Average ACT Score for 2018, 2017, 2016, and Earlier Years

Average ACT Score for 2018, 2017, 2016, and Earlier Years SAT / ACT Prep Online Guides and Tips In recent years, more and more students have been taking the ACT than ever before. But what does this change in participation rate mean for the average ACT score? As you'll learn in this article, while ACT scores have been fairly stable in the last few years, there have been some dips and peaks in scores in the last 25 years. Let’s take a look at what’s happening. Average ACT Scores for Past Years Let's look at some charts for average ACT scores over the past couple of decades. These will show us some trends in the ACT world that have led to recent changes in the test. Average ACT Scores 1992-1996 Year # of Test Takers English Math Reading Science Composite 1992-1993 875,603 20.3 20.1 21.2 20.8 20.7 1994 891,714 20.3 20.2 21.2 20.9 20.8 1995 945,369 20.3 20.2 21.3 21 20.8 1996 924,663 20.3 20.2 21.3 21.1 20.9 Source: NCES Average ACT Scores 1970-1998 In the 1992-1996 ACT scores, there was a general increase in Math, Reading, and Science scores. Average ACT Scores 1997-2001 Year # of Test Takers English Math Reading Science Composite 1997 959,301 20.3 20.6 21.3 21.1 21 1998 995,039 20.4 20.8 21.4 21.1 21 1999 1,019,053 20.5 20.7 21.4 21 21 2000 1,065,138 20.5 20.7 21.4 21 21 2001 1,069,772 20.5 20.7 21.3 21 21 Source: NCES Average ACT Scores 1970-2001 In the 1997-2001 ACT scores, there was an increase in English and Math and a decline in Science and Reading. Also, in 1999, theACT broke the one million test-taker ceiling for the first time. Average ACT Scores 2002-2005 Year # of Test Takers English Math Reading Science Composite 2002 1,6,082 20.2 20.6 21.1 20.8 20.8 2003 1,175,059 20.3 20.6 21.2 20.8 20.8 2004 1,171,460 20.4 20.6 21.3 20.9 20.9 2005 1,186,251 20.4 20.7 21.3 20.9 20.9 Source: NCES Average ACT Scores 1995-2010 From 2002 to 2005, we see a slight but steady rise in all scores across the board. Average ACT Scores 2006-20 Year # of Test Takers English Math Reading Science Writing Composite 2006 1,206,455 20.6 20.7 21.4 20.9 7.7 21.1 2007 1,300,599 20.7 20.8 21.5 21 7.6 21.2 2008 1,421,941 20.6 21 21.4 20.8 7.3 21.1 2009 1,480,469 20.6 21 21.4 20.9 7.2 21.1 2010 1,568,835 20.5 21 21.3 20.9 7.1 21 20 1,623,2 20.6 21 21.3 20.9 7.1 21.1 Source: NCES Average ACT Scores 1995-2010, 20 Profile Report As you can see, ACT scores kept increasing until 2007, when there was an all-time composite score high of 21.2. After that, however, all subscores except English and Science consistently declined. Average ACT Scores 2012-2018 Year # of Test Takers English Math Reading Science Writing Composite 2012 1,666,017 20.5 21.1 21.3 20.9 7.1 21.1 2013 1,799,243 20.2 20.9 21.1 20.7 7 20.9 2014 1,845,787 20.3 20.9 21.3 20.8 7.1 21.0 2015 1,924,436 20.4 20.8 21.4 20.9 6.9 21.0 2016 2,090,342 20.1 20.6 21.3 20.8 19.3* 20.8 2017 2,030,038 20.3 20.7 21.4 21.0 6.5 21.0 2018 1,914,817 20.2 20.5 21.3 20.8 - ** 20.8 Sources: 2012 Profile Report, 2013 Profile Report, 2014 Profile Report, 2015 Profile Report, 2016 Profile Report,2017 Profile Report, 2018 Profile Report*2016 Writing results are based on ACT Writing from September 2015 to August 2016, when the test was scored on a scale of 1-36. **As of 2018 ACT seems to have opted to no longer provide information about Writing score averages (except indirectly through ELA scores). After 2007's peak, there is a general decline in scores across the board for nearly a decade. In 2013, ACT, Inc. instituted changes to the ACT to better reflect national curricula, which is possibly reflected in the general stability of composites and subscores from 2013 onwards (with the exception of Math, which has steadily decreased since then). Average ACT Score Trends: What Do the Numbers Mean? As the charts above indicate, there wasa moderate and gradual increase in average ACT scores until they peaked in 2007. After,average scores began to decline until 2014 when they increased slightly before settling to the same level they are at as of 2018. There has been discussion that the downward trend in average ACT scores could be a result of the No Child Left Behind Act and the test-based teaching style in US schools. This slight increase in ACT scores in 2014 could be attributed to the changes ACT, Inc. made to the ACT so that it could better align with high school curricula.Overall, though, average ACT scores have remained relatively stable. For a long while it was predominantly students in the Midwest that took the ACT, but lately the test has begun to spread to the rest of the US as more and more states are requiring students to take it. Consequently, more students have been taking the ACT each year over the past decade. Even with more students taking the ACT, however, the data shows that students generally do better on the ACT than they do on the SAT- for which there has been a steady, stronger decline in scores. (However, the long-term results of the 2016 SAT redesign aren't yet known.) One thing to note, though, is that just like with the SAT, the ACT shows a disparity in scores based on ethnicity and, very likely, income level. The following chart clarifies these differences between average ACT scores based on ethnicity from 1997 to 2018: 1997 2001 2005 2009 2013 2016 2017 2018 Black or African American 17.9 16.9 17 16.9 17 17 17.1 16.9 American Indian or Alaska Native 20.4 18.8 18.7 18.9 18 17.7 17.5 17.3 White 22.8 21.8 21.9 22.2 22.1 22.2 22.4 22.2 Hispanic or Latinx 19.9 18.5 18.4 18.7 18.8 18.7 18.9 18.8 Asian 22.5* 21.7 22.1 23.2 23.6 24 24.3 24.5 Pacific Islander - - - - 19.4 18.6 18.4** 18.2 Two or More Races - - - - 21.1 21 21.2 21.1 No Responses - - - - 20.8 20.1 20.3 19.8 Sources: NCES Average ACT Scores 1995-2014, 2016 Profile Report, 2017 Profile Report, 2018 Profile Report *Averages for Asian and Pacific Islander students were combined until 20**Averages for Native Hawaiian students folded into averages for Pacific Islander students starting 2017 Overall, the white, Asian, and two or more races subgroups have the highest ACT score averages,with Asian scores consistently increasing. By contrast, African American and Native American subgroups have the lowest ACT averages, likely because they are typically the most disenfranchised groups. What’s Next? Now that you know about the average ACT scores, it's time to figure out what a good ACT score is for you specifically. If you're definitely decided on the ACT,read our in-depth guides to prepping for the ACT. If you don't have a lot of time left, use ourlast-minute ACT cramming tips. Got time? Then learnhow to come up with your own ACT study schedule. Not sure whether you should take the ACT or SAT?Take a look at our article onthe differences between the ACT and SAT to help you determine which test is right for you. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Editing of a Gangster Film Essays

Editing of a Gangster Film Essays Editing of a Gangster Film Paper Editing of a Gangster Film Paper Stephanie Guzman #0714293 Film 1 | Professor Daughdrill 16 November 2011 Capture. Feel. Enhance. The Secret? Editing. Bonnie Clyde portrays the love filled action story of an amazing duo. This movie was one of the first to depict actual violent scenes, as well as intensely frisky ones. During the 1960’s, the French New Wave directors began influencing a vast majority of films, Bonnie Clyde being one of them in 1967. With so many tones and action filled scenes, the technique and style of the editing in the film is an important factor which helps set up the entire tone of the movie. The film Bonnie Clyde, by Arthur Penn, utilizes pace, rhythm, and certain French New Wave editing techniques to portray and enhance tranquil, frisky, intense and even violent tones in scenes throughout the movie. The rhythm of slow paced shots in the film are used several of times to illustrate scenes which do not include much action, more over include tranquil moments. This would include scenes when Bonnie Parker and Clyde Barrow were simply driving or waiting in their car, for example, when they were waiting in the car for C. W. Moss to get back from buying the â€Å"light bulbs† for his dad. That scene started with a long lengths medium long shot. In addition, the movie opens with Bonnie Parker standing and wandering around in her room. As she roams around, there is a series of close-up shots, which run slower-paced than most shots. Then, the moment Bonnie spots Clyde Barrow, an extreme-close-up of her eyes occurs. The calmness and boredom of Bonnie Parker is portrayed through the steady but slowly paced close-up shots. The following immediate shot to her eyes show and mark one of the most important moments of the film, when Bonnie and Clyde first lay eyes on each other. The use of shots in this sequence enhanced the projection of the tone as well as the tranquil, calm moods of the story. In order to create a frisky, affection filled scene, Arthur Penn uses a mixture of medium long shots and medium close-ups to capture the intense atmosphere of the romance filled scenes. The part of the film where Bonnie and Clyde attempt to make love for the first time, really gave viewers an inside look at what each individual thought at the moment, bringing the viewer to a deeper understanding of the atmosphere that was taking place. During that scene, the couple is disputing about what is safest for Bonnie, when she decides that she does not care what is right, she just wants to be with him. Clyde suddenly attempts to give making love a try and begins to caress Bonnie. Eventually he realizes he could not proceed and turns away from her. Throughout the scene, a series of fairly medium and faster paced shots begin to sequence, showing medium close-ups of each characters face, with medium long shots in between. By doing so, viewers are able to see and feel each character’s emotions, bringing the viewer into the tone of the film through its style and choice of edited shots and sequences. Since the Movie was produced in 1967, the French New Wave was of some influence on the editing of Bonnie Clyde. The style of jump cuts is seen sporadically through out the movie. The first time is from the start, when Bonnie is at her house, bored and roaming around her room naked. As Bonnie lies down on her bed, a jump cut occurs and she is suddenly banging on the metal frame of her bed. Penn uses the jump cut technique to take away time that is pointlessly and slowly passing by, as well as to show the boredom of Bonnie Parker. Another place was on the scene where Clyde was wrestling the butcher man from the market, and they ended up falling on top of some boxes and groceries. As Clyde and the Butcher Man attempt to stand back up, the scene automatically jumps from being on the floor, to Clyde standing up and running out of the store, on his way. Jump cuts are noticeably used throughout the movie and are there to strengthen certain tones, which scenes are trying to portray and aware the audience of what is going on. Lastly, Penn’s movie truly displays the new intense tones of the century’s violence through its various rapid, short length cuts. The best example is at the very end of the film when Bonnie and Clyde are trapped and meet their final end. On their way from leaving the town center, they run into C. W. ’s papa Ivan Moss out on the road. During the entire ride from the market place, Clyde is driving while Bonnie is eating an apple and sharing it with him. When the duo sees Ivan Moss stranded by the roadside, they park their vehicle and Clyde walks over to help Moss. Seconds after, right before another car is about to cross paths with them, Ivan turns suspicious and as he looks around, black crows fly out of the bushes, Ivan runs under his truck to duck, and Bonnie and Clyde realize that there is someone in the bushes and that their ends had finally come as they attempt to run to each other and be together once more before they breathe their last breaths. That scene begins with long length shots of medium close-ups which show them just driving down happily, not much going on. Moving forward to the end of the scene, their bodies are completely being shot at all over, and the entire scene is all being played by a series of several medium long, medium close up, and a couple of long shots. Combining those series of shots and by making them fast-paced short length shots, Penn was able to create an intense edit to enhance the violence, making one feel as if they were there first hand to witness it themselves and giving the viewer a full and thorough understanding and perspective. Again, clearly setting the intense and dramatic tone of the story for that particular scene. By using several of the editing techniques such as the pace and patterns of shots, including the types of shots, and the French New Wave editing techniques, Penn is able to create several tones throughout the film, which relate to the situations or to the attitude/moods of the given circumstances. For action scenes, fast-paced close-ups are ideal to reveal a detailed picture to the viewer so that they can feel that adrenaline rush and the action or violent tones of the scene. As well as for scenes, which have more dull characteristics, longer lengthened shots are put together to enhance the simplicity of the scene. Even the jump cut technique is put into action in scenes to skip time and enhance whichever tone the scene may portray. These editing techniques and use of shots have created the moods which Penn envisioned the viewer to feel, capturing the viewers attention and enhancing the excitement, rush, or other feelings simply through the technique and style of editing.

Two Old Women book review Essay Example | Topics and Well Written Essays - 500 words

Two Old Women book review - Essay Example Wallis had written the book sensitive based on the aspect of womanhood and nature that had been presented to retain survival within the members. The book is vital to predict the events that lead to the seclusion of selected societal members in an attempt to adjust to the harsh environmental challenges faced within unstable societies. Wallis’ short book had been written to predict the events that had occurred following the decision by a tribe to abandon two elderly women, following a natural calamity that threatened the development of their society. The events had been followed by the decision of the tribe to witness their reduced participation towards healthy development in the tribe. Wallis explains that these women had been linked to complaining instead of providing positive ideology to assist in eliminating the challenges. The book explains the ability of a stable societal system to make the decision to protect sensitive members within the system and encourage hard work through harsh subjections. The elderly women had been alienated despite their condition due to the burden that they would present to the new society. The decision had been made due to the harsh famine that had plagued the land. Despite the decision to abandon the women due to their condition, the result is unexpected because they apply determination and friendship to overcome the challenges. The community had made the decision to abandon the women because they had been considered a setback to the development within the new land that the tribe sought to create. The decision had been made because they had been considered weak and would not last the extreme famine witnessed. However, the twist in the story is realized when the women manage to overcome these challenges and plough through the burden that had been subjected upon them. Ch ‘idzigyaak and Sa’ managed to articulate solutions to present survival measures. Through the help of the daughter and her grandson, Ch

Mind Map and a Critical Review Essay Example | Topics and Well Written Essays - 1000 words

Mind Map and a Critical Review - Essay Example They argued that the management of the disease requires a combined effort of several groups of individuals involved in the health sector such as the nurses, dieticians, podiatrist and those dealing with retinal screening services and the patients are also not left behind in the bid to take charge of the disease. Funding towards the control of diabetes in New Zealand is mainly done by an organization known as CarePlus which offers finances to key organizations that are charged with the responsibility of taking care of people who suffer from terminal illnesses as well as chronic conditions (GUTHRIE, D. 2002, 67). The study demonstrated that preliminary consultations with the nurses consisted of physical examination of the patients, proper distribution of health records of to other health professionals, referrals, timely completion of checklists before the patients had opportunity to meet with other healthcare service providers. Thus the nurses played a very vital role in taking care as well as managing the patients owing to the fact that they are the ones who are deeply concerned with the consultation aspect of the patients. The main challenge that faced the nurses is that they felt overburdened by the amount of responsibilities that were geared towards them and too many expectations from the patients as well as other medical practitioners. The authors finally concluded that the role of the nurses reliable but was however misguided by the duration of time that was needed to have them complete all their tasks within the stipulated time. The article confirms the works of previous writers on th e role of nurses in the management of diabetes patients but disagrees on the need to have them do most of the tasks that may seen overwhelming to them (RICE, R. 2006, 09-45). The author aimed at detailing the role of nurses in the management of people who are suffering from type 2 diabetes mellitus. She argued that the nurses are in a better

Digestive Enzyme Experiment Essay Example | Topics and Well Written Essays - 2000 words

Digestive Enzyme Experiment - Essay Example There are two (2) main reasons why the digestion of starches starts in the mouth (i.e. salivary amylase) and eventually stops as soon as the partially digested starches could reach the stomach. First, it is important to know that digestion of food nutrients can occur using either mechanical digestion or chemical enzymes and that starch is a polysaccharide that can be digested only via chemical reactions (Eliasson, 2006, p. 475; Sullivan and Cooley, 2004, p. 45). Second, the stomach is responsible for mechanical digestion (Rechtman, 2004, p. 114). Since starch cannot be digested mechanically, it is impossible for starch to be digested in the stomach. Basically, starch is a good example of complex carbohydrates (Shetty, 2010, p. 24; Chopra, 2005, p. 91). Because of the long chains of glucose that are heavily tied up together, carbohydrates such as starch can only be broken down by enzymes such as the salivary amylase (Sullivan and Cooley, 2004, p. 45). Eventually the reaction of saliva ry amylase can break down starch into a much simple carbohydrates which then can be absorbed in the small intestine (Eliasson, 2006, p. 475). In general, salivary amylase is not the only enzyme that can be use to digest starch. Other enzymes such as the pancreatic amylase as well as maltase can also be used in the chemical digestion of starch (McGuire and Beerman, 2013, p. 130; Eliasson, 2006, p. 475). For instance, as soon as the pancreas releases pancreatic juice like pancreatic amylase, it can further break down the polysaccharides.

Human resource development

Human resource development INTRODUCTON Human resource development is defined by Heathfield (2010) as the framework for helping employees develops their personal and organizational skills, knowledge and abilities. Human resource development involves using a range of learning and training techniques and strategies to change the work related behavior and attitudes of an employee (Megginson et al 1999) and it also engages in performance management in other to ensure that people can do things well or do new and better things (Gibbs 2008). This study is aimed to analyze the purpose of Human resource development and also using this aims to analyze how it helps organizations achieve sustained competitive advantage by using organization example. AIM OF HUMAN RESOURCE DEVELOPMENT Human resource development according to Philbeam and Corbridge (2002:285) is concerned with enhancing organizational performance through effective development and deployment of organizational members. To enhance performance, a human resource developer has to ensure that the individuals in the organization has the knowledge, expertise and the right attitudes to execute their work (Swanson and Arnold 1996), also, human resource development aims at ensuring that the organization has the skilled, committed and well-motivated employee it needs to sustain competitive advantage by focusing on processes that develop skills, knowledge and the attitude of the employee (Swanson Arnold 1996), such as training, developing, learning, educating and mentoring the employee (Stewart and McGoldrick 1996), and also by identifying and improving the skills and motivation of employees (Philbeam and Corbridge 2002:284). In other to ensure that the organization as the right people to sustain competitive advantage, Human resource development engage in the following training, learning, development of the individual and mentoring but before the Human resource developer makes a decision on how to train, develop, teach or mentor the employee they need to have a concept on performance management in other to see how training and development will improve the effectiveness of the employee and to know what aspect in the performance of the employee needs to be trained in other to meet the goals and values of the organization (Megginson et al 1999). Performance management Performance involves what an employee does in carrying out their duty (Mathis and Jackson 2003). Before performance is managed the performance needed by the organization should be identified in other to achieve their goals which in most organization is linked to the mission statement of the organization so that the performance can be managed in line with the organizational values and some organization will manage the performance in line with the business strategy of the organization that are required in the business context to be competitive (Torrington et al 2005). Performance management is defined by Armstrong (2009:618) as a systematic process for improving organization by developing the performance of individuals and teams. Torrington et al (2005) cited Mabey and Salaman (1995) who defined performance management as establishing a frame work in which the performance by individual can be directed, monitored, motivated and rewarded and whereby the links in the cycle can be audited. Human resource development is a means to an end. That end is usually acknowledged to be getting better results from the organization, teams and individuals by understanding and managing performance within an agreed framework of planned goals, objectives and standards(Gibb 2008). Every organization wants an employee that performs well in their duty it is believed that an effective performance management scheme can make the likely of good performance to occur (Mathis and Jackson 2003). Performance management goes beyond the ability and motivation of the individual it involves how goals are clearly identified in enabling the employee to understand what is expected of them in the area of their job and to set their priorities (Torrington et al 2005). Performance management scheme involves processes that can be used to encourage, motivate, evaluate, reward and identify the performance of the employee (Mathis and Jackson 2003). Performance management develops the capacity of the employee to meet, exceed and to achieve their full potential for the benefit of the organization as well as themselves, it can also serve as the basis for self development and ensure that the support and the guidance need by the employee to develop and improve is available (Armstrong 2009). Megginson et al (1999) discuss the work of Ulrich (1998) who was of the view that performance management is what employees and managers do at work, that the way they act and interact is crucial to the success of the organization and in doing this it will raise the profile and value of training as a strategy for achieving competitive advantage. Training Staffs are important resources to an organization in other to achieve economic and effective performance, in other to ensure that an organization has staffs that are capable of career advancement into the role of a specialist or a manager an organization needs to engage in adequate training (Mullins 2002). Training is defined as learning and development undertaken for the purpose of supporting development and maintenance of operational capability in employment: skills for work and in work, on-job or off-job, to enable effective performance in a job or role (Gibb 2008:5). Training involves modifying skills, knowledge and abilities through learning to achieve effective performance (Wilson 2005). It is believed that training makes an individual become effective managers as a result of their techniques having impact on inherent abilities, competence and skills (Hunt and Baruch 2003). Training makes the employees believe that the organization is committed to them and in securing their future in the organization which motivates the employees to Work harder and better (CIPD 2008), and it also develops the expertise of the individual in other to increase their performance in the organization (Swanson). Training and development is equipping the employee with the right skills, knowledge and competence to maximize performance (Philbeam and Corbridge 2002).Also, training improves the level of the organization as well as the individual competence and its also a key element in improving organizational performance (Mullins 2002). Competence is defined by Stensgaard (2004) as the combination of awareness, skills, knowledge and abilities that enables an individual to perform a job to the standards required for successful job performance. Competence is more than learned knowledge, skills and abilities but involves motives, traits, values and self concept of the individual (Clardy 2008). Clardy (2008) discuss the work of Spencer and Spencer (1993) who claim that training competence however expanded the focus on skills and knowledge which includes personality traits, increasing the number of variables that could explain and promote job performance as well as shifting emphasis from enabling adequate performance to producing superior ones. However, competence is based on skills rather than knowledge, in other word; competence training will convince employees of the need to give time and commitment to learning new skill in other to increase their performance and to see their role as accepting these challenges for change (Bramham). Having a well designed and structured competence based training and development program; the organization can work towards ensuring that they have the right skills and the right people to achieve their organizational goals and sustain competitive advantage which can only be achieved by having employees that can effectively and efficiently perform their job (Stensgaard 2004). Training is believed to improve the knowledge and the skills of the employee as well as change their attitudes toward work which can lead to benefits such as the increase in the confidence, motivation and the commitment of staffs, broaden the opportunity for career progression, give a feeling of personal achievement and satisfaction and help to improve the availability and quality of staffs (Mullins 2002). Training can be a source of motivation development for the employee if it is carried out as a form of support for the employee and in the process of training the employees learns what is expected of them in doing their job and what they need to do better (Thomason 1988). Learning One of the functions of Human Resource development is to assist the organization by creating an environment suitable for learning which is required to help develop staffs to meet agreed objectives (Wilson 2005). Learning is defined as a change in an individuals level of knowledge, skills or attitudes (Gibb 2008). Learning is believed to be the individuals ability to cope with change which can be acquired either through formal education or training or through informal experiences (Wilson 2005). As much as organizations are interested in ensuring they utilize the knowledge and skills of all their employees it is believed that little is gained through training provided at work but it is believed that most learning acquired by the individual is through their interaction with colleagues, clients which is said to be learning acquired through experience (Mullins 2002). It is believed that learning and development has helped develop employees skills in organizations which have prompted employees performance and lead to organizational success (CIPD 2008). Learning is believed to be linked to behavioral outcomes in other words learning does not only involve what is being taught but making sense of experiences and by doing that learning new skills (Stewart and McGoldrick 1996). Learning at work can be said to be learning for work and it is believed that what people learn will be applied to work in other to support current and future work requirement, also, as learning at work increases the ability of the individual at work so does learning outside work increase the individuals work performance (Megginson et al 1999). Learning can be beneficial to an organization as well as the individual in the organization by increasing the capacity and the ability of everyone to contribute to the growth of the organization, by developing the individuals skills and potentials and enabling them to be able to meet the demand of change, also, it provides a solution to organizational issues, enables the organization to meet its goals and produce a wider range of solutions to organizational issues (Mullins 2002). Development Development is believed to be a form of learning and training which changes the individual intellectually and not just changing their work skill or knowledge but the individual as a whole and it also helps the individual to grow in their career and also in all aspect of life (Gibb 2008). Development is said to involve preparing the individual in the organization for expected changes in their job or for a future job or a role (Mullins 2002). Development involves the growth of an individuals ability through learning which can be conscious or unconscious (Wilson 2005). Wilson (2005:6) cited the work of Bolton (1995) who points out that development occurs when a gain in experience is effectively combined with the conceptual understanding that can illuminate it, giving increased confidence both to act and to perceive how such actions relates to its context. Employee development involves attitude which includes concepts like growth, expansion, improvement, and education (Maund 2001), and also gives the employee opportunity to develop their skills, abilities, realize their potential and to advance their career in or outside the organization (Armstrong 2009), and to change their attitude as a result of going through the process of motivational development (Thomason 1988). Development involves the acquisition of skills which is derived from learning (Thomason 1988).Employee development as wide impact on the individual and not just on the individual but also on the organization and the community in which the organization works (Maund 2001). Mentoring Mentoring is a relationship in which experienced managers aid individuals in the earlier stage of their career and such relationship provides an environment for convening technical, interpersonal and organizational skills from the more experienced to the less experienced (Mathis and Jackson 2003). Mentoring is seen as a variable in the achievement of success for both the individual and the organization who seek to manage the development of their employees who are the future leaders to engage in order to grow and to develop to senior managers (Gibb 2008). It is believed that mentoring is a form of support in enabling women to progress up the career ladder particular in the area of professions and management (Gibb 2008). Effective mentors will not only encourage individuals to reflect upon their career goals, thereby promoting a sense of purpose and control they will also help individuals acquire the skills necessary to operate within a less hierarchical structure (CIPD 2008). The skills, approaches and the general behavior of the mentor have an important effect on the employees willingness to learn and also on the commitment shown by the employees towards the learning process (Megginson et al 1999). Also, mentors can serve as a source of motivation for the individual in a way of support in the early stage of their career (Mathis and Jackson 2003). Motivation can be used to aid the employee to give their best to their job or increase their performance in the area of their job or work according to set standards, also, it is believed that people tend to work better if they understand the nature of their job and how they are suppose to carry it out and why they are suppose to carry it out in that particular way (Thomason 1988). SUSTAINING COMPETITVE ADVANTAGE THROUGH THE WORK OF HUMAN RESOURCE DEVELOPMENT (ORGANIZATION EXAMPLE) Human resource development is viewed as an important necessity to Walt Disney because to them training is seen as an important investment in the success of their company, while some organizations see training as necessary but expensive, Walt Disney make it top priority (Handout). Walt Disney believe so strongly in a companys responsibility for training its employees (handout), and they believe that it is the talent, enthusiasm and the dedication of their employee that has sustained them over the years (Disneyland paris.com). they believe that in other for their employees to perform excellently and not embarrass themselves they need to go through a training program and also need to practice whatever they have been trained on (Handout). Before starting in their new job their employees go through training program that is based on their profession and what their job entails, in other to develop their skills (Marie). They believe that everyone that works with them from the senior to the junior employer has a right to learn, develop and to grow (Marie). According to them, training, learning and practicing has important roles to play in the in the development of their employees talent and in other for them to perform well they need to be thoroughly trained and also they need to rehearse their roles which lead to the establishment of the Disney university (Hand out). Disney University is believed to be a training process and Walt Disney makes sure that every new employee goes through a training process before starting in their new job and the training process is directed towards imparting knowledge about specific job skills, competencies and also ensures that the employee has a good understanding of the companys culture and tradition (Handout). Their training is based on developing the professional ability and the performance of their employee and they believe that the employees should be able to develop themselves and in turn develop others in the process (Marie). At the Disney University student receive complete orientation called Traditions, which includes an explanation of the companys values and traditions, on-the-job training, and procedures for advancement (Handout). Their employees are also provided with teachers who serve as mentors who has more experience and who can show the employees what should be done and what not to do (handout). The implementation of training in Walt Disney was to train their employees in other to develop their skills, knowledge and their ability and as a result, get the performance needed to be competitive and to sustain a competitive advantage by having the right employees (handout). Walt Disney sees training as the bases for Human resource and as a way of developing their business, their workers and also themselves (Marie). CONCLUSION Human resource development has an important role to play in the development of an employee and in the growth of an organization, by providing an organization with the proper employees who have undergone training and learning new skills in other to develop their skills, knowledge, abilities and their competencies Reference Armstrong, M. (2009) Armstrongs Handbook of Human Resource Management Practice, 9th edn, Kogan Page, London. Brumback, G.H (2003) Blending we/me in performance management [Electronic copy], Team performance management, Volume 8, Issue 7/8, Pg 167-173. Clardy, A. (2008) Human resource development and the resource based model of core competencies: Methods for diagnosis and assessment [Electronic copy], Human resource development review, Volume 7, Issue 4, Pg 387-407. Disneyland Paris (2010) Corporate responsibility Disneylandparis.com corporate.disneylandparis.com/corporate-responsibility/our-people/diverse-and-multicultural/cast-member-interviews.xhtml [Accessed 05/04/2010]. Gibb, S. (2008) Human resource development: Processes, Practices and Perspectives, 2nd edn, Palgrave, New York. Heathfield, S.M. (2010) What is human resource development (HRD) About.com humanresources.about.com/od/glossaryh/f/hr_development.htm [Accessed 27/03/2010]. Hunt, J.W, Baruch, Y. (2003) Developing top managers: the impact of interpersonal skills training, [Electronic copy]. Journal of Management Development, Volume 22, Issue 8, Page 729-752. Lasbleis, J.M. (2010) Training Disneylandparis-casting.com http://disneylandparis-casting.com/en/our-hr-philosophy/training [Accessed 03/04/2010]. Mathis, R.L., Jackson, J.H (2003) Human resource management, 10th edn, Thomson, Ohio. Megginson, D., Banfield, P., Joy-Mathews, J. (1999) Human Resource development, 2nd edn, Kogan page, London. Mullins, L.J (2002) Management and organizational behaviour, 6th edn, Pearson education, Harlow. Philbeam, S., Corbridge, M. (2002) People resourcing: HRM in practice, 2nd edn, Pearson education, Harlow. Stensgaard, A.B (2007) Competence based training and Development, Ameinfo.com, www.ameinfo.com/43457.html [Accessed 29/03/2010]. Stewart, J., McGoldrick, J. (1996) Human resource development: Perspectives, strategies and practice, Pearson education, Harlow Swanson, A.R, Arnold, D.E (1996) The purpose of human resource development is to improve organizational performance, Richardswanson.com www.richardswanson.com/publications/Swanson(1996)ThePurpose.pdf [Accessed 27/03/2010]. Swanson, R.A. () Human resource development: performance is the key cmapspublic.ihmc.us/rid=1217113903859_1440042561_12670/Overview%20of%20HRD%20-%20Swanson.pdf [Accessed 27/03/2010]. Thomason, G. (2003) A text book of human resource management, institute of personal management, London. Torrington, D., Hall, L., Taylor, S (2005) Human resource management, 6th edn, Pearson education, Harlow. Willson, J.P. (2005) Human resource development: Learning and training for individuals and organizations, 2nd edn, Kogan page, London.

traglear King Lear Essays: Tragic and Pitiful King :: King Lear essays

The Tragic and Pitiful King Lear The general plot of King Lear revolves mainly around the conflict between the King and his daughters, although there is a definite and distinct sub-plot dealing with the plight and tragedy of Gloucester as well. One of the main themes that Shakespeare chooses to focus on in King Lear is the dysfunctional nature of not only the royal family and Gloucester, but the heartache and emotional strain that goes along with being a parent and having to make a decision that will divide your children. This play focuses on not only the after effects of this decision, but the way in which it affects the King, his children and his subjects as well. A strong case can be made for King Lear as Shakespeare's most tragic effort of his career. The fact that nearly the entire cast of this play either is murdered or dies with little to no redemption makes the strongest case for this. In nearly every other Shakespearian work, save perhaps Othello, at least some of the characters enjoy a bit of redemption or salvation with the resolution of the conflict. King Lear's characters are privy to neither of these. The bitterness, sadness, and reality of the human psyche that is contained throughout this work demonstrate its tragic nature best, however. The tie emotionally and physically between a father and a daughter (or son, in relation to the Gloucester/Edmund/Edgar plot) is something entirely different than husband-wife or boyfriend-girlfriend in many of Shakespeares other plays. In the very beginning of the play, when Lear is foolishly dividing up his kingdom between his three daughters, and after he has asked Cordelia's two older sisters what they "think" of him, he turns to her and asks the same question. Her reply shows the true nature of her character, as she says, "Unhappy that I am, I cannot heave my heart into my mouth. I love Your Majesty according to my bond, no more, nor less." (1.1, ll. 91-93) His words could almost be considered threatening by declaring that her unwillingness to express her love in words might, "mar her fortunes." We are privy to definitive foreshadowing with Cordelia's reply of, "Good my lord, you have begot me, bred me, loved me. I return those duties back to you as are right fi t, obey you, love you, and most honor you.

Plato vs. Aristotle Essay

Plato and Aristotle, two philosophers in the 4th century, hold polar views on politics and philosophy in general. This fact is very cleverly illustrated by Raphael’s â€Å"School of Athens† (1510-11; Stanza della Segnatura, Vatican), where Plato is portrayed looking up to the higher forms; and Aristotle is pointing down because he supports the natural sciences. In a discussion of politics, the stand point of each philosopher becomes an essential factor. It is not coincidental that Plato states in The Republic that Philosopher Rulers who possess knowledge of the good should be the governors in a city state. His strong interest in metaphysics is demonstrated in The Republic various times: for example, the similes of the cave, the sun, and the line, and his theory of the forms. Because he is so involved in metaphysics, his views on politics are more theoretical as opposed to actual. Aristotle, contrarily, holds the view that politics is the art of ruling and being ruled in turn. In The Politics, he attempts to outline a way of governing that would be ideal for an actual state. Balance is a main word in discussing Aristotle because he believes it is the necessary element to creating a stable government. His less metaphysical approach to politics makes Aristotle more in tune with the modern world, yet he is far from modern. Plato’s concept of what politics and government should be is a direct result of his belief in the theory of forms. The theory of forms basically states that there is a higher â€Å"form† for everything that exists in the world. Each material thing is simply a representation of the real thing which is the form. According to Plato, most people cannot see the forms, they only see their representation or their shadows, as in the simile of the cave. Only those who love knowledge and contemplate on the reality of things will achieve understanding of the forms. Philosophers, who by definition are knowledge lovers, are the only beings who can reach true knowledge. This concept has to be taken a step further because in The Republic, Plato states that philosophers should be the rulers since they are the only ones who hold the form of the good. Plato seems to be saying that it is not enough to know the forms of tables or trees, one must know the greatest form–form of the good–in order to rule. The reasoning is: if you know the good, then you will do the good. Therefore, philosopher rulers are by far the most apt to rule. In The Republic, Plato builds around the idea of Philosopher Rulers. Even though it is not his primary point, it certainly is at the core of his discussion of the ideal state. The question that arises is, ‘Why do you need ideal states which will have philosophers as rulers? ‘ There are many layers to the answer of this question. The first thing is that a state cannot be ideal without having philosophers as rulers. This answer leads to the question, ‘Then why do you need ideal states to begin with? ‘ The Republic starts with a discussion of Justice which leads to the creation of the ideal state. The reason why an ideal state is needed is to guarantee the existence of Justice. This does not mean, though, that there cannot be states without Justice. Actually, Plato provides at least two reasons why the formation of a state cannot be avoided. These are: 1. human beings are not self-sufficient so they need to live in a social environment, and 2.each person has a natural aptitude for a specified task and should concentrate on developing it (The Republic, pp 56-62). Although a person is not self-sufficient, a composition of people–a state–satisfies the needs of all its members. Furthermore, members can specialize on their natural fortitudes and become more productive members of society. States are going to form, whether purposefully or coincidentally. For this reason, certain rules have to be enacted for the well-being of the state. The main way to institutionalize rules is through government and in the form of laws. Plato’s The Republic is not an explication of laws of the people. It is a separation of power amongst three classes–Rulers, Auxiliaries, Commoners–that makes the most of each person’s natural abilities and strives for the good of the community. The point is to create a harmonious unity amongst the three classes which will lead to the greater good of the community and, consequently, each individual. The three classes are a product of different aptitude levels for certain tasks amid various individuals. Plato assigns different political roles to different members of each class. It appears that the only classes that are allowed to participate in government are the Auxiliaries and, of course, the Philosopher Rulers. The lower class does not partake in politics because they are not mentally able. In other words, they do not understand the concept of the forms. Thus, it is better to allow the Philosophers, who do have this knowledge, to lead them. Providing food and abode for the Guardians is the only governmental responsibility the lower class has. The Auxiliaries are in charge of the military, police, and executive duties. Ruling and making laws is reserved for the Philosopher Rulers whose actions are all intended for the good of the state. To ensure that public good continues to be foremost on each Ruler’s agenda, the Rulers live in community housing, hold wives/children in common, and do not own private property. The separation of classes is understood by everybody Self-interest, which could be a negative factor in the scheme of things, is eliminated through a very moral oriented education system. All these provisions are generated to maintain unity of the state. The most extravagant precaution that Plato takes is the Foundation Myth of the metals. By making the people believe, through a myth, that the distinction of each class is biological as well as moral, Plato reassures that there won’t be any disruption in the harmony of the state. Whereas Plato’s The Republic is a text whose goal is to define Justice and in doing so uses the polis, Aristotle’s The Politics’s sole function is to define itself–define politics. Aristotle begins his text by answering the question: â€Å"Why does the state exist? † His answer is that the state is the culmination of natural associations that start with the joining of man and woman (â€Å"pair†), which have a family and form a â€Å"household†; households unite and form villages; villages unite and form the state. This natural order of events is what is best because it provides for the needs of all the individuals. Aristotle, like Plato, believes that a person is not self-reliant. This lack of sufficiency is the catalyst in the escalating order of unions among people. In The Politics, it appears that Aristotle is not very set on breaking down society. His argument says that there are different classes in society, but they are naturally defined. For example, he devotes a lot of time to an explanation of the â€Å"naturalness† of slaves and their role in society. Aristotle is also very sexist and explicitly states so. His view is that women are inferior to men in all senses. Perhaps the most pertaining to our discussion is the citizen, whose role is purely political. Both Plato and Aristotle seem to agree that some people are not capable of practicing an active role in political life. Plato’s reason is that the lower class is not mentally adept for the intricacies of higher knowledge on the good. Aristotle seems to base his opinion on a more political issue. He believes that only those that fully participate in their government should be considered citizens of the state. For this reason, he excludes workers as citizens because they would not have the required time to openly participate in politicking. The Aristotelian polis, as opposed to Plato’s, is a city with a large middle class which promotes stability and balances the conflicting claims of the poor and the rich. Aristotle combines elements of democracy with elements of aristocracy, again to balance opposing claims. Because he is aware that human interest is an inextricable entity, the distribution of scarce and valuable goods is in proportion to contribution to the good of the polis. This system provides for the self interested who believe that those who work harder should receive more. Another point is that the citizens rule and are ruled in turn, insofar as the mixed social system allows. This is permissible because of the strong involvement of the citizens in government; it is what one would call a â€Å"true democracy. † Overall, a spirit of moderation prevails. The philosophies of Aristotle and Plato have been around for over sixteen centuries, yet today it is difficult to find specific instances where either philosophy is applied. This may be a result of the fact that today’s political philosophy differs from both philosopher’s. While Aristotle and Plato uphold the good of the community or state above individual good, today’s constitution includes a bill of rights that guarantees the rights of each individual in the nation. Having these individual rights is a necessity for today’s citizens. Going back in history to 1787 will show that one of the reasons there was controversy in the ratification of the constitution was that it did not include a Bill of Rights. When the drafters promised that as soon as the constitution was ratified, a Bill of Rights would be added, the doubting states proceeded to ratify it. According to Plato and Aristotle, a Bill of Rights is not necessary because it does not improve the good of the community. Another point of discrepancy between the philosophers and today’s society involves the topic of slavery. Aristotle argues for the naturalness of slavery in The Politics, yet slavery has been considered grotesque for quite some time. In correlation to slavery, there is the undermining of the female population by Aristotle. Although Plato is a lot less discriminatory, he also believes women are the sub-species. While women have had to fight endless battles to achieve the recognition they deserve, today it is a well accepted fact (generally) that women are as capable as men in performing tasks. Naturally, since Aristotle and Plato have been around for such a long time, our society certainly contains some of their influences in a general sense. For example, today it is believed that certain people are born with certain capacities. Intelligence has been attributed to genetics. Because of the different intelligence levels among people, we have different classes–for example: advanced, intermediate, and beginners. In their appropriate level, each person develops his or her abilities to the highest potential. This concept is sometimes at odds with the ideal of equality, ie. we are all human beings. Yet, in essence, it does not take away from the ideal because we are all humans, but we differ in certain capacity levels to complete tasks. Plato’s and Aristotle’s philosophy have helped shape present thought, though, by no means, mandate our practices. The philosophers are very community oriented while we value the individual. Besides differing with today’s standards, each philosopher is in his own way distinct. Plato is very attracted to metaphysical philosophy, while Aristotle is much more methodical. Both perspective views are and will continue to puzzle students for years to come.

buy custom The Origin of African American Oppression essay

buy custom The Origin of African American Oppression essay Introduction Initially, the African Americans were known as the Negros in America. These were the descendants of Africans captured as slaves or prisoners of war from the African countries by the American and Arab traders. During the early 1660s, most Africans from the West and Central Africa were kidnapped and taken to America to work on the farms and as domestic workers. The captives worked under harsh environments. The Americans mistreated them, and this led to the emergence of African-America Oppression. Origin of African American Oppression Finkelman (2006) observes that the African American oppression started due to the slave trade. It is believed the first Africans arrived in America at around 1619. At this time, only 19 Africans originated from the West African countries. They were taken to America to be servants, but not slaves. After several years of working, Americans discovered the Africans had the potential to give the best output and; thus, led to a high demand for more Africans. Consequentially, more Africans were captured forcefully from mostly the West an Central African countries. Some slaves were also kidnapped from the East African countries and Madagascar. Finkelman (2006) indicates that ten million Africans were transported to the Western countries as slaves. During this time, most slaves were taken to other countries as only 3% were ferried to America. As slaves taken to countries like Trinidad died due to poor climatic conditions, the ones in America survived, as medical services were provided. The Af ricans worked under extremely harsh climatic conditions under their whites masters. They were taken to the plantations of coffee, sugarcane and tobacco. Despite the fact that slaves had their own rights, they were not paid their wages. The rise in output from the Americans farms led to high demand for the slaves. As at 1700, the highest number of slaves was experienced in America. Research asserts that, by 1700, there were 25,000 slaves of the African origin. That was not a small number, as it was roughly 3% of the total American population. These were the descendants of the slaves taken to Trinidad and Tobago. Some were imported from Africa. Considering this high number of the Africans, it was now open that they were in America as slaves. They resided in coffee plantations and the Port cities. They formed their own traditions and cultures as their numbers escalated. By 1750, there were more than 50,000 Africans living under slavery. Civil rights movements against oppression of African Americans Africans were now officially known as slaves in America. They were oppressed and denied various rights. Among the things denied, was access to quality education. An African child could not attend the same school with Americans. They also could not use the same road with Whites. This led to numerous uprisings opposing slavery and oppression of the African Americans. According to West and Glaude (2003), in 1773, a woman of African American descent wrote a book condemning the oppression of the Africans. She was the first African to take the step. This was followed by a revolution, in 1787, when North America banned slavery. West and Glaude (2003) also assert that the Northern American constitution condemned slavery and anyone found could be accused of going against human rights. Later on in Virginia, an African slave against slavery organized a radical revolt. The laws of Virginia could not entertain this and thus led to hanging of the rebels. More other revolts were organized against this act of oppression. At around 1808, the Congress banned the importation of slaves from Africa. Several states followed suit and banned slavery. Some African and America preachers also rose to condemn slavery as an evil act against fellow human. After a long fight, revolution was experienced in America and marked the end of slavery. How Civil Rights movements incorporated oppression However, the emergence of the civil rights movements was meant to abolish the oppression the African Americans, at some point this happened to be ironical. As revolts were organized, many Africans were arrested and punished for that, thus; oppressed. It even went to the extent of them being hanged by the Whites. The formation of the civil movement seemed to be more harm than of help. The civil movement also signed treaties that affected the African America. The treaties led to elongation of the slavery period as there were disagreements between the leaders of the civil society and the Federal government. The civil movement did not want the Federal government to end the slavery, as they preferred the states to do it. This incorporated the oppression of the African Americans because the Federal government could not agree with them. At some point, the Federal government even threatened to use force to against the States. Notably, the civil rights movements also incorporated oppression o f the African American. In conclusion, African American oppression began in 1619 when the first blacks arrived in America, to work as servants of the Whites. This led to importation of more Africans to the West to work in the farms and as domestic workers. Most of them died due to unfavorable climatic conditions. They lived under harsh conditions, and this led to revolutions later by anti-slavery groups and the Africans. Eventually slavery was banned in America after protests, and the meeting of the Congress. Buy custom The Origin of African American Oppression essay

College SAT Requirements How to Find What SAT Score You Need

College SAT Requirements How to Find What SAT Score You Need SAT / ACT Prep Online Guides and Tips Maybe you already know your top college choice. Now you want to know what SAT score you need to get into your dream school. Unfortunately, there’s no simple answer. Generally, there is no SAT score requirement that guarantees you admission, especially for the most selective colleges. Conversely, there usually isn’t an SAT score that will automatically disqualify you from admission because schools use holistic admissions. Your application will be evaluated on your GPA, extracurricular activities, recommendations, personal essay, and SAT score. However, your SAT score will significantly increase or decrease your likelihood of admission, and you can use available statistics to determine the SAT score you need to improve your chances of being able to attend a certain college. Colleges generally say that they don't have SAT requirements, but if you get an 800 and want to go to Harvard, statistically, you have nearly a 0% chance of gaining admission. In this article, I will discuss SAT score requirements and how your SAT score impacts the college admissions process. Will Your SAT Score Guarantee Your College Admission? Alone, your SAT score can't guarantee your college acceptance. At the most selective schools, even students with perfect SAT scores are routinely rejected. Remember that your SAT score is only one component of your application, albeit a very important one. An article from a 2013 edition of Stanford Magazine stated that 69% of Stanford applicants from the previous 5 years with perfect 2400 SAT scores (on the old test) were denied admission. And, since then, the overall acceptance rate to Stanford has dropped even lower. While your SAT score alone can't guarantee your admission to a specific college, there are colleges where your SAT score combined with your GPA can guarantee admission. For California students, at the University of California, if your grades and standardized test scores combined are in the top 9% of California high school graduates and you're not accepted to any of the UC campuses you apply to, you'll be offered a spot at another campus if space is available. Additionally, other states have guaranteed admission at some or all of their public universities if you obtain a certain GPA and SAT score. Some of the states that offer guaranteed admission include Iowa, Nevada, Texas, and Missouri. You should check the admissions requirements on a college's website to see if there is a similar program and to find out the GPA and SAT score requirements for automatic admission. What Score Do You Need to Increase Your Chances of Admission? The SAT score required to improve your odds of gaining admission to a school varies depending on the school. Generally, you should aim for at least the 75th percentile SAT score of that college for your score to positively influence your application. Most schools publish their 25th and 75th percentile scores. The logic behind this strategy is that if your SAT score is well above the score of the majority of students at the school, then your SAT score will undoubtedly help you when your application is evaluated. Remember that if you score above the 75th percentile for a school, then you've scored higher than at least 75% of the students who go there. Your scores will compare favorably to those of current students and that will significantly improve your chances of getting in. Even during the years when Stanford rejected 69% of applicants with perfect SAT scores, the 31% acceptance rate for students with perfect SAT scores was much, much higher than the overall acceptance rate. During that time, the acceptance rate was 6%-8%. Students who got perfect SAT scores gave themselves a dramatically better chance of being accepted than if they had gotten an average score for a Stanford applicant. If your SAT score is closer to the 25th percentile, then another component of your application should be outstanding to have a realistic shot at admission. If your score is significantly lower than the 25th percentile, your odds of getting in are very slim. How to Find a School's 25th/75th Percentile SAT Scores To find a school's 25th and 75th percentile SAT scores, you can use the PrepScholar database. We've done the work for you. On your favorite search engine, you can plug in "(school name) SAT requirements prepscholar" and you'll get the answers you're looking for. For example, if you're searching for UCLA, just Google "UCLA SAT requirements prepscholar." Here is all the information for Stanford University. For another example, here is all the information for the University of Illinois at Urbana-Champaign. Also, you should find out a school's policy regarding score choice and superscoring. PrepScholar college profiles provide that info to you as well. How to Determine Your SAT Target Score When preparing for your SAT, you should have a target score in mind. Your target score can influence your studying, test-taking strategies, and motivate you to keep improving your SAT skills. Here's how to determine your SAT target score. Make a list of the schools you're interested in applying to. The average of their 75th percentile SAT scores will be your target score. To determine your section target scores, divide your SAT target score by 2. If you're applying to an engineering or science program, your math score can be slightly higher. Similarly, if you're applying to a humanities program, your reading and writing score can be slightly higher. For more specific information about SAT target scores, check out the post on what's a good SAT score. Will Getting a Low SAT Score Prevent You From Going to College? Getting a low SAT score may prevent you from getting into the college of your dreams, but it shouldn't stop you from going to college. There are a number of schools that don't require SAT scores at all. Also, most community colleges don't require SAT scores. You always have the option of going to a 2-year college and transferring to a 4-year university. Keep in mind that if you do poorly on your SAT, high grades in college prep classes can compensate for low test scores. How well you do in four years of high school is more important to colleges than how well you do on one standardized test. However, if you want to compete in NCAA sports, there are minimum SAT and ACT scores you need to be eligible to compete. It's still possible to get into college if you have low SAT scores. There may not be strict SAT requirements for specific colleges or college in general, but doing well on your SAT should give you more college options and increase your likelihood that you'll be admitted to the colleges you want to attend. What's Next? For those of you still hoping to reach your SAT target score, read these articles on how to improve your SAT score and how to get a perfect SAT score. Also, learn how to build the most versatile college application. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Justin Berkman About the Author Justin has extensive experience teaching SAT prep and guiding high school students through the college admissions and selection process. He is firmly committed to improving equity in education and helping students to reach their educational goals. Justin received an athletic scholarship for gymnastics at Stanford University and graduated with a BA in American Studies. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.12f4fc85-5e62-4658-980a-61e8f98f2b17'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Why was the Axis defeated in the Second World War and why did it take Essay - 2

Why was the Axis defeated in the Second World War and why did it take so long - Essay Example ajor issues.1 Firstly, they focused on expanding territorial domination and establishment of kingdoms based on military overthrow of the international order established after the First World War. The second initiative that the Axis partners wanted to achieve was to neutralize or destroy Soviet Communism.2 For instance, on 1 November 1936, Italy and Germany reflected on their common goal, which aimed at destabilizing the order, which was already established in Europe. During this time, they formed the Rome-Berlin Axis, which served as an indicator of friendship between the two countries. After a month, Imperial Japan and Nazi Germany entered into an agreement titled Anti-Comintern Pact. This agreement was directed towards destabilizing the Soviet Union. On 6 November 1937, Italy joined efforts with the Anti-Comintern Pact to strengthen the initiatives of these countries further. Italy and Germany formed the Pact of Steel on 22 May 1939. This agreement led to the formalization of the Axis alliance, including various military provisions followed by these countries. On 27 September 1940, Japan, Italy, and Germany entered into the Tripartite Pact agreement, which led to the formation of the Axis alliance. These Axis powers contribute to various catastrophic errors as the Second World War was going on.3 These issues made the war to take longer than anticipated, based on the coordinated strategies these countries had implemented. This paper discusses the reasons why the Axis was defeated during the Second World War, considering the powers that the countries involved possessed in their respective regions territories. Various events led to the defeat of the Axis alliance and delays during World War 2. The invasion of Greece by Italy is one of the key contributing factors towards the defeat of the Axis alliance. Under the leadership of Mussolini, Italy decided to invade Greece without Germany’s knowledge. The country embarked on this initiative since Germany, which was a

Sampson and Laub's Life Course Perspective Theory Essay

Sampson and Laub's Life Course Perspective Theory - Essay Example The Social Control Theories is an umbrella of various theories written and formulated by several researchers and sociologists, one of which is the Life Course Perspective Theory by the tandem of Sampson and Laub (1992). This theory is distinct from other theories within this umbrella not only because it does not subscribe to some of the principles adhered to by the theorists of the Social Control school of thought, but also because of its potential broader utility in the study of criminology. Sampson and Laub’s Life Course Perspective Sampson and Laub (1992) formulated a theory that seeks to remedy the ‘either or focus’ of researchers in explaining the origin of criminal behavior, one that attempts to resolve two opposing research findings by harmonizing them. Calling this theory life course perspective, these two researchers observed that one group of researchers emphasizes youth in crime in a theory called age-crime curve where criminality starts and peaks durin g teen years while the other group believes that criminal behavior persists even in adulthood. The ‘overemphasis’ of these two groups on their respective theories result in the failure of sociologists, as a whole, to link childhood propensity to criminality to adult criminal behavior. Life course perspective, which Sampson and Laub (1992) defined as â€Å"pathways through the age differentiated life span† (p. 65), synchronizes the aforesaid theories by taking a comprehensive view of the criminal behavior from childhood to adulthood particularly noting the various events that incite changes in the course of an individual’s and affects criminal propensity. The life course perspective is a theory under the broad umbrella of social control theory, but differs from all others in the group by advocating, not for a single factor, but for more comprehensive multi-factor underpinnings of criminal behavior (Sacco & Kennedy p. 74). It is underpinned by two elements: trajectories, and; transitions. Trajectories, according to Sampson and Laub (1992), are the general direction that an individual is expected to take on the basis of his overall pattern of behavior while transitions are significant life events that occur in a person’s life that cause changes in the general trajectory of his life. Furthermore, life events, however significant, may or may not cause transitional change, but depends on â€Å"timing, duration, and ordering of major life events and their consequences for later social development† (p. 66). The way a person reacts to a significant life event is underpinned, according to this theory, to his childhood past, but also acknowledges that events in themselves can be a cause for a redirection of life trajectory. Overall, the life course perspective concerns itself with the study of life trajectories, the connection between childhood and adult behavior, the social implication of age, the transmission of social patterns from one generation to another, and the effects of significantly big events such as international catastrophes (Sampson & Laub, p. 66).