Describe with Examples the Kind of Influences free essay sample

Describe with examples the kinds of influences that effect children and young people’s development. While children are influenced by many things, there are no stronger influences that that of their parents as they are usually their child’s first playmates and while the world expands with each passing year, parental influence is still one of the greatest factors in determining the ways in which a child will grow and develop. Background. Naturally parents will want to see their children do well. Sometimes though in an effort to keep their children safe parents inadvertently hold their children back from exploring the world around them, lessening their chances to learn and progress. While it is understandable to want to shelter children from harm, parents who are over protective can sometimes limit their child’s potential. Ideally children should be given increasing amounts of freedom as they grow older and mature, allowing them to gradually learn new things and meet new people which in turn increases their physical, emotional and social development. However there are many examples of the kind of influences that affect children and young people’s development, parents going through a marriage breakdown, separation and divorce proceedings can be very traumatic for a child. Children of one parent families may suffer as a single parent may not work or conversely work long hours, leaving the child with little support and open to bullying, or possibly no male role model to look up too. Children may become part of a step family, where a new partners may have children of their own from a previous relationship.This could lead to conflict or friction between the children and unhappiness for the child being picked on, leading to low self esteem, lack of confidence in their own abilities. A parents attitude towards education and standards of education can have a detrimental effect on a child’s development. If the parents had a bad experience of the education system themselves, have no qualifications or little or no aspirations to work, this sets a negative example to the child and the child may not apply themselves and fall into a similar cycle to their parents.Children who come from a lower social economic background are more likely to be in poverty themselves. This can lead to lower expectations of the child from both parents and also the education system, leaving them little or no hope of getting out of poverty even though they may have the ability to do so. For many children who come from a looked after care status, moving around from home to home can lead to many negative issues such as low self esteem, lack of self respect, increased levels of truancy as they feel not wanted or that they don’t belong.Children in a looked after care status may be l ooked after by grandparents. Lack of money for pensioners may lead to little or no activities for the child and they may not be able to go out to play, have few friends or be bullied by their peers, much depends on their grandparents age and also their ability to be able to encourage and promote activities with the child. Health. Parents who eat well and are physically active provide great examples for growing children, offering them a nutritious diet rich in vitamins and minerals provides them with the necessary nutrients to support healthy growth and development.Additionally encouraging active play and incorporating physical activities into daily life will help children build muscular mass and increase coordination and develop self confidence. While young children have a tendency to run around and play, older children are likely to develop habits similar to those of their parents. If for no other reason than to install good habits to their children parents should make every effort to sustain an active and healthy lifestyle.However a child with a prolonged illness that leads to hospitalisation and prolonged treatment may suffer development problems, by not being able to do everything that their peers are able to do. This and missing out on school can see a child a long way behind in the curriculum and unable to catch up the work as children all develop at different speeds. A child that struggles at school and has not been identified as having any specific needs could suffer from depression thus affecting that child’s development. Environment. Poor housing is another factor that affects healthy holistic development. Low income families are more likely to live in homes which are damp and or unheated, this increases dramatically the risk or infection, particularly respiratory illnesses. Neighbourhoods that are densely populated with few communal areas and amenities are negative, children without access to a safe garden or playing area may suffer emotional and social problems .Overcrowded conditions or homeless families that are housed in bed and breakfast accommodation or hotels often have poor or no access to cooking facilities and may have to share a bathroom with several other families, often the children’s education is badly disrupted when moving from place to place. Children can also fall foul and have their development affected if th ey have inappropriate role models outside the home, Leading to a child making the wrong life choices and often ending up involved in drugs or crime, which can affect their whole life.

Intergenerational evolution free essay sample

At the age of six, I had my life figured out. Sea World would be my life in a story, filled with imagination, awe, and learning. However, I had not yet achieved perfection in any sense. I still had to learn that not all animals evolve through reproduction. Sometimes a species must change to improve themselves as individuals. In the past sixteen years, I have changed in many ways, and always for the improvement of my initiative. As I was growing up, I would always be reading anything I could get my hands on. However, I was no official literary scholar. I didn’t even learn what a simile was until seventh grade! I read like a machine: flipping through the pages and absorbing its content until I closed the book with an exasperated sigh in recognition of the end of every epic journey. I loved to read for the experiences, to see through the main character’s eyes, to learn each moral presented, to discover hidden worlds. We will write a custom essay sample on Intergenerational evolution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In fact, I skipped through my own life with the same optimism: every day was a new adventure waiting for this young hero to participate. I climbed mountains in the Rockies, traversed endlessly through the concrete jungles of Europe, survived living in a foreign country, and attempted to surf over the rolling waves of the Gulf, parading through life everyday with imagination behind every corner and a go-get’em attitude that never wavered. At least, until I failed. The dreams that were crushed when I could not do well were not only my own, but, I assumed, were others’ as well. Times like those I remembered the words of Black Beautys mother: â€Å"There are good owners and there are bad owners.† Just like there are good experiences that can come from bad experiences. At every insult I cried, but I mostly ignored them when thrown at me once again. At every bad grade I brought home, I was disappointed, but I promised myself to do well next time and bring in As. At e very failure, I became a better person, upholding the words of a Kelly Clarkson, â€Å"What doesn’t kill you makes you stronger.† Along with my emotional side I grew, creating a deity of creativity and knowledge that I grew to worship. I had complete faith in myself, so that even when I failed, I knew that I would succeed when the time came. Things may not go according to plan at the moment, but then again, what does? For example, ninth grade came along and I decided to enter a class that would ultimately change me forever. I was as free as a bird; my hand flew across the paper at the speed of light, leaving footprints in the wood remnants that could possibly last for a lifetime. I felt the breeze of freedom in my hair, and fell in love with another: the orange pencil. Although I was excited to bring in a new experience, a new talent into my life, this love would eventually provide a difficult conflict for me. I fell into the tug of war between blue and orange, the ocean and sky, science and art, marine biology and creative writing. I spent months pondering what I have had and what I could have, but then I rea lized that my life had turned into a Twilight conflict. Horrified by this conclusion, I then decided to choose them both. Even today, my room has been painted blue on three of my walls in honor of the ocean, but on the windowed wall is an explosion of tangerine that never fails to remind me of my other, more creative side. Today, I am still growing upon myself. Like a tidal wave that accumulates mass, volume, and momentum, and lets nothing get in the way of its path. Not getting rid of anything of value but adding new experiences to my collection, following the wise words of a Blue Tang: â€Å"Just keep swimming.† I keep swimming through adventures, swimming through dreams, swimming through words. Swimming on and on until I reach the metaphorical cliff that symbolizes my goals. I shall then splash over it, filling the world with my cool waters. But until then, I shall enjoy being myself because there is nothing better than being a sensitive, imaginative, intelligent, overly hopeful, indecisive young adventurer who just â€Å"keeps getting better.†

Communisim In The 1950S Essays - Anti-communism In The United States

Communisim In The 1950'S Thesis: The Red Scare of the 1950's caused a massive movement for the people of that time period. I. Introduction II. The Basis of Communisim A. Communisim: Defined B. Political Aspects 1. Communist associations 2.Communist fears C. Physical Aspects 1. Incidents 2. Blacklisting III. Propaganda A. Recruitment B. The Red Scare 1. Communist propaganda 2. Anti-communist defenses IV. Leaders in the movement-McCarthy A. Obsessions 1. The conspiracy 2. Focus on his campaign B. Accusations 1. Alger Hiss 2. Owen Lattimore V. The Cold War A. Conflict with Russia 1. Destruction of atomic weapons 2. War in Greece 3. Failure to adopt Marshall Plan B. European Recovery 1. European Recovery Program 2. Increase in trade VI. Protection A. U.S. Defenses 1. New Weapons 2. New Technology B. Punishments VII. What was Learned A. More tolerance B. Less hate C. Comparisons between the Fifties and now 1. Understanding 2. Lessons VIII. Conclusions America: Land of the free, and the home of the brave. This famous expression has been used numerous times throughout history, even scoring a line in our country's national anthem. But in our high-tech socety, many Americans can not even understand what our forefathers went through to achieve this American dream. People do not even grasp the concept of what it has taken to keep the freedom of this country ringing. Place youself in the footsteps of the average American of the 1950's, dealing with the Russian threat of communist rule and the fear of being taken over an opposite world power. Post World War II struggles make it hard for anyone to get by, and each coming day leads to another unpredictable twist for the country in which you reside. The powerful threat of communisim, which came to be known as the Red Scare, is the basis of all of the nation's problems. This Red Scare of the 1950's was a powerful, radical, and controversial issue for nearly everyone in that time period, and what's more is the propaganda that was used to sell communist leadership to the American people, who were deathly afraid of what the future might hold. This Red Scare lasted throughout the Fifties and beyond. The Fabulous Fifties... well, were they really so fabulous, after all? First of all, for total understanding of the Red Scare of the fifties, one must become acquainted with the term communisim. Communisim can be defined as: a type of government in which a small group of leaders dictates a country or nation by distributing goods and money equally among the country's citizens (Webster's, 1994). As of today, nations such as Russia and China are run by communist authority. Although this system of government works in theory, it requires the sacrifice of freedom of the people who are being ruled. Other aspects of communist rule include communist associations, which during the 1950's had 10,000 members across the United States of America, dedicated to making communist rule in the United States a reality (Miller, 1954). Incidents in which communisim was a serious matter in the 1950's include the jailing of an American couple for reportedly talking communisim. A later report indicated that the couple was merely discussing American relations with Japan, but it was around the time that this event occured that people began to really began to fear communists and their beliefs (Miller, 1954). Communists, or people suspected of being communists, were also blacklisted, making them unable to get jobs, insurance, and loans, among other things (Salem Press, 1992). Recruitment for memebers of the communist political party was, during the 1950's, based solely on propaganda. This false advertising glorified the things that communist rule was supposed to offer, such as jobs, money, and food for everyone. This especially appealed to America's lower-class society, with dreams of brighter futures and lifestyles for themselves and generations to come. Of course, communist activists never mentioned anything about the freedoms that our nation, under communist rule, would stand to lose. On the contrary, though, anti-communists startled Americans by leveling their defense by making it seem like all members of communist parties were murderers and terrorists, which is where the term Red Scare was generated from (Associated Press, 1995). These defenses were used primarily to keep communist beliefs away from our American democracy, but frightened Americans into believing that all communists and people from countries such as Russia, which had communist leadership, were evil. On the other hand, Douglass Miller notes in his book, The Fifties:

How to Improve Your SAT Writing Score 9 Key Strategies

How to Improve Your SAT Writing Score 9 Key Strategies SAT / ACT Prep Online Guides and Tips Are you struggling with SAT Writing + Reading scores between 300 and 500? You're not alone- hundreds of thousands of students are scoring in this range, too. But many don't know the best ways to break out of this score range and score 600 or higher. Here, we'll discuss how to improve your SAT Writing score effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score! Brief note: This article is for students scoring below 600 on Evidence-Based Reading and Writing (EBRW). Although this score is a combination of your Reading and Writing scores, in this article, I'm focusing exclusively on Writing. So when I talk about scoring a 600 on Writing, what I really mean is getting a Writing test score of 30. If you're already scoring above 600, my articles onhow to get a perfect SAT scoreand how to get a perfect SAT Writing scorewill be more appropriate for you. You can still read this article, though, as some of it might be helpful to you. By contrast, ifyour goal is a 500 (or a 25 test score on Writing), these concepts will still equally apply, so I encourage you to continue reading! In this article, I'm going to discuss why scoring high is a good idea, explain what it takes to score a 600 on SAT Writing, and then go over key test-taking strategies. Stick with me- this is like building a house. You need to lay a good foundation before you can put up the walls and pretty windows. Here,we need to understand why you're doing what you're doingbefore we can dive into tips and strategies. Getting a 600 on SAT Writing: Understand the Stakes Improving your low SAT Writing score to something in the 600 range will dramatically boost your chances of getting into better colleges. Let's take a popular school, Penn State University, as an example.Its average SAT score is 1270. Its 25th percentile score is 80, and 75th percentile is 1370.Furthermore, its acceptance rate is 51%. In other words, a little more than half of all applicants are admitted. But the lower your scores, the worse your chances will be of getting in. Based on our analysis, if you score around 80, your chances of admission to Penn State drop to 25%, or around 1/4 chance.But if you raise your SAT score to 1370, your chances of admission go up to 75%- that's a much higher chance of admission! For the Writing section, this is especially true if you want to apply to humanities or language programs. These programs expect your SAT Writing score to be better than your Math score. So if you score low on this section, they'll likely doubt your ability to do college-level humanities work. As you can see, it's really worth your time to improve your SAT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Know That You Can Raise Your SAT Writing Score This isn't just some lame inspirational message you see on the back of a milk carton. I mean, literally, you and every other student can do this. At PrepScholar, I've worked with thousands of students scoring in the lower range of 300-500. Time after time, I see students beat themselves up over their low scores who think improving them is impossible. "I know I'm not smart." "I've just never been good at writing, and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that, more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study.Not your IQ or your school grades. Not how Ms. Anderson in 9th grade gave you a C on your essay. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? You've learned grammar before in school. You know some basic grammar rules. But the SAT questions just seem so much weirder. The test is purposely designed this way. The SAT can't test difficult concepts because this would be unfair to students who never took AP English. It can't ask you to dissect Dostoevsky's The Brothers Karamazov. The SAT is a national test after all, which means it needs a level playing field for all students around the country. As a result, the SAT has to test concepts that all high school students will learn. Subject-verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this in school. But the SAT still has to make the test difficult, so it tests these basic concepts in strange ways. This trips up students who don't prepare for it, but it rewards students who understand the test well. Here's an example of an SAT Writing question, which requires you to find the grammar error in the sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic SAT Writing question. Try to solve it before reading on. The error here is in thesubject/verb agreement. The subject of the sentence is "commissioner," which is singular. The verb, however, is "run," but because the subject is singular, it should really be "runs." If you didn't see an error, you fell for a classic SAT Writing 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 SAT Writing section is full of questions like this one. Nearly every grammar rule is tested in a specific way, 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. Essentially, to improve your SAT Writing score, you just need to do the following: Learn the grammar rules tested on the SAT Study how the SAT tests these grammar rules, and learn how to detect which grammar rule you need to know for a question Practice with a lot of realistic SAT Writing questions so you can learn from your mistakes I'll go into more detail about exactly how to do all of this. But first, let's see how many questions you'll need to get correct on SAT Writing to get a 600 EBRW score. What It Takes to Get a 600 (or 30) on SAT Writing 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 600 EBRW score- or, more specifically, aWriting test score of 30,out of 40. Scoring is a little complicated for SAT Writing. Unlike the Math section, which is scored on a scale of 200-600, Writing is combined with Reading to give you a single Evidence-Based Reading and Writing (EBRW) score.In order to get this scaled score, however, your Writing and Reading scores start out as raw scores (equal to the number of questions you got right). These are converted into test scores on a scale of 10-40. Finally, the two test scores are combined and converted to a single EBRW score on a scale of 200-600. In this sense, when we talk about getting a 600 on SAT Writing, what we really mean is getting a 30 out of 40 on SAT Writing. Note thatif you opt for the SAT Essay, this score willnotbe included in your SAT Writing score (it used to be before 2016; now, it's a completely separate score). If you could use a refresher on how the SAT is scored,read our in-depth guide to SAT scoring. Here's a raw score to SAT Writing score conversion table from an official SAT practice test. Be aware that SAT conversion tables differ for each test, so they can't offer an exact conversion- just an estimate. Raw Scaled Raw Scaled Raw Scaled Raw Scaled 44 40 32 30 20 23 8 14 43 39 31 30 19 22 7 13 42 38 30 29 18 21 6 13 41 37 29 28 17 21 5 12 40 36 28 28 16 20 4 39 35 27 27 15 19 3 10 38 34 26 26 14 19 2 10 37 34 25 26 13 18 1 10 36 33 24 25 12 17 0 10 35 32 23 25 16 34 32 22 24 10 16 33 31 21 23 9 15 Source: Official SAT Practice Test #1 Notice that if you're aiming for a 30/40 on Writing, you need a raw score of 31-32, or around 77%. This means you need to correctly answer a bit above 3/4 of all questions. Whatever you're scoring now, take note of the difference you need to get to a 30. For example, if you're scoring a 23, you'd need to answer 10- more questions right to get to a 600.Once again, if your goal is a 500 (or a 25 in Writing), the same analysis applies. OK- so we've covered why getting a higher SAT Writingscore 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 actually get into actionable strategies that you should use in your own studying to maximize your score improvement. How to Improve Your Low SAT Writing Score: 9 Strategies Below, I introduce my top strategies to help you get the high SAT Writing score you deserve. Strategy 1: Get Used to the SAT Writing Passage Format The SAT Writing format consists of a passage on the left-hand side and questions on the right. The questions are indicated in the passage by underlines and number markers. Take a look: This format is a little odd to get used to since you need to alternate between reading the passage and answering questions about grammar and writing style. As some of the questions require you to understand the passage as a whole, it can get pretty tricky. And darting your head left and right to answer questions can ultimately make you lose concentration. So in what order do you read the passage and answer the questions? We recommend this three-step strategy: Read every sentence to completion.If the sentence has an underline in the middle, don't stop reading the sentence. Finish reading it so you understand what it's talking about. Go back to the question and answer it. If the question has multiple questions tagged, tackle them one at a time. We find that this strategy works best for lower-scoring students. It strikes a good balance between comprehending the passage and answering questions quickly. Do notread the entire passage and then answer the questions. It's usually not important to comprehend the entire passage as you need to do on Reading. Most questions are very focused sentence by sentence, meaning you don't need other sentences to answer them correctly. You can read more about tackling SAT Writing passages here. Strategy 2: Know What's Being Tested on SAT Writing Now that you're comfortable with the SAT passage format, it's important to know what's actually being tested on this section.You know grammar skills are being tested, but which ones?Do you know what rhetoric/style skills are being tested as well? When you go into battle, you need to know your enemy. Here's a great breakdown at a high level of what's tested on SAT Writing. And here's a great listing of the top 12 SAT grammar rules you should know. I won't list them here since the article I linked to is a much better explanation. For more tips on SAT grammar, check out our guide to all essential grammar rules you should know. All these skills bring us to my next strategy ... Strategy 3: Learn the Most Important Grammar Rules and Ignore the Others There's just no way around it. You need to know what the most important grammar rules are and how they work in order to do well on SAT Writing. The good news is thatcertain grammar rules are far more common than others on the SAT. For example, punctuation is the #1 grammar rule on the test- and almost six times more common than modifiers! Overall, there aren't that many grammar rules you need to master. In this sense, SAT Writing is a bit easier than SAT Math, for which there are more than a dozen unique skills you need to do well. What this means is that you can get more bang for your buck if you study correctly. Instead of reading a grammar book cover to cover, you should focus on the most critical grammar rules to improve your score most. We dissected every official SAT practice test available to figure out how many questions will appear for every skill. Here's an overview of what we found for SAT Writing: SAT Writing Skill Questions per Test Grammar Punctuation 4.5 Sentence Structure 3.8 Conventional expression 2.5 Agreement 2.3 Possessives 2.3 Parallel structure 2 Pronouns 1 Verb Tense 1 Modifiers 0.8 Rhetoric Sentence Function 8.5 Concision 4 Transition 3.8 Logical sequence 2.5 Precision 2.3 Quantitative 1.5 Style and tone 1.5 This list isn't that useful without practice. Now that you know what to expect on SAT Writing, you need to practice the most common skills again and again.This will get you the biggest bang for your buck for every hour you spend studying. This is how I designed our PrepScholar SAT program to work. We customize your study program to your strengths and weaknesses, forcing you to spend study time on what is really going to improve your score. You don't have to find your own SAT practice questions or decide what to study in what order- we do all of that for you! Next strategy: find your weak links and fix them. Strategy 4: Find Your Grammar Weaknesses and Drill Them If you're like most students, you're better at some areas on SAT Writing than you are at others. You might know pronouns really well, for instance, but you're not very strong at sentence constructions and fragments. Or maybe you're really good atparallel constructionbut have no idea what afaulty modifieris. 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've got friends to hang out with.This means that for every hour you study for the SAT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the "dumb" way. They just buy a prep book and read it cover to cover. When they don't improve their SAT scores, they're shocked. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover your bases with a thin layer of understanding. What these students did wrong was that they wasted time on subjects they already knew well- and didn't spend enough time improving their weak spots. Studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole and fill it. Then you find the next biggest hole and fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT Writing? You need to pinpoint the grammar rules you're having most trouble with and then do enough practice questions until they're no longer a weakness. Fixing up the biggest holes. For every Writing question you miss, you have to identify the type of question it is and why you missed it. Onceyou notice patterns to the questions you miss, you can find extra practice for particular grammar rules that are difficult for you. Say you miss a lot of questions related to commas (a very common SAT Writing mistake). You need to find a way to get lesson material to teach yourself the main concepts you're forgetting. You then need to find more practice questions for this skill so you can drill your mistakes.This is by far the best way to improve your SAT Writing score. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills, including individual grammar rules. 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. For example, if you're weak in Subject/Verb Agreement, we'll give you a dedicated quiz focused on that skill so that you master your weakness. 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: Learn how to eliminate answer choices systematically. Strategy 5: Don't Pick Answer Choices Based on "Sounding Weird"- Don't Guess Randomly The SAT tests proper English grammar very strictly. Imagine that it's a 60-year-old English professor who speaks like he came from 1850.A lot of the language on the test will sound strange to you because it's never how you would phrase sentences yourself in real life. Here's an example: The students for whom the scholarships were designed left the school voluntarily for health reasons. This sentence is 100% grammatically correct. But you probably wouldn't talk like this with your friends or teachers. Students often fall for weird-sounding language because it seems as if there must be an error. But the SAT (sneaky like it always is) knows this about you. And it designs traps for students to fall into. Here's what you should do instead. For every wrong answer choice you eliminate, you should justify to yourself clearly why you are eliminating that answer choice. For most grammar type questions, you're looking for the best replacement for the underlined section. Here's an example: (Note that SAT questions only have four answer choices, but I'm just using this for illustration.) Here's my thinking as I go through the question for the first time: I'm getting from this question that nitrogen can kill plants and animals, so researchers want to prevent accumulation of nitrogen. This makes logical sense to me. A: This sounds plausible to me. I don't see any errors. I'm keeping this answer choice as a possibility. B: This is strictly grammatically correct, but "plants and animals can be killed" is now in its own clause as it's been separated by the semicolon. As a result, this sentence is not communicating that nitrogen is killing plants and animals; it's just saying that "plants and animals can be killed." But by what? I'm feeling negative about this as the answer choice. C: This is a comma splice grammar error. "That is what can kill plants and animals" is an independent clause, and in order to join two independent clauses, I know that you need a comma and a conjunction, such as "and." D: This is also a comma splice error. Plus, "they" isn't the right pronoun to use. Nitrogen is singular, so you would need to use "it." E: This fixes the comma splice error in D since now it uses a comma andthe conjunction "and." But it still has the "they" pronoun error. "They" needs to be "it" because nitrogen is singular. Based on all of this, I've eliminated every answer choice except A. Therefore, A is the correct answer. I'm not literally thinking all these words in my head. I'm eliminating quickly as I read because I'm detecting the grammar errors. It's like if I told you, "The bee fly to the hive." You'll instantly know this is wrong if you say it aloud because it feels wrong. After a few more seconds, you'd be able to point out that "bee" is singular and "fly" is plural, so we have a subject-verb agreement error. By learning more grammar rules and practicing them, you'll be able to do this elimination more quickly and naturally. You'll pinpoint exact reasons that a phrase has a grammar error and then use that to eliminate incorrect answer choices. This is a lot better than guessing based on things simply "sounding weird," and you'll get many more questions right with this strategy. Strategy 6: Be Careful About Choosing NO CHANGEToo Much On SAT Writing, most questions have a NO CHANGE option. This is the answer choice that doesn't change the underlined section and leaves the sentence as is. The SAT 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 when a question doesn't set off any grammar alarms in your ear. But you need to be very careful whenever you choose NO CHANGE. Typically, this answer choice is correct only around 25% of the time. If you find that you're choosing NO CHANGE 40% or more 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 ensure you're not accidentally missing a grammar error. Also, take note of grammar rules you tend to ignore by mistake. As I mentioned in Strategy 2 above, if you study your weaknesses, you'll be able to learn which grammar rules you're weak at and need to pay special attention to. Here's an example problem for which many students would choose NO CHANGE: Try to solve this question. If NO CHANGE was your first thought, try to review the other answer choices before finalizing your answer. Here's a look at what your general thought process should be: A:The sentence sounds OK as is- let's look at the other answers, though. B: "One's" lifetime- OK, so it's changing from "our" to "one's." I do know from English that I shouldn't be using "I" in my essays, so maybe this is better. C: "His or her"- this is similar to "one's" and it allows for multiple genders. Not sure whether this or answer choice B is better ... D: "Their"- wait a minute, this is different from the other answer choices because it's plural form, whereas "one's" and "his or her" are both singular. Also, what's "lifetime" referring to? It must be to "students" at the beginning of the sentence, which is plural and in the third person, so I definitely need "their" here! Let me review the other answer choices. Nope- they're definitely incorrect, since they are either singular or first person. By reviewing the answer choices one last time and using Strategy 4 to eliminate choices only based on sound reasoning or grammar rules, we find that D is the right answer. Side Note: You'll see how the same grammar rules come up over and over again- you just have to learn the patterns to do well on SAT Writing. These are the strategies we teach you in our SAT prep programso you, too, can become a grammar expert. Finally, be especially careful about choosing NO CHANGEat the end of a question set. These are the hardest questions on Writing, and the SAT is trying extra hard to trick you by disguising the grammar rules. Strategy 7: Don't Spend More Than 30 Seconds per Question Of all sections, SAT Writing has the least amount of time per question. You get 35 minutes to answer 44 questions, which means only 48 seconds per question!Even worse, you have to read passages to be able to answer these questions. If you find yourself spending more than 30 seconds on a single question, skip it for nowand try to give yourselfenough time to come back to it later. The most important thing is that you get all the points you can. Having the timer end before you can get to the last question is one of the worst mistakes you can make on the SAT because it means thatyou weren't able to give all questions a chance. This is especially important on Writing since the questions are not arranged by order of difficulty. So you might have a really easy question at the end! You definitely want to avoid sucking up two minutes on a single SAT Writing question. This is taking up way more time than one question deserves. You'll be better off spending all that time on other questions to get more points. Once you've answered all the questions you can answer without spending too long on them, go back through the section and try to answer the ones you left blank.Since there is no point penalty on the SAT, it's worth it to answer every single question, even if you have to guess! All of this requires discipline during the test, and many students ignore the clock until it's too late. Don't run out of time. Strategy 8: Understand All Your SAT Writing Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed a certain question, you'll make that mistake over and over again. Too many students scoring at the 400-600 level on SAT Writing refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead zero in on areas they're already comfortable with. It's like a warm blanket. Their thinking goes something like this: "So I'm good at subject-verb agreement? I should do more subject-verb agreement 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: On every SAT practice test or question set you take, mark every question you're even 20% unsure about. When you grade your practice test, review every question you marked and every wrong answer,even the hard ones. 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 making that mistake again.I recommend organizing your notes by grammar rule (subject-verb agreement, pronoun reference, faulty modifier, etc.). It's not enough to just think about a wrong answer and move on. It's not enough to just read the answer explanation. You have to think hard about why you failed on this specific question. By taking this structured approach to your mistakes,you'll now have a running log of every Writing question you missed, and your reflection on why you missed it. No excuses when it comes to your mistakes. Strategy 9: Go Deeper- Why Did You Miss a Writing Question? Now, what are some common reasons you might've missed a question on SAT Writing? Don't just say, "I didn't know this material." That's a cop-out. Always take it one step further:what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons students miss SAT questions, and how you can take your analysis of your errors one step further: Content:I didn't learn the knowledge or grammar rule needed to answer this question. One step further:What specific knowledge do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content or grammar rule, but I didn't know how to approach the question. One step further:How do I solve this question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or I missed a grammar rule I already knew One step further:Why did I misread the question? Why did I miss this grammar error? What trick did the SAT play on me? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing Writing questions. Yes, this is hard. It's draining, and it takes work. That's why most students who study ineffectively don't improve their scores. But you're different. Just by reading this guide, you're already proving that you care more about your SAT scores than other students do about theirs. And if you apply these principles and analyze your mistakes, you'll improve much more than other students will. In my PrepScholar program, we force students to review every single question they miss so that each question becomes a chance to learn something new. In Overview: How to Raise Your Low SAT Writing Score These are the main strategies I have for you to improve your SAT Writing score. If you're scoring a 350, you can improve it to a 500. If you're scoring a 440, you can boost it to a 600. I guarantee this, as long as you put in the right amount of work and study in the ways I've suggested above. Notice that I didn't actually teach you that many grammar rules. I didn't point out any tricks you need to know or specific grammar rules that will instantly raise your SAT score. That's because these one-size-fits-all, guaranteed strategies don't really exist.(And anyone who tells you this is deceiving you.) Every student is different. Instead, you need to understand where you're falling short and then drill those weaknesses continuously.You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important for your future. Make sure to give SAT 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 of them: Strategy 1: Get Used to the SAT Writing Passage Format Strategy 2: Know What's Being Tested on SAT Writing Strategy 3: Learn the Most Important Grammar Rules and Ignore the Others Strategy 4: Find Your Grammar Weaknesses and Drill Them Strategy 5: Don't Pick Answer Choices Based on "Sounding Weird"- Don't Guess Randomly Strategy 6: Be Careful About Choosing NO CHANGE Too Much Strategy 7: Don't Spend More Than 30 Seconds per Question Strategy 8: Understand All Your SAT Writing Mistakes Strategy 9: Go Deeper- Why Did You Miss a Writing Question? Good luck on your SAT Writing prep! What's Next? We have even more useful guides you can use to raise your SAT score.Learn how to improve your Math and Reading scores. Also,read our top 15 tips to improving your SAT Essay score. What's a good SAT score for you? Read our detailed guide on figuring out your SAT target score. Want a bunch of free SAT practice tests to practice with? Here's our comprehensive list of every free SAT practice test. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT 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: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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How masculinity is Constructed within Men's Health magazine Essay

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McDonalds as a Successful Business Enterpreneur Worldwide Essay

McDonalds as a Successful Business Enterpreneur Worldwide - Essay Example McDonald’s is believed to be operating in one hundred and nineteen countries across the globe. The whole food giant is made up of the franchises. Approximately fifteen million people are employed in the organization and sixty four million people serve as its customer base. Effective implementation of organizing function is necessary to establish a loyal customer base. The approach that has been used by the McDonald’s is collaborative management approach that has helped the organization to adopt a new leadership style. Management keeps itself involved in facing the new challenges and constantly developing new practices to address them, same system is followed throughout the franchises worldwide. McDonald’s has established itself as the successful organization because its management is focusing on the enhancement of long term strategic planning (Baden, 2011). It is believed that organizing is the function that comes to the surface due to synchronization and combina tion of physical, financial and human resources with the help of technology and knowledge (Mullins & Laurie 2007). The function of organizing in the management focuses on development of internal organizational structure. The internal structure of the organization is heavily dependent upon the labor, coordination, flow of information between the departments and control of the filtrated information passage. McDonald’s take this function of management extremely seriously as the assessment of resources, allocation of resources and distribution of resources are all dependent on this function of management, if they are not properly followed, the organization will be like just another food shop round the corner that lacks following and establishing the management functions (Harold & Donnell 1959). The basis for the formation of McDonald’s is Frederick Taylor’s principles of organization. McDonald’s works like a machine. Each activity is divided into subtasks and sub functions to get the job done effectively and efficiently. The tasks are individually designed and they work in coherence with each other to achieve the higher goals. It is the effective organizing function at McDonald’s that there is always a balance between supply and demand. Due to effective organization function McDonald’s is able to control every aspect starting from labor costs, human resource management and physical assets. - McDonald’s have always considered following and establishing management practices seriously. Management always plans the activities and coordinates them according to policies initiated by higher management. Management at McDonald’s sees their employees and customers as the most influential stakeholders for the organization and tries to manage and keep them happy through adopting effective organizing strategies. In past, the focus of the organization was in developing functional departments, highlighting the reporting link s, initiating plans, developing and administering relationships between people like who reports to whom and tasks like that. It is due to focus on the organizational strategies that the McDonald’s is able to update menus, bring quality and sensational taste to its food items. (McDonald's, 2011) Today the management function of organizing reflects in the adaptive and flexible building of the McDonald’s that attract customers and make them feel why they should prefer McDonald’

Properly Format An Apa Style Paper English Language Essay

Properly Format An Apa Style Paper English Language Essay In this paper we will explore how to properly format an APA style paper. This example will be of use to introductory psychology students who have never had any exposure to APA format. For senior students, this paper may serve as a useful reminder of the key elements of APA style. Learning APA Format for Psychology Students Frequently, students are required to write psychology papers. However, in doing so, there are two broad skills that need to be learned. The first skill is related to the content of the paper. For example, a student writing a paper about dreaming is likely to incorporate the ideas of Freud (1953) or even Hobson and McCarley (1977). The second skill is tied to properly formatting the paper. In psychology, we make use of the format developed by the American Psychological Association (APA: 2001). Therefore, the purpose of this paper is to discuss the various aspects of APA format for psychology students. In psychology, there are two types of APA style papers. One format, which I call the quantitative paper, includes a method, results and discussion section. In statistics and research methods courses, you will tend to adopt the quantitative approach. I have published a number of articles in this format (e.g., Dyce OConnor, 1994). In this course you are not collecting and analyzing data, therefore, you do not include subtitles for the methods, results and discussion sections. The paper that you are going to write is a qualitative paper. This style of paper does not involve statistical analyses, rather, it involves a synthesis of ideas (e.g., Dyce, 1994). 1) Title Page The first thing students need to learn how to master in APA format is the title page. First, you will notice that the title page is numbered in the upper right corner. In fact, all page numbers are marked in the upper right hand corner. Please note the margins are one inch all the way around and the entire content is double spaced with 12 point font. As well, a good suggestion is to use Times New Roman for the text font. Second, you will notice something called Running head. To access the header in Microsoft Word 2007, at the top of Word select Insert. Under the tab Insert you will find something called Header. Select Header and click on the first option called BLANK. Click on the greyed area and then type in the following Running head: LEARNING APA FORMAT. However, when you get to page two of your document, click on the head in the document. When you do so, look to about the center of tab section of Word and find DESIGN. Under this tab, select Different first page. Then type the words LEARNING APA FORMAT (of course, your words will be differentà ¢Ã¢â€š ¬Ã‚ ¦) and click on the red X in the upper right hand corner of the document. If you do so, this will bring you back to your regular document. Finally, on the title page of your article, your name, and institution are located in the center. In my case, the title of the paper is Learning APA Format for Psychology Students. Just below the title you will put your name. For many academic papers, there are multiple authors. The question isà ¢Ã¢â€š ¬Ã‚ ¦ who goes first? A natural answer to this question would be to put the names in alphabetical order. However, in academic papers, the individual who does most of the work is often the lead author. Below your name, you will put your institution, and in our case it will be Universal University. 2) Abstract The second page is called the Abstract. The word abstract is centered and placed at the top of the page. The abstract itself is a short summary of the paper. In fact, you might be wise to write the abstract after you have finished your paper. The publication manual suggests that the abstract has a number of characteristics. The abstract is accurate as it does not include information that does not appear in the body of the paper. It is concise (i.e., 120 words or less). The purpose of the abstract is to report, not to evaluate. A well-prepared abstract can be the most important paragraph in your article (APA, 2001, p. 12). 3) Body of the Paper The third page is where you start the body of your paper. The title that you used on the first page of your paper is also used at the very top of the third page. In fact, the titles that appear on the first and third page are exactly the same. The title is centered. In the first paragraph, you will want to broadly introduce your topic. Authors often begin with the broad strokes of the research area they are about to describe. Next, you describe more specifically what you are going to talk about. You may take a paragraph or two to introduce your topic. On the third and subsequent pages of the paper, there will be numerous opportunities to discuss other authors ideas. Simply stated, you do not necessarily need to have an entirely original idea for a psychology paper (particularly a student paper). Making reference to another authors ideas can be done in two ways. You can either paraphrase an idea or cite the author directly. When you paraphrase, you are taking another individuals ideas and then putting them into your own words. If you paraphrase, you will have to indicate where the idea came from. For example, lets consider the following paragraph. There many views on dreaming. On the one hand, there is the Activation Synthesis Hypothesis (ASH: Hobson McCarley, 1977). Proponents of the ASH believe that dreams are largely physiological, starting with bursts of electrical energy from the pons, with the cerebral cortex later trying to make sense of this energy. In sum, Hobson and McCarley (1977) do not believe that dreams are meaningful. On the other hand, individuals such as Freud believe that dreams are loaded with meaning. Freud (1953) suggested that there are two components to dreams. The manifest content is the storyline, whereas the latent content is the underlying meaning. According to Freud, blah blah blah (1900, p. 52). You will notice that in this paragraph, I am paraphrasing and directly quoting authors. To avoid plagiarism, you will need to use one or more of these strategies. For example, in the above paragraph I paraphrase the ideas of Hobson and McCarley. In doing so, I do not directly lift these authors ideas (i.e., I am not using their ideas word for word). In brief, when using an idea from some source, you need to indicate where this idea came from. Not only is this proper formatting, but it also gives readers the opportunity to check the original source for themselves. You may be saying to yourself, how do readers know where to look? This is why we have a reference section that is found at the very back of the paper (we will talk more about this in a moment). You will also notice that in the bolded paragraph that I directly quote Freud. I am sure Freud never said blah blah blah but you get the idea. Whenever you directly (exactly) use someone elses ideas, you need to indicate the author, the year that the article/book was published and the page number from where the idea came from. It is very important to master this formatting otherwise you might be accused of plagiarism. Consider these factitious examplesà ¢Ã¢â€š ¬Ã‚ ¦ Freud (1900) suggests that dreaming is the royal road to the unconscious (p. 25). Dreaming is the royal road to the unconscious (Freud, 1900, p. 25). Freud suggested that dreaming is the royal road to the unconscious (1990, p. 25) You will note that in all three examples, the quote is exact, and the author, year and the page number are listed. If an article/book has multiple authors, the authors names must appear in the body of the paper in the order that they are listed in the original work. Consider these factitious examplesà ¢Ã¢â€š ¬Ã‚ ¦ Freud and Dyce (1900) suggest that dreaming is the royal road to the unconscious (p. 25). Dreaming is the royal road to the unconscious (Freud Dyce, 1900, p. 25). Freud and Dyce suggested that dreaming is the royal road to the unconscious (1990, p. 25) Notice the difference between the use of and and. The (shift 7 on your keyboard) is called ampersand. Ampersand is used when you source or quote within parentheses, whereas the word and is used outside of parentheses. For example, in the first example above, I use Freud and Dyce (1900) whereas in the second example I use Freud Dyce, 1900, p. 25. Lets suppose you want to paraphrase my lecture ideas (or email) in your paper. The way to do so is as followsà ¢Ã¢â€š ¬Ã‚ ¦ It has been suggested that classical conditioning was developed by Pavlov in the early 1900s (J. A. Dyce, personal communication, October 5, 2005). However, personal communications will not appear in the reference section. In fact, it is one of the few exceptions where a cited author does not appear in the reference section. In general, an author that is listed in the body of paper must appear in the reference section, and vice versa. Use personal communications when the data is not recoverable. I have noticed in recent years that many students use YouTube for presentations. If you use this kind of source for your paper, list it as follows in the body of your paperà ¢Ã¢â€š ¬Ã‚ ¦ The date (2009, October 10) refers to the date when the video was watched. Dyce (2009, October 10) indicates thatà ¢Ã¢â€š ¬Ã‚ ¦ 4) References The final page of your paper is the reference page, and it occurs on an entirely new page. The reference page lists all of the references that you used in your paper. The word References appears at the top and is centered (see my example at the end of this paper). The authors are listed in alphabetical order according to the first author of the paper. For example, consider these factious articles. Freud, S., Dyce, J. (2001) Flinstone, F., Rubble, B. (2001) Cat, T., Dogs, J., Fish, T. (2001) With this particular collection, the Cat article would appear first, then Flinstone and then Freud. You would not reverse the names in the references list. For example, it might be tempting to reverse the names Freud and Dyce, because they are in improper alphabetical order. However, for a single article, the order must remain the same way as it does in the original article. The lead author must remain the lead author. The various sources that you use can take the form of books, journal articles, or a chapter from a book. The following are some examples of formatting that are loosely taken from the APA manual. One author, journal article Dyce, J. A. (2000). The psychology of rats, cats, and wild dogs. Journal of Animal Behavior, 34, 35-45. Two authors, journal article Dyce, J. A., Kulak, A. (2000). The psychology of selling a house. Journal of Selling, 50, 56-89. Magazine Article Dyce, J. A., Kulak, A. (2000, October 10). Whats another word for thesaurus? Science, 450, 445-446. Newspaper article Dyce, J. (2005, October 1). The marital benefits of the expression You are right and I am sorry. The Washington Post, pp. A4. Book Dyce, J. (1900). How to live more than 100 years and not show your age. Washington, DC: American Publication Press. Encyclopedia Dyce, J. (1980). The merits of procrastination. In the new encyclopedia Britannica (Vol. 25, pp. 50-51). Chicago: Encyclopedia Britannica. YouTube Dyce, J. A. (2009, October 10). What is psychology? [Video file]. Retrieved from You will notice for these references that the first line is flush to the left, and every other line is indented. In other words, the first line overhangs the other lines. You will also notice that there are a variety of ways in which material can be cited. Pay close attention to the location of periods and spacing. There are other sources that you could use for your paper, and the APA manual is filled with different ways in which material is cited (see chapter 4 of the 5th edition). If you have other questions about APA format, you could take a look at the manual. As of 2009, the 6th Edition has been published. In my opinion, the 6th edition is better organized than the 5th edition. Alternative, you might conduct a Google search using the key words APA format and see what you come up with. Although there are many nuances to APA format, following the examples in this paper should give you a very good start on how to write a psychology paper. 5) Final Comments K.M.S Throughout this paper, I have discussed the basics of APA style. However, formatting is only one part of proper writing skills. More importantly, students need to learn how to write. Learning how to write academic papers is not an easy task and takes years to master. The three most important words for good writing are edit, edit, edit. The goal of which is to be as clear and concise as possible. Often when composing something, it is difficult see our mistakes, and we often blur by them when reviewing. For this reason, it is useful to put your paper down for a day and then reread your work (alternatively, get a friend to proof your paper). Allow yourself enough time to write as rushed work is easily identifiable. As an example, it took about one day to put this sample paper together. If you consider that I am familiar with APA style and write fairly well, the process of putting your paper together is likely to take longer. Heed this advice and you should receive a good grade on your paper. Additions provided by A.E. Finally, if you feel that more needs to be added to this paper or there are mistakes, I would ask that you download the paper, make the changes, initial the changes with a textbox (see below), and then email the paper back to me ([emailprotected]). I will then repost the sample paper to the website.