Tuesday, November 26, 2019

buy custom Creating a Strong and Stable Kingdom essay

buy custom Creating a Strong and Stable Kingdom essay Politics and governance is a subject that has been there since creation. There has been a need for governance in any social grouping of humanity. Governance is expected to maintain order in the society while at the same time ensuring justice for all. Hence there have been different forms of governance there has never been a perfect model. Each form of governance has its own flaws ranging from autocracy to democracy. Therefore, the setting up of a strong and stable government can never be achieved by adopting any of the past regimes. It will, therefore, be a combination of different philosophies of governance that can lead to the formation of a successful government. Being a ruler who has just gained power over a large kingdom, it would be important to lay out the structures of governance in a democratic form. It is important to let people have a say in the systems that govern them. This is basically a philosophy that is glued to the democratic concept. It is a case which is comparable to the Persians Empire in that, despite conquering much of the todays Middle East, they treated people relatively respectfully, unlike the Assyrians did that. Generally, engaging people in democratic process gives value and respect to them. To maintain a harmonious existence, it would b essential to acknowledge a diversity amongst people. It would be vital for me to accommodate everybody in the system based on both linguistic and ethnic values as was the case in the Assyrian and Persian empires. I am mostly confident that these aspects matter, if this large kingdom is to be maintained. This is the only way to cooperate with the subjects. Having respect for the local cultures and the creation of a multicultural government would be my main objective before stricter rules can be applied. It is not possible to meet the needs of everyone, but the majority group can be sorted out in such a process that invites the participation of the people in governance. Well, I would not be very liberal through a democratic process. It would be important to establish arms that will execute the leadership like the Assyrians. The throne should be respected, since the human nature is sometimes uncontrollable. A militaristic arm of the government would work on well to deal with deviants amongst people. This kind of approach would help in setting a good example of how the contraveners of law will be treated. This will be an important aspect in maintaining respect and honor to the highest throne in the Kingdom. I strongly believe that a government without power is doomed to fail and thus ruling like an Assyrian in terms of military authority would be pruudent. This is not to actually brutalize anyone one, but to make sure that people exhibit calmness and stay away from trouble. State and religion were in most cases inseparable in the past. However, people have different beliefs and religious predispositions in the contemporary society. For this government, therefore, I shall separate religion from the government. It will take the form of a polytheist regime for purposes of giving people freedom and right of worship based on democracy. This will be of great help, because matters of religion have in the recent part negatively affected politics across the world. Free will of humans will be fully exercised but with limits. The limits will apply, because if all freedom is given, human actions would be destructive. Just like the Persians, people will have free will of choice and will certainly meet the consequences of whatever they choose to do. Generally, this government will seek to serve the rights of the people of the land by taking them through a democratic process to choose their leaders. They will also be given the free will to choose what they want but with clear directives on religion, culture and laws of the land. A military arm will be used to restore sanity in the event that a person will be found contravening the law. Buy custom Creating a Strong and Stable Kingdom essay

Friday, November 22, 2019

5 Examples of Misplaced Modifiers

5 Examples of Misplaced Modifiers 5 Examples of Misplaced Modifiers 5 Examples of Misplaced Modifiers By Mark Nichol You’ve heard that timing is everything. In writing, however, placement takes first place when it comes to conveying meaning. Consider these examples. 1. â€Å"So far, the book has only come out in Italian.† It has only come out in Italian? It hasn’t done anything else in that language? No, it is only in Italian that it has come out. This revision says so clearly: â€Å"So far, the book has come out only in Italian.† (The placement of only within a sentence is the most common type of misplaced modifier. It’s forgivable in spoken English, but in writing, it’s best put in its place.) 2. â€Å"Then you’ll be able to survive just about anything that life throws at you with confidence and style.† What, exactly, does life throw at you with confidence and style? Nothing. It’s you, not your life, that exhibits these traits: â€Å"Then you’ll be able to survive, with confidence and style, just about anything that life throws at you.† 3. â€Å"She broke ground as the first woman to run for president of the United States in 1872.† This sentence implies that the subject was the first woman to register as a presidential candidate that year. But the meaning is that in that particular year, she became the first such candidate in history. This revision communicates that point: â€Å"In 1872, she broke ground as the first woman to run for president of the United States.† 4. â€Å"She got a job with an organization that developed policy for youth and children while she was a political science major.† The impression one gets from this sentence is that the organization carried out its mission only during the duration of the subject’s time at the university. But what it means to say is that she obtained her job with an organization that pursued that objective independently of her tenure, and that she was a student when she did so, as conveyed here: â€Å"While she was a political science major, she got a job with an organization that developed policy for youth and children.† 5. â€Å"Smith recently presented a paper at a conference titled ‘Averting Bloodshed: The Benefits of Community-Based Mediation Services.’† To what does the title refer the paper, or the conference? The proximity of conference to the title implies that the event was so named, but this revision reveals the truth: â€Å"Smith, at a recent conference, presented a paper titled ‘Averting Bloodshed: The Benefits of Community-Based Mediation Services.’† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Bare or Bear With Me?Grammar Quiz #21: Restrictive and Nonrestrictive ClausesHow Many Sentences in a Paragraph?

Thursday, November 21, 2019

Marketing Fundamentals Fall 2012 Midterm Exam Essay - 1

Marketing Fundamentals Fall 2012 Midterm Exam - Essay Example Studies show that it has 50% less fats than Zinger burger of KFC and Subway. It was introduced with different styles to the customer like Mega-MAC, Big-Big-MAC and Maharaja-MAC (India) etc. McDonalds is a dominant company that consumers have trusted in and have the power to change as tastes changes.   Mc Donald’s Offers Valued pricing as its products are much cheaper price as compared to its competitor’s i.e. KFC, Burger King, Subway etc. McDonald’s is viewed generally as a fast food restaurant with low price that they offer. They have â€Å"value meals† for being inexpensive in price provided the amount of the servings and drinks. McDonalds communicates a psychosomatic value to consumers. Competition is tough that’s they have done a great job differentiating from other challenging brands letting them position McDonalds as a Pioneer in fast food Industry. It uses bundling strategy as well by serving combo packs to raise market share in arrangement with competitive pricing. Publicity, branding, promotion, packaging and Advertising are key significant regarding to the marketing tools which are used to create products and services more attractive which causes to increase sales and profits. The Happy Meals are also a fine product strategy that targets kids by providing French fries and chicken nuggets with small toys. They have also â€Å"Play zone† where kids are welcome to place and hang out with other kids with under the supervision of their parents. Toyota Co. Ltd. was established in 1937. In the 1960s and 70s the company stretched speedily, exporting large records of cars to markets. It has assembly plants and distributors in many countries, now it owns subsidiaries that manufacture cars and parts, steel, trucks, synthetic resins, and equipments for numerous industries. Honda and Toyota are prime competitors in the automobile

Tuesday, November 19, 2019

Reflections of a Pencil Essay Example | Topics and Well Written Essays - 750 words - 1

Reflections of a Pencil - Essay Example Teaching is likened to a pencil†¦. funny though, the thought of me being stick thin with a rubber head!...but seriously, like a pencil, everything I do leaves a mark†¦an impression that can be read and emulated by my students. It is important for me to build their trust in me as establish a relationship with them more than just being their teacher. Engaging them in conversations outside the academic subject matter we share during class time and focusing on their own interests would make them feel that I am truly interested in them as persons and not just in the school performance they can give out as students. One example is attending their extra-curricular events. Reaching out to their parents would definitely be beneficial not only to them but also to me. I would get a peep into their home lives and a more holistic view of my students, so I could more appropriately customize my teaching to them. Maintaining good and regular communication with parents gives me a lifeline of support in understanding my students better. Being a good role model not only to the students I teach but to everyone else is a tall order for a fallible creature like me, but that is what is called for as a teacher. Especially to my students, I am to embody what is true and good, a wellspring of values virtues wherefrom the youth can drink to sustain them in the building a good character. Thinking about such a noble task, makes me realize just how far I am from that ideal. Like everyone else, I am still a work in progress and very prone to commit mistakes. I lose my cool, I tend to favor some students over the others, and I don’t do a thorough lesson plan. These mistakes I could correct and rectify just like the pencil as I have become when my trusty rubber head comes in to erase my failures to provide me with a clean slate that can help me start a-fresh.   

Sunday, November 17, 2019

Identify the regulations and requirements relevant Essay Example for Free

Identify the regulations and requirements relevant Essay Learning Outcome 1 – Understand the principles and practices of assessment 1.4 Identify the regulations and requirements relevant to the assessment in own area of practice Our policies for management of assessment evidence eg portfolios, assessment records, observation records, physical evidence, learner and witness statements; management of assessment records, are all in accordance with the Data Protection Act (2003). We use the Act’s mandatory guidelines to help us protect the personal data we hold and/ or process. All work and information is processed fairly and lawfully and obtained and used only for specified and lawful purposes. It is made clear to the students that we only keep adequate, relevant and not excessive information so as to keep accurate information that provides an up to date record that we do not keep for longer than necessary. All assessment information is processed in accordance with the individual’s rights and kept secure with the admin team who, all the while, provide learners with the opportunity to request to see the information public authorities hold about them in line with the Freedom of information act (2000) Our storage and retrieval of information is password protected when online/ digital, and under lock and key when physical. The confidentiality of the data is paramount and our use of technology to share information with relevant parties eg learners, other assessors, employer, colleagues, organisation must abide by our protocol before it is considered. The college follows regulations covering sharing of assessment/ personal information following Ofqual’s lead as we protect the interests of learners and promoting ‘public confidence in the national qualifications system’ (Ofqual, 2008, p3) through our thorough and rigorous approach to safeguarding information. By following these procedures the college follows the recognised standards for the Regulatory arrangements for the Qualifications and Credit framework (2008), Health and safety at work (1974), and the Equality Act (2010) to help its own reputation as a good/ outstanding awarding organisation. This in turn helps the organisations vocational links to the SSC sector skills council and its industry standards of data protection while also increasing the skills and productivity of our  respective sectors workforce under safe, professional circumstances. These guidelines provider us with influence as to how we can better development our own qualifications and apprenticeships. Edexcel is our primary awarding organisation so their policies and guidelines are arguably the most regularly used every day.

Thursday, November 14, 2019

The Gap Between Reading and Writing :: Education, Reading, Writing

There are many forms of assessment but writing is the primary basis upon which a child’s work will be judged and Jennings, Caldwell and Lerner (2010) made emphasis that teachers should focus on writing because reading and writing are intertwined and is used to construct meaning (pg. 338). It becomes important for teachers to teach writing because it is a form of expression of self. We learned in earlier chapters that readers construct meaning as they read likewise Jennings, Caldwell and Lerner (2010) informed that writers construct meaning as they create text (pg. 338). Fortunately, there are a numbers of strategies for children with reading and writing problems. I agree with Jennings, Caldwell and Lerner (2010) when they made mention to the fact that children tend to enjoy writing when writing is relevant to their own lives (pg. 341). Therefore I would implement independent writing to get my students instructing them to write about themselves in the area of family, food, culture, or music. At other times I would also allow them to choose their own topics. Jennings, Caldwell and Lerner (2010) referred to this strategy as an effective way to promote writing (pg. 341). Encouraging students to share their work builds self-esteem and give them confidence to want to write more. These activities also improve reading skills. They need to organize thought and think about the information they need to include in their writing. Jennings, Caldwell and Lerner (2010) advised that it is important to check if thoughts are communicated properly, are the tho ughts in order and if grammar and punctuations are used effectively (pg. 343). I have seen students using the teachers’ writing as help for their own work therefore I would also use model writing to promote writing. Jennings, Caldwell and Lerner (2010) pointed out that as students get more knowledgeable they rely less on the teachers input (pg. 344). To differentiate the connection of reading and writing first involves looking at the readiness and interest of students. The skill level and background information along with topics that will peak interests and increase motivation are essential to reading and writing. I would pay close attention to the topics I select for my students. I agree with Jennings, Caldwell and Lerner (2010) on their observation that students are more eager to write when they choose their own topic that is of interest to them.

Tuesday, November 12, 2019

International Issues and Discrimination Essay

Before the UCC and the UCITA, the first Act of U. S. government in regulating commerce is the â€Å"Commerce Clause† of the United States Constitution, which provides Congress with authority to regulate not only business, but any â€Å"intercourse† conducted between parties situated in different States. This power extends to all instrumentalities of interstate commerce (telephone, highways, radio, waterways), as well as to intrastate conduct that has an aggregate and substantial effect on interstate commerce (agriculture, employment and housing discrimination). There are a number of differences between Article 2 of the Uniform Commercial Code and UCITA. The UCC Article 2 is designed to facilitate the sale, shipment and delivery of tangible goods, i. e. , movable personal property identified in a contract. The UCITA is intended to facilitate the â€Å"licensing† of intangible computer-related intellectual property, with an emphasis on permitting owners of software the ability to maintain control over their intellectual property forever. In an ordinary sale, software, despite the presence of a â€Å"shrink-wrap† licensing contract, is considered the property of the buyer, after the transaction takes place, and the buyer is free to essentially ignore any portion of the agreement that prevents the buyer from exercising control over the software, including the right of resale. The Uniform Commercial Code (UCC) is a collection of modernized, codified, and standardized laws that apply to all commercial transactions with the exception of real property. Developed under the direction of the National Conference of Commissioners on Uniform State Laws, the American Law Institute, and the American Bar Association (ABA), it first became U. S. law in 1972. Since that time, it has undergone a process of constant revision. Article 2 of the UCC covers such areas as sales contracts, performance, creditors, good faith purchasers, and legal remedies for breach of contract. Given its concern with the always important issue of contracts, small business owners need to be thoroughly acquainted with this section. This is one of the most confusing and fiercely litigated sections of the UCC and this was the aspect that led to its revision. In any transaction, there is the aspect of the sale and the licensing of a product. These two concepts, though seeming not to be too different, are not that similar. The difference between selling a product and licensing it is that a sale is a complete and final transfer from a seller to a buyer, of all right, title and interest in and to the property identified in the contract. A license, on the other hand, is the right to use the property of another under certain agreed-upon terms and conditions. Many of the provisions in the UCITA were first proposed as a modification to Article 2 of the UCC. The UCITA is extremely controversial. It stands hundreds of years of contract law â€Å"on its head†, so to speak. The UCITA interferes with the United States Copyright Act by effectively limiting what is known as the â€Å"First Sale Doctrine,† which permits a purchaser of a copy of the creative work of another, the right to resell that copy. To this extent, the UCITA may be unconstitutional. This may be one of the reasons as to why UCITA was proposed as a separate entity; sometimes unconventional means are more productive than conventional means. This acts as a fall back for immediate remedy to situations. As Article 2 deals with contracts and purchases, UCITA acts as a form of checks and balances strategy within the same system and in turn enables the business society in the United States of America the comfort to freely trade with one another and with the outside world.

Saturday, November 9, 2019

Human and Hazlitt Essay

Prompt: Read the following excerpt from William Hazlitt’s Lectures on the English Comic Writers (1819). Then write a well-developed essay analyzing the author’s purpose by examining tone, point of view, and stylistic devices. William Hazlitt’s purpose in writing this passage was to enlighten the reasons of why with so much tragedy and despair around us we are still able to feel happiness or laugh at a poorly told joke. Hazlitt’s tone is a mixture of condescending and explanation. The passage is written to explain our faults and why we at times express or feel stronger emotions for events, or actions that have some humor. However, at the same time, there is an event or action that is very sad that the emotions produced should be greater, although, they are not. In sight of something of great remorse, we will laugh at something insignificant before we would express remorse. Hazlitt patronizes people in general for laughing at nothing, and for not crying at something tragic. We as humans have the capacity to feel and express strong emotions, both positive and negative, yet we only express the positive emotions, or only allow ourselves to feel the positive emotions. William Hazlitt writes from a neutral point of view, however it is an un-biased neutral point of view. Hazlitt writes as if he is excluded from the human race, as if he is just an observer. It sounds like he removed him-self in order to describe what he saw and observed how people express emotion. By writing the passage from this perspective, he gives the reader the impression that they may be able to achieve a plateau that would allow them to fully feel emotions in a pure manner. Hazlitt’s stylistic devices are clearly recognized and unique, throughout the entire passage he uses hyperbole and overstatement in order to emphasize what he feels. Hazlitt’s purpose was to clearly explain to the reader the oddity of human emotions. To achieve this Hazlitt uses repitition; he repeats the main ideas repeatedly to ensure that the reader will understand his point. In addition to this, Hazlitt also uses a punctuation mark that is rarely seen in lectures today; the exclamation mark. In using this mark he  ads more spice to his writing, it increases the subject’s importance. He persuades the reader that this is a serious subject, and could be the downfall of morality in society. In conclusion, to get his point across Hazlitt uses many different rhetorical strategies in order. The stylistic device he uses makes the readers feel inferior, and in order for them to better themselves, they must recognize their own faults. Hazlitt uses many techniques to inform the reader of the chaotic way in, which a person feels, and expresses emotions.

Thursday, November 7, 2019

Justification of the Atomic Bomb essays

Justification of the Atomic Bomb essays On August 6th, 1945 the United States dropped the Atomic Bomb on Hiroshima. This military strategy was extremely controversial in the United States. The question I wish to answer is, Was the United States justified in the dropping of the atomic bomb? The answer to this question is yes. I believe they were for many reasons. The main reason was that this bomb would ultimately end the war. Why did the war need to be stopped so badly? In some ways it was helping the United States economy, but mostly it was very costly in both lives and money. Another main reason this war needed to be stopped was to defend America from another attack on our own soil, which would kill many of our people. These are just a couple examples that can be used to prove the use of the atomic bomb was justifiable. In the following paragraphs I will provide more reasons why the use of the atomic bomb was very justifiable. World War II proved to be very costly to the United States. According to lives lost, it was the costliest war in history. There were about 15 or 20 million military personnel killed in the war. Of these, about 293,300 were Americans, and our enemies murdered about 7,000 innocent United States citizens. It has been estimated that we would have lost about one million soldiers if we would not have ended the war with the atomic bomb. Also, to this point in the war, we had spent about 300 billion dollars on all of our war efforts. Many of our materials were damaged throughout the entire war. Many of the estimates on how much money was lost due to damages were very outrageous. If we had not dropped the atomic bomb when we did, this number would have been even more outrageous. The president during this time period was Harry Truman. He understood the moral issues at stake and had the courage to strike a blow that quickly brought to an end the most destructive war in human history. Given the circumstanc...

Tuesday, November 5, 2019

Is ACT Aspire An Accurate Predictor of Your Real ACT Score

Is ACT Aspire An Accurate Predictor of Your Real ACT Score SAT / ACT Prep Online Guides and Tips In 2014, the makers of the ACT rolled out a new pre-ACT test: the ACT Aspire. Unlike the ACT Plan, which was given just to tenth graders, the ACT Aspire is meant to be given to 3rd through 11th graders, with the goal of testing Common Core standards as well as ACT readiness. The ACT Aspire has its own scoring scale, content, and goals compared to the ACT. But it provides a predicted ACT score based on your performance. So is that predicted score accurate? We’ll give you the answer. History: The Plan Test Before we get into the details of Aspire, it’s helpful to know about the ACT’s old pre-ACT test: the ACT Plan. It was an ACT-style test for tenth graders, shorter in length than the ACT, but with similar questions. Like the ACT, the Plan was a traditional paper and pencil multiple choice test. It did not include a writing section like the ACT Plus Writing does. The ACT Plan was essentially considered the ACT’s version of the PSAT – a shorter, less-difficult version of the same test. ACT also offered the Explore test for 8th and 9th graders. Explore was also a version of the ACT, but shorter and designed to predict the future success of middle school students. The Plan was scored between 1-32, whereas the ACT is scored between 1-36. It predicted an ACT score between 1 and 5 points higher than the Plan score. Table 1. Score predictions via ACT Plan. For example, a plan score of 32 mapped to an ACT score between 33 and 36. These predictions were by no means set in stone. Some students would score higher than the PLAN predicted because they didn’t really try on the Plan and took it without studying, whereas they would study for the ACT. It’s easy to find archived discussions online about Plan scores and ACT scores, with many students reporting they outscored their Plan predictions by 5-10 points. Sometimes, students would also fail to meet their Plan predictions, since the Plan doesn’t have the same depth as the ACT, especially on the math section (there was less plane geometry and no trigonometry on the Plan). The old ACT Plan website itself says to â€Å"Keep in mind that these scores are only estimates, not guarantees. Improving your study habits and taking more challenging courses are likely to improve your ACT scores.† So even with a test very similar to the ACT, the estimated ACT score was just that – an estimation. So what happens with something as different as the ACT Aspire? What Exactly Is ACT Aspire? Aspire is a new test for third through eleventh graders designed to assess the new Common Core standards and college readiness, with alignment to the ACT subject areas. That means it tests Math, Reading, English, Writing, and Science. Aspire can be taken with computers or on paper, though paper is more expensive, so most schools are using the computer-based test. This is different than the ACT, which is still given on paper. Aspire is still quite new. It rolled out in 2014 and schools are adjusting to the change. It’s more expensive than the Plan, and many schools are still new to giving computer-based standardized tests. Unlike the ACT, Aspire doesn’t just have multiple-choice questions. There are short writing responses, longer responses including essays and narratives, questions that have you construct an argument or timeline, math questions that have you explain why someone else’s work is incorrect, and lists that you have to select all of the correct answers from. To see sample Aspire questions, visit this ACT site to access login information for the all the test sections and grade levels you're interested in. ACT is hoping Aspire will become the national standard for testing college readiness and Common Core standards, similar to other achievement tests like the PARCC. How Is ACT Aspire Scored? Aspire is not graded like the Plan with an ACT-like scale. Instead, it assigns scores between 400and 460 for each subject. We have included the current score ranges for each subject below. English This score scale lists the score ranges for each grade from 3 to 10. Note that while the bottom of the range is consistent, Aspire expects students to steadily improve over time as they acquire more knowledge in each grade. Via ACT Aspire. Math The ACT Aspire website also provides score benchmarks for each grade, in addition to the score ranges. You can see the benchmarks for each grade for the Math test below. Via ACT Aspire. Reading Via ACT Aspire. Science Via ACT Aspire. Writing Via ACT Aspire. These score scales are obviously quite different from the ACT's 1-36 range, and even the Plan's 1-32 range. However, the ACT still uses those scores to map to future ACT scores, based on when you took the test. For example, they would predict a higher future ACT score if an eigth grader earned a 425 versus a tenth grader, since an eight grader has more time to learn and improve. Since Aspire is new, there isn’t a ton of data yet to see if their ACT score predictions match up with what students actually earn. It will take a few years of students taking Aspire and then going on to take the ACT as juniors and seniors to get a sense of how accurately Aspire maps to ACT scores. Still, we will examine some of the data ACT has released to give you a rough idea of how they predict scores will match up – and help you interpret a score you have already received! ACT Data Sample ACT has released a data sample of 50 students, showing their Aspire scores in tenth grade, and their ACT scores in eleventh grade. It's just one sample, but we can use it to start exploring how Aspire scores translate to ACT scores. Aspire English ACT English Aspire Math ACT Math Aspire Reading ACT Reading Aspire Science ACT Science 411 8 411 11 410 13 414 10 411 17 414 15 413 14 415 17 413 16 417 19 414 15 415 16 419 14 417 16 415 16 416 17 419 10 418 16 415 20 417 20 422 12 419 19 415 19 417 16 423 11 420 15 416 12 419 15 424 10 420 16 419 17 419 19 424 10 421 22 420 17 419 17 425 14 421 17 420 22 421 18 425 15 421 15 421 22 421 21 425 17 422 19 421 19 421 22 426 16 422 20 422 23 422 22 427 19 422 17 422 19 424 18 427 12 423 16 422 17 424 19 428 21 424 22 422 19 424 17 428 20 424 16 423 14 425 17 428 22 425 15 424 23 427 21 428 21 425 18 424 21 427 13 430 17 426 16 424 18 427 18 430 20 426 17 425 16 427 23 432 19 427 22 426 24 427 24 433 21 428 15 426 16 427 20 434 16 428 23 427 18 428 15 434 22 429 23 427 16 428 19 435 23 430 20 427 18 429 21 436 21 430 19 427 18 429 23 436 22 431 26 427 25 429 13 437 22 431 25 427 23 429 25 437 20 432 23 428 22 430 21 437 26 432 17 428 26 430 23 437 21 432 24 429 20 430 25 438 26 434 23 429 26 431 20 438 23 434 22 429 23 431 19 439 25 434 21 429 19 431 24 439 23 437 28 429 31 433 20 439 32 437 26 429 22 434 26 439 24 437 19 431 21 434 23 440 28 437 23 432 28 435 28 440 31 438 28 432 29 435 24 441 26 438 28 432 30 436 28 442 25 441 27 432 21 436 23 442 28 442 26 434 28 437 27 442 24 443 29 434 23 439 24 443 24 443 27 434 25 440 30 443 33 443 28 434 33 440 25 444 26 444 28 435 31 441 30 447 31 446 32 435 31 442 29 448 32 448 33 435 32 442 33 448 35 455 30 435 34 443 34 Table 2. ACT Aspire to ACT Score Equivalencies As the Aspire score increases, the ACT score generally increases, though there is no steady pattern or prediction for what kind of Aspire score will lead to a certain ACT score. For example, in the English scores, both a 440 and 447 Aspire score led to a 31 ACT, and 428, 434, 436 and 437 all mapped to a 22 ACT. From these tables, we can observe the following general ranges: Aspire 400-420: ACT 1-16 Aspire 420-430: ACT 12-24 Aspire 430-440: ACT 20-32 Aspire 440+: ACT 26-36 These ranges are just estimates. For example, note that there were no scores higher than 440 for the Reading section, though ACT scores in the 30s were still reported. Obviously, this isn’t nearly as neat as the old Plan predictions, where you could simply add 1 to 5 points to your Plan score to guess your ACT score. Plus, there are other complicating factors that make it hard to predict an ACT score based on the Aspire score. Complicating Factors for Aspire Accuracy Different Test Scales Since the test scales are different, the score predictions for Aspire aren’t quite as straightforward as they were for Plan. Whereas the Plan used an ACT-like scale, Aspire has to translate the 390-470 scale to the ACT 1-36 scale. Although ranges can be created, like we showed above, they are certainly less straightforward. Differing Questions As we’ve seen, the ACT Aspire and the ACT are very different tests. One student might do better on Aspire – since it has free response, short answer, and more question variability – while another might do better on a straightforward multiple-choice test like the ACT. Unlike the Plan (as well as the PSAT compared to the SAT), there isn’t as much similarity between the Aspire and the ACT, making score mapping difficult. Computer Versus Paper Furthermore, taking a computer-based test is quite different from a paper-and-pencil one. Since you can usually see only one question at a time on the computer, it could be easier for some students to focus on the Aspire. Also, it only takes a split-second to log an answer choice, whereas for paper-and-pencil tests, bubbling takes time. These differences could cause a student to do better on Aspire than the ACT – especially if they lose the paper-taking test practice the Plan used to give them. Different Test Conditions Taking the ACT, unless you live in a state where all students take it, is different than taking a test in school. You wake up early on a Saturday, make sure you have a very specific set of supplies (admission ticket, I.D., No. 2 pencils, calculator), and psych yourself up to do well. Taking a test in school, even required state testing, can blend into a regular school day. Students likely won’t feel the same motivation to do super well as they will when taking the ACT, since the ACT directly affects college admissions. Students may tend to try harder and focus more on the ACT than the Aspire, which could easily allow them to outscore their Aspire predictions. Extra Studying It’s much more likely students will do extra studying on their own for the ACT. It’s very unlikely a student would study outside of class for Aspire, since the test doesn’t matter to their personal college admission goals. Any studying for Aspire would likely happen in school, at the discretion of teachers. Because of that, it’s very likely a student who doesn’t do well on Aspire could still earn a very good ACT score by studying specifically for the ACT. It’s also possible a student who does well on Aspire, with its varying question types and computer-based format, will struggle on the ACT, which is nearly all multiple choice and has very intense pacing. The Bottom Line The ACT Aspire will give you decent information about your progress in school and likely performance on the ACT. For example, its data might let you know you are ahead of your grade in reading and science but are behind on some math concepts, which will help you focus your studying for the ACT on the math section. However, don’t take the predicted ACT score as fact, since Aspire and the ACT are so different, and the Aspire is so new. At the end of the day, a much better predictor of your ACT score is the amount of quality studying you put in before the test. Even if you have a super-high Aspire score, you can’t walk into the ACT without studying and expect a 36. It’s a very tricky test that’s quite different from Aspire. And if you’re really curious about how well you’ll do on the ACT, taking an actual ACT practice test is a better predictor. If you’re a freshman or sophomore, you could add between 1 and 5 points – like the Plan did – to your practice test score to predict your ACT potential. But remember that you have the most control over your future ACT score. Instead of getting caught up in predictions, get caught up in studying! What’s Next? Speaking of studying, start planning out an ACT study schedule with our exclusive guide. Putting in the time, hour for hour, is the best way to improve your college admissions chances! Get some more in-depth resources on the ACT. Get tips for a perfect ACT math score, learn how to write an ACT essay, and get a list of the vocabulary you must know for the ACT. Learn more about how the ACT is scored to help you come up with a target raw score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Sunday, November 3, 2019

Case study 1 Assignment Example | Topics and Well Written Essays - 250 words

Case study 1 - Assignment Example The child’s presence should also be used as a learning opportunity for other children (Marotz 102). In case of seizure, in a classroom, the teacher is required to attend to the child in order to avoid further worsening of the situation. The teacher should ensure the children are calm and control the situation. His presence is necessary; the child should be put in the same immobile position as they await medical help. The child’s condition should be evaluated by paying attention to breathing, open airway and circulation. The child’s cloth should be loosened around the neck. There should be no sharp objects around the child to prevent any injury. Seizure comes in various intensity and type. They are often caused by rush of abnormal electric impulses in the brain which trigger involuntary or unmanageable movements in different parts of the body. Some seizure result into momentary attention while others result into interruption of thought. The teacher should arrange safe environments and master emergency response techniques. In case, the situation persists, the teacher is required to seek medical attention. Teachers are supposed to complete a written document, which report their observations during the seizure. This should be placed in the child’s permanent health file. The document should have the following information on the child; child’s name, time and date of seizure, events before seizure, duration of seizure, nature, and location of convulsive movements, condition of child during the seizure, condition of child after seizure, and name of person who observed the report (Marotz