failure of the levee system to drain the flood water. The New Orleans Police Department also had to let go of the Superintendent after investigations were conducted into the fail ure of the levee system in the area (Milakovich & Gordon, 2011). Accurate weather tracking were provided by the U.S Coast Guard and the National Hurricane Center. However, none of these agencies were provided with sufficient knowledge about the levee system in the areas affected, and there was no way the citizens in the area could have automatically known of their fate. During the impact of Katrina, a lot of areas needed health information. Unfortunately, as the devastation of the hurricane continued, it was crucial for the agencies present to change their strategies to those of drown prevention and protection against electrical threats (Izard & Perkins, 2011). The fire departments in some of the states affected were destroyed completely, making the rescue efforts harder for the local agencies and some of the personnel to reach the affected areas. Communication became a problem due to the loss of information centers in these regions. There were reports of department personnel from s ome of the agencies abandoning their posts during the storm. There would have been no definite channel of communication between the different departments and agencies that were present during the evacuation and rescue operations. The destroyed communication infrastructure disabled rescue attempts as there could no longer be any coordination of response teams. There could be no access to the police and fire dispatch centers present in the affected areas, and no public safety radio system was able to operate adequately. In one incident, a senior state official was reported as saying there was no channel of communication and people were writing messages on paper, putting them in bottles, and throwing them in the water for people on the ground (Milakovich & Gordon, 2011). The inadequacy and inefficiency of response teams had consequences on the lives and property of the individuals in the affected areas. The economic, social, and even political scene was changing as people were quick to point fingers in every direction. In terms of repairs for some of the damages, the administration at the time sought for over $100 billion to start some of the repairs. Land was destroyed in the aftermath of Katrina, for example in Mississippi; acres of forest land were destroyed. The redistribution of people changed the social scene drastically

Women with guns Essay Example | Topics and Well Written Essays - 500 words

Women with guns - Essay Example The reason that this happens is because these woman are defenseless at late night time, and they do not carry a gun at times when they need to protect themselves. If women knew how to use a gun for the purposes of self-protection, there would be fewer rapes and murders and also women would not be victimized as much. There are many single mothers raising children who sometimes feel defenseless in their own home, especially if they don’t have a male figure to protect them. Single mothers should keep a firearm safely concealeden in their homes in order to protect their young families. The reason for this is that many women are unable to defend themselves from large more, aggressive predator who tries to break in their house to rob or hurt them or their children. Most single mothers have no greater responsibility than to take care of themselves and those they love the most: their children. By allowing women to keep guns in their homes, it would ensure that their households are safe and everyone is protected. Finally, women should carry firearms for their own self-independence. The reason that a woman should carry a gun for self-independence is because they should not have to feel weak and afraid. Allowing a woman to carry a gun will make her feel safe and not afraid of what may be lurking around the next dark corner when they’re on their way home late at night. A woman should never have to feel as if they need a man for protection, so letting women have firearms gives them self-independence and prevents them from being victimized in the future. When a woman has the power of a gun, that she has a gun she has a lower chance of becoming victimized. There are many reasons why a woman should carry a firearm, but the reality is that women are still being victimized. because its the There is a perception and reality that not enough women are carrying

How are bodies socially constructed

How are bodies socially constructed It is crucial to gain an understanding of what social construction is, in order to assess its influence on human bodies. However it is difficult to operationalise social construction in literal terms. Social construction encompasses a multitude of elements, Hacking (2002) notes, social construction is a kettle of many very different kinds of fish. Typically however, social construction is concerned with the ways in which society has conceptualised ideals and expectations, looking at this in relation to specific areas of sociological interest. For sociologist when looking at the body their main concern is with the process of transforming a biological entity through social action Chris Shilling (2003). Members of a society construct their bodies in ways that comply with their gender status and accepted notions of masculinity and femininity. That is, they try to shape and use their bodies to conform to their cultures or racial ethnic groups expectations. (Lorber and Martin 2005) This essay will look at the ways in which the body is a social construction, with particular focus on the extent in which individuals in society are willing to perform to socially constructed ideals. It is important to recognise that social construction of the body is a global phenomenon; however this essay will look at westernised social construction of the body in particular. By looking primarily at the social construction of femininity, a subject which has typically been theorised extensively when looking at the body, an attempt will then be made to look at the social construction of masculinities and the aging body, in relation to the complex role that societys expectations have to play. The body is often seen as something which is straightforwardly biological, natural and given. (Macionis and Plummer, 2005). Unsurprisingly different types of bodies can be seen in terms of shapes, sizes and physical build; however there is an increasing notion of what aesthetically is socially acceptable, with women in the media industry in particular being promoted in a certain way. In affluent Western societies, slenderness is generally associated with happiness, success, youthfulness and social acceptability (Grogan, 1999). This notion could be said to have largely contributed to the fact that, increasingly, women are dissatisfied with their bodies. For Grogan (1999), media, as an industry, depicts the ideology that slenderness is preferred. This factor no doubt, has impacted the rise in eating disorders and womens willingness to have cosmetic surgery in modern times, in order to fit such ideals of slenderness which are conceptualised in magazines and television programmes. In wes tern culture dieting, breast enhancement and face-lifts are ways that women have changed their appearance to fit ideals of feminine beauty (Kivisto, 2005) Grimlin (2000) looks negatively at the role of cosmetic surgery, as a multi-million pound industry, with the notion that womens bodies are treated as commodities, Cosmetic surgery stands, for many theorists and social critics, as the ultimate symbol of invasion of the human body for the sake of physical beauty.'(Grimlin 2000). This view could be criticized, in the idea that many women who choose to have surgery, rather than to fit in with social constructions and therefore demands of society, do so in order to express their own personal individualism and identity, perhaps advocating their rights of freedom to adapt their own body if it pleases them to do so. Featherstone and Turner (2001) note Bodies have become the ultimate vehicle for writing ones identity.; this looks at anything from the clothes and makeup an individual wears, to self decoration through tattoos, piercings and cosmetic surgery. It is questionable to what extent women self decorate in order to fit the stereotypical views of social expectations of what is beautiful, or to oppose these views of conventional attractiveness, both however implicitly relate to the body as a social construction, either in a way that conforms to, or rebels against ideas of socially constructed beauty. Sexuality is closely linked with that of the female body, with socially constructed expectations of sexual femininity, Women are expected to be nuturant and emotionally giving, willing to subordinate their own desires to please men and their own interests to take care of children, Therefore womens bodies should be yielding and sexually appealing to men when they are young and plumpy maternal when they are older. (Kivisto 2005). This mass of generalizations, and assumptions, (that women are heterosexual, that all women want children, that women will forget about their own pleasures to please men), highlights the typical socially constructed views of western culture. It is therefore important to notice a change in womens sexual role through feminist ideas which reflect a modernized culture, with a new type of woman emerging in the 21st century. Through promoting sexual autonomy, feminists attempt to, advocate womens control of their sexuality and reproduction. (Macionis and Plummer 200 5), making their bodies less socially constructed to please male expectation. It is interesting to look at the social construction of the body in relation to the process of aging, as commonly, especially in traditional thesis, the bodily aging process has been referred to as a biological one, without consideration of its social relevance, Popular stereotypes about old people, usually centered around the inevitability of old age and its manifestation as physical decrepitude from which culture irrelevance could be inferred. Old age was therefore out-side the social because it was an essentially biological process. (Tulle-Winton 2000). With this in mind, Christopher A. Faircloth (2003) looks explicitly at the social construction of the aging process on peoples bodies. Reinserting that older bodily images are ones which are to be looked at with equal importance to younger women. Faircloth (2003), gives a detailed examination of the sexual attractiveness of older aged women (than that which is traditionally conceptualised in the media), concluding that there need to be seen as sexually attractive is still of extreme significance. Faircloth looks at the visual representations of older women through the realms of film and photography for example, with specific reference to a loss of sexuality in the representation of the older generation in society. Similarly Itzin (1986) states, Rarely are women portrayed as capable and independent, never as sexually attractive, (with the word women in this case, referring specifically to that of older women). Itzin notes that societies construction of what is sexually attractive is r arely looked at in relation to that of the older generation. When looking at the social constructions of femininity and the aging process, it can be seen that menopause is often reflected which considerable negativity, with the term being one which has connotations of a loss of sexuality and the idea that a noticeable change on the youthfulness of a womens body can be seen. These socially constructed misconceptions, suggest that the menopause directly affects a womens body, creating wrinkles and bodily sagging, which biologically is not the case (Winterich 2003). In a bid to maintain the socially constructed body which is considered attractive, characteristically one of youthfulness, merchandise, such as hair colouring products, anti-wrinkle creams and an increased number cosmetic surgeries can be seen to be endorsed by the older generation, (Craig Thompson 1995). Traditionally much theoretical focus on the social constructions of body, has been on that of femininity; however the social constructions of masculinity can be considered similarly, western societies expect men to be aggressive initiators of action and protectors of women and children, therefore their bodies should be muscular and physically strong, increasingly Men life weights, get hair transplants, and undergo cosmetic surgery to mould their bodies and faces to a masculine ideal (Kivisto 2005) This observation of men in the 21st century shows masculinity of the body to be concerned with that of aesthetic pride in a similar way to women, however there is less pressure on the male community to fit the mould of these constructed ideals. A modernised new man is also represented to fit the ideas of social construction, with the coinage of the phrase heterosexual male to highlight the increased notion of male grooming as acceptable in society. Inevitably this essay only looks at a small spectrum of the features that contribute to the body as a social construction, however a lot can be seen on how the body is effected by the views of society, a body which conclusively is not only biologically constructed but also socially.

The Use of Personification in An Essay on Criticism :: English Literature

The Use of Personification in An Essay on Criticism â€Å"An Essay on Criticism† was written by British writer Alexander Pope around 1709. This poem was written in heroic couplets and its purpose was to express Pope’s opinion on literature as a poet and critic. Pope is responding to the debate over whether or not poets should write â€Å"naturally† or base their work on a set of pre-determined rules as done by ancient poets. Pope’s poem can be broken down into three main points. The first section is used by Pope to give general principles of good criticism and poetry. The second section identifies the flaws a critic is prone to. The third section addresses the moral traits a good critic must have and gives examples of outstanding critics. Pope’s use of personification throughout the poem allows him to expand his ideas and secure his argument while creating a very memorable poem. His use of personification allows the poem to come to life with detail (Pope 2476). Pope begins the poem by stating it is less offensive to â€Å"tire our Patience, than mislead our Sense† (Pope 4) meaning it is much more harmful to be a bad critic than a bad poet. â€Å"‘Tis with our judgments as our watches, none/ Go just alike, yet each believes his own" (Pope 9). Here Pope uses a watch to personify judgments. Everyone may have their own opinion that they believe is right. â€Å"Most have seeds of judgment in their mind; Nature affords at least a glimm’ring light† (Pope 20). Men at one time do have â€Å"seeds† of good judgment, but Pope says that in the search wit they are defaced by false education and loose their common sense. â€Å"Some neither can for wits nor critics pass, as heavy mules are neither horse nor ass† (Pope 38). This line refers to those who never became intellectuals or good critics. They are somewhere in between, not worthy of a name. Instead they are referred to as â€Å"half-formed insects on the banks of Nile† (Pope 41). The bugs represent the critics who swarm every work of literature with their malicious criticisms. Pope recommends following nature as the first rule â€Å"By her just standard, which is still the same [†¦] One clear, unchanged, and universal light† (Pope 68). Pope here states that rules are necessary in order to criticize poetry. He compares theses rules to â€Å"unerring† nature which is believed to be the epitome of ideal order and harmony. The rules of the Ancients are useful guidelines for the true critic, for they are â€Å"Nature Methodized† (Pope 89). He believes that many recent critics have used the rules without understanding them.

Despite Rise in Revenues, State Budget Deficit

Despite a 14.5 per cent rise in domestic revenues and external grants extended to the Kingdom in 2007, the state budget recorded a deficit of 5.4 per cent of the gross domestic product (GDP), according to official figures released Monday. Although the country recorded a JD502.5 million increase in domestic revenues and grants, the 2007 budget deficit stood at JD614.5 million, an increase of 1 per cent from 2006. According to the Ministry of Finance monthly bulletin, external grants totaled JD343.4 million in 2007 compared to JD304.6 million in 2006 while domestic revenues were 14.5 per cent higher in 2007, amounting to JD3,628.1 million compared to JD3,164.4 million in 2006. The bulletin attributed the increase in the domestic revenues to a JD338.6 million rise in tax revenues, and similar raises in non-tax revenues and repayments by JD117.6 million and JD7.5 million respectively. The increase in tax revenues resulted mainly from a 20.1 per cent rise in sales tax equaling JD245.4 million, accounting for 72.5 per cent of the overall computed increase. Income tax revenue also grew by 20.3 per cent, or JD83.5 million, accounting for around 24 .7 per cent of the increase generated in overall tax revenues. Last year, repayments totaled around JD51.4 million compared to JD43.9 million in 2006, the ministry’s figures revealed. Total expenditures rose by 17.2 per cent, JD673.8 million, during this time, raising the expenditures volume to JD4,586 million. The rise was the result of a JD626.1 million increase in current expenses coupled with a 6 per cent increase in capital expenses equaling JD47.7 million. The increase in current expenses was due mainly to higher defense and security spending and the rising costs of basic staples, fuel subsidies, pensions and salaries. Interest rates on domestic and foreign loans also rose by 15.6 per cent, or JD49.5 million, the bulletin indicated. At the end of 2007, the outstanding external public debt (government and government-guaranteed) dropped by 5.6 basis points of the GDP to around JD5,253 million, representing 46.3 per cent of the Kingdom’s GDP. In 2006, the debt totaled JD5,187 million, 51 per cent of GDP. Higher exchange rates of international currencies against the US dollar and subsequently against the Jordanian dinar were the main reason behind the increase in the external debt volume, according to the Ministry of Finance data. Foreign debt service on commitment basis totaled around JD618.8 million, JD405.6 million of which were principal payments and JD213.2 million were interest payments. PM HIGHLIGHTS NEED TO CREATE JOB OPPORTUNITIES FOR YOUTH Monday 7 April 2008 Jordan News Agency Prime Minister Nader Dahabi on Sunday said the government has placed its hopes in the Jordanian Company for Training and Recruitment (JCTR) to create job opportunities for young persons. The company has the full support of the Ministry of Labour, the Jordan Armed Forces (JAF) and the private sector, the premier said. Chairing a meeting of the JCTR's higher committee yesterday, Dahabi stressed the importance of producing highly-skilled graduates who are competitive in the labour market. Dahabi also instructed the Labour Ministry to analyse the situation of guest workers in the Kingdom by sector so as to determine future training programmes, the Jordan News Agency, Petra, reported. The committee also stressed the need to provide all workers in the construction sector with social security, calling on the Ministry of Public Works and Housing and investors to hire trainees from the company for construction megaprojects in the Kingdom. JCTR Director General Brigadier General Salah Qudah said a total of 4,000 trainees have completed military training as of early February and are already training at nine vocational centres affiliated to the Vocational Training Corporation, Petra reported. The vocational training period is scheduled to end in May, when trainees will start receiving field experience. JCTR, with a capital of JD100,000, is working to provide young people with training and recruitment opportunities in the field of construction in conjunction with the Labour Ministry, the JAF and the private sector. In May 2007, His Majesty King Abdullah instructed the JAF to start recruiting unskilled civilians and train them in professions needed by the sector, which has been flourishing in the recent years with large-scale projects carried out in Amman, Aqaba and the Dead Sea. Meanwhile, the premier on Sunday also met with President of the Burundi Senate Rufyikiri Gervais, who is heading a parliamentary delegation to the Kingdom to discuss means to enhance bilateral ties. At the meeting, Dahabi stressed the importance of economic cooperation to increase trade volume between the two countries. Gervais expressed his country's appreciation for Jordan's efforts to preserve security and stability in Burundi through peacekeeping forces, highlighting the role Jordan plays in enhancing international security and stability. Gervais said Burundi was looking for Jordan's support to help rebuild the country and facilitate development, noting the country is currently focusing on education, health and agriculture infrastructure. Also yesterday, Senate President Zeid Rifai met with Gervais. At the meeting, Rifai stressed the Kingdom's eagerness to enhance cooperation with Burundi and African nations in various fields, particularly parliamentary cooperation. Meanwhile, Lower House Speaker Abdul Hadi Majali received Gervais and the accompanying delegation, stressing the importance of enhancing commercial exchange and investments, especially in the field of agriculture. The officials also reviewed the developments pertaining the Palestinian issue and the situation in Iraq.

Was Hitler a Mad Man †History Essay

Was Hitler a Mad Man – History Essay Free Online Research Papers Was Hitler a Mad Man History Essay Three reasons, that could be taken as model examples why Hitler should be considered mad. If we take them in a chronological order, we’d be starting with his experience in World War I and his reactions to those incidents. His brutality is shown in the holocausts that he has created across the country. Never the less , rumors that may or may not be true, had their fair share once he turned famous, such as hiding his roots, as it was thought that he was Jewish or partial Jewish , and many other rumors such as molesting his niece. There are not only indications of his madness but there are also reasons that make us dismiss the idea of him being mad, whenever occurred. Adolf Hitler served as a messenger in World War I. According to his commander, he was a nationalist and so passionate about the war, except that he couldn’t have cared less for the orders given to him, Hitler believed that he should be the leader and not be lead. He thought that everything around him was done in a wrong and a chaotic way and based on silly orders from ignorant people.† At the beginning of World War I he volunteered for service in the Bavarian army. There he proved to be a brave soldier, but was never promoted beyond the rank of a Gefreiter, because his superior officers didnt believe he would have any qualities in leadership. Short before the end of the war in 1918, he was injured by an English gas attack. Thereby he lost his eyes sight temporally and spent several months in hospital†. After his eyes were checked by the doctors, they were positive that it wasn’t a physical matter but it was psychological. He was taken care of by a Jewish doc tor called Edmund Forster, found a way to cure Hitler , and saw it as a triumph, but what he didn’t see is that his triumph was fatal. â€Å" Hitler , Foster concluded , refused to see because he could not bear to witness the defeat of Germany â€Å". † Finally in the first week of November, a possible therapeutic approach crystallized in his mind : I could attempt to find a way to free him of his symptoms through an ingenious coupling of his two ailments with his drive for status, his drive to be like god, his excessive energy†¦.I had to approach this man not with logical premises but with a tremendous lie in order to conquer him†¦for he was really gigantic lie for whom there was no absolute truth but only the truth of his imagination, his striving, his urge.†. -toy-soldier-gallery.com/Articles/Hitler/Hitler.html -The Man Who Invented Hitler , By David Lewis There’s this one thing that almost every normal person around the world the world agrees that it was one of the most brutal things , that has taken a place through out the history , is the holocaust . To demolish a whole religion and a large group of people could be a dream for a psychopath killer , but not any killer can manage to turn this dream of his into a reality , while on the other hand , Hitler managed to do it. If his country won the war he wouldn’t have commit suicide, in other words, he would’ve proceeded with turning his dreams , who to normal people are considered as nightmares, and who knows what could’ve happened to humanity. â€Å"The Holocaust was the effort of Adolf Hitler and the Nazi Party in Germany to exterminate the Jews and other people that they considered to be inferior. As a result about 12,000,000 people about half of them Jews were murdered. The murders were done by every means imaginable but most of the victims perished as a result of shooting, starvation, disease, and poison gas. Others were tortured to death or died in horrible medical experiments†. holocaust-history.org/short-essays/general.shtml Research Papers on Was Hitler a Mad Man - History EssayAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeMarketing of Lifeboy Soap A Unilever ProductWhere Wild and West MeetPersonal Experience with Teen PregnancyCapital PunishmentHonest Iagos Truth through Deception19 Century Society: A Deeply Divided EraQuebec and CanadaThe Masque of the Red Death Room meanings

DDT Pesticides essays

DDT Pesticides essays DDT and The Environment: The Effects on the Ecosystem As earth's population grows so does the demand for food, and the use of pesticides has become essential in meeting this demand. The first important synthetic organic pesticide was a chlorinated hydrocarbon, dichlorodiphenyltrichloroethane or DDT. DDT was discovered in 1939 by Swiss chemist Paul Meller. In its early days, DDT was a popular pesticide because it was toxic to a wide range of insect pests, yet it appeared to have low toxicity to mammals. DDT was also persistent, which meant the pesticide didn't break down rapidly in the environment and therefore did not need to be reapplied often and since DDT was insoluble it did not wash off by rain or other weather conditions. Although gradually throughout time it was discovered that many insects had developed resistance to DDT, and it was discovered that DDT did in fact pose to be harmful to the ecosystem. This discovery created wide public interest and made people aware that chemicals were polluting the environment. As a result DDT was banned for use in North America and other countries in the early 1970s. Though pesticides, such as DDT, may decrease the number of insects, throughout history it has been proven that there is a detrimental effect upon the environment, animals and humans as a result. DDT is a colourless chemical pesticide, also known as dichlorodiphenyltrichloroethane, whose purpose is to eradicate disease-carrying and crop-eating insects. It was first isolated in Germany in 1874, but not until 1939 did the Swiss Nobel Prize-winning chemist Paul Meller recognize it as a potent nerve poison on insects. Thus, DDT was first used heavily in World War II for preinvasion spraying, DDT was disseminated in great quantities thereafter throughout the world to combat yellow fever, typhus, elephantiasis, and other insect-vectored diseases. In India, DDT reduced malaria from 75 million cases to fewe...

Choose Essay Example | Topics and Well Written Essays - 2500 words

Choose - Essay Example The study aims to investigate that how risk is challenging and can be undermining for organizations if not dealt or encountered at the first level. How risk can be assessed, dealt and managed are further areas of study in this report. The objective here is to understand the risk in the wider perspective in order to apply the models and principles of risk management effectively. The Conception of Risk in Organizations According to the contemporary literature, risk is an uncertainty, which revolves around every modern organization. It is an uncertainty which organization carries throughout its life period. The periods of success and certainly the period of failures are filled with risk and uncertainty (Damodaran). Risk is actually an effect or a consequence that attaches to an organization due to its environment. Environment is one major source of risk and therefore, it is the environment that inputs risk in organization’s structure, culture and system altogether (Damodaran 5). Risk is actually a state of vulnerability. When organizations are vulnerable to their environments, they carry the influential factor of risk or uncertainty. Actually, all organizations are vulnerable, but only those are less vulnerable or more protected which know how to deal with the risk’s influence (Pathak 570). ... Similarly, the cultural risk, the decision making risk, the risk in the leadership style of practice, and risk in the management style are certainly internal risk influences. From this understanding it can be elaborated, that risk management in organizations is all about managing these two types of risk influences - internal and external risk influences. When both internal and external risks are managed or controlled, the organization is freer on its progress, performance and deliverance states. So the need is to focus on these two types of risks (internal and external) which evolve with organization system intangibly and precisely (Damodaran 8). The example of risk can be taken from an organization, which is moving and expanding to a new international market. The risks of the environment of that new market will certainly be the risk channelized to the expanding organization (Andersen and Schroder). The organization will be catching political, social, economical and cultural risks fr om the environment of the new market. Another example of risk can be taken from the organization merging with a new organization. The risks of the merger will directly influence both the organizations. In that case, risk will be divided, but still left for both organizations to manage it collaboratively (Andersen and Schroder 10). When is a Risk not a Risk? Risk as a Threat In the modern perspective, risk is described as a highly probable event. As the risk’s probability is higher the probability of its consequences is higher too as it is a foreseen and known event in modern organizations (Buehler and Freeman). By knowing the risk and risk consequences,

Watching TV Makes You Smarter Essay Example | Topics and Well Written Essays - 750 words

Watching TV Makes You Smarter - Essay Example While Johnson makes several relevant points about the new TV shows, there is also missing information about the concept of TV allowing children and adults to be smarter. Even though TV may have new and different focal points, the mass media and popular culture is still focused on aspects of dumbing down society. Johnson’s main ideology is one based off the opinion of TV providing a smarter outlook through various programs; however, there is not significant information or definitions on intelligence and the effects that TV has. The main thesis of Johnson’s article is based on the concept of TV and programs which children and adults watch. Johnson believes that, despite the popular analysis of TV that states that programs lead to higher levels of violence and a lack of intelligence, TV is actually helping to provide children and adults with higher levels of intelligence. Johnson believes that this is coming from ideas of approaching difficult situations and questioning how to make right decisions that are attributed to TV. For instance, looking at perspectives of women who have to face an unwanted pregnancy, individuals who are placed in violent or compromising situations, are relevant to turning toward the correct moral decisions. Johnson states â€Å"There may indeed be more negative messages in the mediasphere today. But that’s not the only way to evaluate whether television shows or video games are having a positive impact. Just as important – is the kind of thinking you have to do † (Johnson, 3). The relation to this is based on morality as well as intelligence within the pop culture and TV. The concept of morality and thinking about issues then relates to intelligence that Johnson believes occurs on several levels. There are several statements about concepts such as newer technologies, intricate plot lines and the associations with