The Status of the Scarf Model within UAE Challenges and Benefits

Description of scarf model The SCARF model originates from the study of brain within the domain of social, cognitive and affective neuroscience. Social neuroscience involves the biological foundations of how human beings relate to each other and hence cover diverse areas such as morality, emotions, trust, stereotyping among others.Advertising We will write a custom report sample on The Status of the Scarf Model within UAE: Challenges and Benefits specifically for you for only $16.05 $11/page Learn More As a result, two themes emerge: the motivation driving social behavior is controlled by the principle of maximizing reward and minimizing threat; and several areas of social experience call upon the same brain networks to minimize threat or maximize rewards. As a result, the SCARF model is utilized in summarizing the dualistic themes within an arrangement which borders the universal basic factors that are competent of stimulating a menace or incentive reac tion in societal conditions. The SCARF (status, certainty, autonomy, relatedness, fairness) model consists of these five areas of human social experience. These domains appear interlinked but their individual input is most significant. Status involves the relative importance and seniority. In relation to others, humans embrace an image of status when conversing. According to Zink et al. (2008), this relative importance affects their mental process in many different ways. The main imperative aspect in this realm is the incentive circuitry that is stimulated when an individual’s intellect condition mounts while the dopamine altitude amplifies. Certainty is about the ability to predict the future. Any change creates uncertainty and generating a sense of certainty is rewarding. Autonomy being the view of plying over an individual’s atmosphere, it proffers a sense of direction above actions conveying in an impression of having substitutes. While an increase in autonomy feel s rewarding a reduction can create a strong threat response. Relatedness refers to a sense of safety with others or a feeling of friendship. It is the decision about whether others are included or excluded from a social group. Fairness is about fair exchanges among people. As asserted by Lieberman and Tabibnia and (2007), unjust interactions generate a robust threat reaction.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Background of Higher Colleges of Technology with Al Ain Men’s College Al Ain Men’s college is a campus of the larger Higher Colleges of Technology established in 1988. With its humble operations in a temporary campus, the institution has grown into a huge campus with purpose built facilities and attractive gardens. The institution offers a range of courses including engineering technology, business and computer information science. As the name suggests, the college is for men alone with about 1000 students. In addition to academic activities, the students engage in other extra curriculum activates such as sporting, recreation, socializing and politicking. Therefore, the college has always attempted to create a positive relationship among students, employees and managers. However, there have been reported cases that reflect controversies and mismanagement within the Higher Colleges of Technology. In the fiscal 2005, the selection of Kamali to be the vice chancellor brought distress amongst workforce as regards to employment uncertainty initiating numerous resignations (Rizvi, 2005). Additionally, the structure espoused by this college has been intensely disparaged following the nullification of the merit payment plan consented upon by the management along with cut pay increments (Swan, 2010). In 2010, further case of indifference from the college senior managers towards employees were discovered when newly transferred teachers faced poor worki ng conditions (Swan, 2010). Moreover, the college management nullified payment agreements denying the employees their contractual-agreed increments causing fierce reactions from the staff (Swan, 2011). These and other issues have negatively affected the important social relationships between the institution managers, the staff and the students. Problem statement The social situation in Higher Colleges of Technology reflects the importance of understanding the neurological mechanism that governs the behavior of college stakeholders. The menace reaction is psychologically exhausting and dangerous to the efficiency of workforce of the entire institution. The effect of neural dynamism among the staff is visible in Al Ain Men’s College. For example, when an administrator prompts a menace reaction, the wits of the workforce become very inefficient. Nevertheless, if the administrators make the personnel and the college learners feel okay, offer them liberty to make pronouncements, u ndoubtedly converse their prospects to serve the entire college comparatively and prop up the efforts to fabricate excellent affiliation, it would prompt an incentive reaction.Advertising We will write a custom report sample on The Status of the Scarf Model within UAE: Challenges and Benefits specifically for you for only $16.05 $11/page Learn More When the college directors comprehend the responsibility of status as an interior distress, they are competent of avoiding executive observations that generate counterproductive menace reactions amongst workforce members. When they work to create a perception of certainty through employee involvement in planning initiatives or by mapping an organization framework that promote this perception, they will certainly build confidence and dedicated teams. By sustaining self-sufficiency or presenting the shareholders with choices, they inflame a few difficulty reactions than obliging them to take directives. Dynamic alliance is contingent on healthy associations which call for compassion and confidence. The compassion and confidence sequentially bank on whether the workforce perceives to be an element of the directors’ societal cluster. Understanding the relatedness phenomenon will make the college leaders be able to find many ways to apply it such as when assigning teams of diverse people. In Al Ain Men’s College, the discernment of inequality might produce an atmosphere in which confidence and cooperation does not succeed. Thus, when directors share information in a suitable approach, they can keep workforce and students occupied and encouraged, even when cutting down the number of workforce. Normally, SCARF model will proffer a mode of bringing cognizance responsiveness to latently filled contacts and aid alert the institution heads to personnel central concerns. Literature review Most of the SCARF model literature has concentrated on the five domains and their importance to l eaders as well as the organization at large. These domains appear to be interlinked is some ways, but researchers have valued separate understanding. However, the most significant conclusion about SCARF model is that it is an easy way of remembering and acting upon the social triggers that generate the approach and avoid responses. According to Rock (2008), the most significant study on status as the first domain in SCARF model was conducted by Marmot. He ended the case that this realm is the most imperative determinant of individuals’ wellbeing and permanence, even when scheming for earnings and edification. Status involves the relative importance and seniority. In relation to others, humans embrace an image of status when conversing.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The individuals’ intellect thinks in relation to position via circuits for dealing out statistics. An increase in status can be compared to a financial windfall. A reduction in status stemming from being excluded in an activity trigger the same regions of human brain as physical pain. Status can often go up when employees are given positive comments, especially public acknowledgement. However status is determined by the relative position one has in the community and what is valued in that community. Hawkins and Blakeslee (2004) experimented how the intellect purposes as a pattern-detection appliance that persistently strives to envisage the very close prospect. The intellect is fond of knowing the blueprints occurring after every twinkle and hence desires certainty so as to envisage. Any form of uncertainty may generate an error response and eventually diverting the attention away from the goal towards the error. The literature further suggests that the creation of certainty is rewarding and meeting expectations lead to an increase in dopamine levels. Reducing uncertainty is the role of leaders and can be achieved by letting all those involved to participate in planning and mapping out the organization structure. Certainty can be increased by making implicit concept more clear or stating clear objectives prior to a discussion. Autonomy being the discernment of brandishing over an individual’s atmosphere, it proffers a sense of direction over actions that raise an inkling of having substitutes (Rock, 2008). When the discernment of self-sufficiency is amplified, the sense is gratifying. On the other hand, a reduction is autonomy can create a strong threat response. Such a reduction may b required when working in a team though in a healthy culture the potential threat tends to be neutralized with an increase in the other domain especially certainty, status and relatedness. Rock (2008) has the opinion that an organization provided with significant au tonomy is at an advantage. Concerning relatedness, Rock (2008) supposes this realm as a driver of actions in various sorts of groups, from directorial silos to games team: individuals are logically fond of forming clusters where they acknowledge a sense of togetherness. The conclusion of whether an individual is a pal or an opponent occurs swiftly and distresses brain operations. In case protected societal relations are inexistent, the individual bodies produce a menace reaction. The domain of relatedness is closely associated with trust and people trust those who seem to be in the same group. Rock identifies one way to increase reward response as to find ways to increase connections between people. Tabibnia and Lieberman (2007) showed that fair exchanges are inherently rewarding and are independent of other factors. Inequitable interactions craft a brawny menace reaction and may occasionally embrace creation of the narrow-minded (a segment of the brain liable for passionate sensati on). Such a threat can be reduced by increasing transparency, communication and involvement. In addition, establishing clear expectation can also assist in ensuring the occurrence of fair exchanges. Research methods The research objective is to make out, in terms of appropriate literature, whether SCARF model can bring conscious awareness to all potentially fraught interactions in Higher Colleges of Technology within Al Ain Men’s College and recommend on the best practices that can promote social behaviors within the institute. Through the identification and review of the various central themes in previous researches, it is hoped that a picture of the most effective relationship between the college stakeholders will be derived. The review and examination of the theoretical global appropriate literature would offer a picture of the situation of the current affairs pertaining to social interactions and their effects in the running of Al Ain Men’s College. Apart from the university library, research engines such as Emerald, Google, published materials by reputed researchers and gurus in this field will be used. There would also be the identification of possible research topics in order to provide clarity in future over a period of longitudinal research to identify new themes and trends. Findings In Al Ain Men’s College, triumphant facilitators, instructors and coaches naturally utilize the SCARF model. This follows the fact that students are perceived to learn better in subjects which interests them. In this case, interest materializes as a state approach. Educating or training students who always feel collectively unwanted, detached, treated unjustly or threatened proves to be a mounting task. Educators in Al Ain Men’s College have thus created an encouraging learning atmosphere via particularly calling attention to how students improve (Phelps, 2006). This in turn boosts the students’ status senses. As observed from this insti tution, such a step is especially imperative if the students learn something new that might generate threat responses. On the other hand, instructors similarly offer awareness on various autonomies by initiating choices in the classrooms while generating certainty through a clear presentation of outlines on what is to be learnt. The major aspect in this case is that Al Ain Men’s College tutors, instructors and educators tend to give more significance to the state approach as a requisite learning state. More efforts are generated towards learning and much attention directed towards the maintenance of the state (Tabibnia Lieberman, 2007). Through administrative and private coaching, it emanates that all the five elements of SCARF have been increased in Al Ain Men’s College. However, to increase statuses, the college tutors and students ensure that habitual affirmative feedbacks, the realization of goals and concentration to the incremental perfection are realized. Certa inty in this college is increased via the identification of the essential goals and consequently minimizing the uncertainty innate in the maintenance of manifold focuses. It is apparent that when large goals are broken down into minute steps, they seem to enlarge certainty with respect to how the goals could be achieved. It was found that trying to find ways of taking actions at times when the ensuing challenges materialize to be insuperable might enlarge autonomy. When the associations with the coaches and tutors are strong, relatedness seem to increase (Rizvi, 2005). Fairness nonetheless was reduced when both students and college leaders viewed states of affairs from the other perceptions. The SCARF model has provided a scientifically healthy framework that Al Ain Men’s College uses to build self-awareness as well as responsiveness of students and college leaders among other leaders. Yet, some new Al Ain Men’s College leaders accidently impacted negatively the SCARF domains. For example, most of such leaders might have known the direction in which activities ought to be carried out but rather device several directions which yield negligible feedbacks. Hence, this affects the status of all the stakeholders, college leaders and the students’ status. This often occurs when the directors do not offer comprehensible expectations which in turn impacts on certainty (Swan, 2010). The level of autonomy is impacted by the level of micro-management whereas the maintenance of professional distance appears to impact on relatedness. When the parties involved are not all that transparent enough, they might impact on fairness. If the reverse is the case, both college leaders and students are triggered to work even much harder since they become inherently contented with the association itself. Recommendations Based on the study findings, it is clear that the SCARF model identifies the most inventive ways to motivate which might not merely be less expensi ve, but similarly sustainable and stronger. In fact, in a world where swift changes and mounting interconnectedness is experienced, organizations need to rapidly grow so as to improve the manner in which individuals and groups collectively work. To easily comprehend the real human social behavior drivers, institutions must become extra urgent within such an environment. This forms the basis of organizations that want to thrive in the currently competitive market environment. Therefore, the Al Ain Men’s College leaders need to adopt the SCARF model in order to be able to handle the threat responses which could in turn lower performance. Implications SCARF seems to have scores of implications with respect to the manner in which the organization is structured. This incorporates the systems of communications, the flow of information, the reward systems as well as the organization remunerations structures (Lieberman, 2007). Basically, Higher Colleges of Technology within Al Ain Me n’s College adopted the SCARF model to help individuals and groups in maximizing rewards and minimizing threats in their daily experience. To minimize threats, most students and college leaders seem to have become more conversant with the SCARF domains given that the model has helped them to reassess and mark experiences which could otherwise decrease their performance. In fact, the model assists in managing oneself. For instance, as applicable in brain studies, re-evaluation and classification are considered to be some of the verified cognitive tools and system used to reduce threat reactions (Hawkins Blakeslee, 2004). In Higher Colleges of Technology within Al Ain Men’s College, such techniques have proved to be very effectual in condensing the response threat in comparison to the process of attempting to repress the emotions. Recognizing the SCARF elements has further assisted the Al Ain Men’s College students and other staffs to comprehend issues like why o ne cannot clearly believe in situations when another person has assaulted their status rather than merely attempting to drive away the feelings. Besides, understanding the various elements of SCARF has permitted each student and every college leader to amicably devise ways of effectively motivating themselves. A clear illustration relates to the focusing of attention towards rising the students and college leaders’ autonomy sense during uncertainty occasions (Rock, 2008). For instance, centering on the ecstasy of performing anything they like provided they are unexpectedly out of class or work. The SCARF model aids in giving the reasons why coaching in this college persists to be very effectual as regards to the facilitation of change. It ideally identifies the manner in which each and every college delivery could be improved. Conclusion Whereas all the elements of SCARF tend to replicate the key brain networks, the model plays a decisive role appertaining to the collaboratio n and influence on others. Within the Al Ain Men’s College, comprehending these drivers seem to assist the organization, groups and individuals to efficiently function, reduce any conflict which might take place very easily between the public and boost the time span these groups take in the state approach. As regards to this college, the concept is considered to be tantamount to better performance. Thus, comprehending the elements of the SCARF model while unearthing tailored approaches to efficiently utilize such brain insights, may assist this college people in becoming trainers, facilitators, leaders, parents, instructors, administrators and tutors. The findings concerning the profound collective nature of human brain together with the significance of the SCARF model elements, has offered diminutive steps towards to correct direction. References Hawkins, J. Blakeslee, S. (2004). On Intelligence. New York, NY: Times Books. Lieberman, M. D. (2007). Social Cognitive Neuroscie nce: A Review of Core Processes. Annual Review of Psychology, vol.58, pp.259-289. Phelps, E. A. (2006). Emotion and cognition: Insights from Studies of the Human Amygdala. Annual Review of Psychology, vol. 57, pp.27-53. Rizvi, M. (2005). 25 top officials quit HCT alleging mismanagement. Khaleej Times. Web. Rock, D. (2008). SCARF: a brain-based model for collaborating with and influencing others. Neuro-Leadership Journal, vol.8 (1), pp.1-9. Swan, M. (2010). Pay frozen and job losses loom as UAE universities feel the pinch. The National. Web. Swan, M. (2010). Teachers resign over college shake-ups. The National. Web. Swan, M. (2011). HCT puts lecturers’ salary rises on hold. The National. Web. Tabibnia, G., Lieberman, M. D. (2007). Fairness and cooperation are rewarding: evidence from social cognitive neuroscience. Annals of the New York Academy of Sciences, vol.1118 (3), pp.90-101. Zink, C. F., Tong, Y., Chen, Q., Bassett, D. S., Stein, J. L., Meyer- Lindenberg A. (2008). Kn ow Your Place: Neural Processing of Social Hierarchy in Humans. Neuron, vol. 58 (5), pp.273-283. This report on The Status of the Scarf Model within UAE: Challenges and Benefits was written and submitted by user N1k0las to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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Edward Jenner Essays - Smallpox, Chordopoxvirinae, Poxviruses

Edward Jenner Essays - Smallpox, Chordopoxvirinae, Poxviruses Edward Jenner Brooke Basiri Mrs. Frey World History Honors 14 April 2000 Edward Jenner was born in Berkeley in 1749. Orphaned until he was 5 years old, his brothers and sisters wanted him to get involved with medicine. He completed his training with the great surgeon John Hunter at St. George's Hospital in London. At the age of 23 he returned to Berkeley as the local doctor, leaving only to continue smaller practices in London and Cheltenham. The Chantry became his home for 38 years. From the early days of his career, Jenner was interested by country-lore which held that milk-maids who caught the cowpox could not catch smallpox, one of the most feared diseases of all time. (It had been know to kill up to 20% of the population). Today, smallpox is gone, thanks to Edward Jenner. On May 14th, 1796 a milkmaid, Sarah Nelmes, came to Jenner with cowpox. He devised a brave and dangerous experiment. He passed on the disease to James Phipps - his gardener's son - by scratching his skin with infected metal. (vaccination). When James had recovered from the cowpox, Jenner tried to give him smallpox. James failed to contract the disease. Jenner gathered more evidence and published his findings (at his own expense) in 1798. Despite opposition to his revolutionary ideas, his publication - known as the Inquiry - was translated and rapidly passed around the world. 170 years later, in 1967, the World Health Organization masterminded a final global plan to get rid of smallpox for good. Success was announced in 1980. Smallpox was dead! Edward Jenner's methods, and in particular his discovery of vaccination, have now developed into one of the most important branches of modern medicine - Immunology. This science helps the world to fight and treat many infectious diseases, and mainly, to understand transplantation, allergies and diseases such as rheumatoid arthritis and AIDS. In addition to this profound discovery, Jenner made several other contributions to medicine. He was probably the first to associate angina with hardening of the arteries. He also described Rheumatic Heart Disease and purified important medicines. Edward Jenner has also become famous in other fields of science. He was made a Fellow of the Royal Society in 1789 for correctly describing for the first time, the curious nesting behavior of cuckoos. He was also one of the first to publish convincing evidence that some species of birds migrated to other countries in the winter. (Many, in those days, believed they hibernated. Together with his friend, John Hunter, he studied the hibernation of mammals such as hedgehogs and dormice. Jenner was probably the first person to fly a balloon in Britain. Filled with hydrogen and launched from Berkeley Castle, it traveled 24 miles. A skilled geologist and fossil hunter, he discovered the first Plesiosaurus fossil on nearby Stinchcombe Hill. His home, The Chantry, is now dedicated to Edward Jenner, the man, and his work. His study remains much as it was when he died in 1823. In the peaceful garden is still the thatched hut where he vaccinated the poor, free of charge.

How to Get 800 on SAT Writing 9 Strategies From a Perfect Scorer

How to Get 800 on SAT Writing 9 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 600–750 range on SAT Writing? Do you want to raise that score as high as possible- to a perfect 800? Getting to an 800 SAT Writing score isn't easy. It'll require near perfection and a mastery of both grammar rules and essay writing. But with hard work and my SAT writing strategies below, you'll be able to do it. I've consistently scored 800 on Writing on my real SATs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 600 on SAT Writing or above (this equates to a Writing Test Score of 30+ out of 40 on the New SAT). If you're below this range, my "How to Improve your SAT Writing Score to a 600" article is more appropriate for you. Follow the advice in that article, then come back to this one once you've reached a 600. Also, the New 2016 SAT now has a single 800 Reading + Writing score, combining the individual Reading and Writing test scores. Technically, when I mention a perfect Writing test score, I'm referring to a perfect 40/40 test score, which is essential to getting an 800 Reading and Writing score. In this guide, I'll use800 and 40 interchangeably to mean a perfect Writing score. We won't talk about Reading here, but if you want to improve your Reading score too, check out my Perfect SAT Reading score guide. Overview Most guides on the internet on how to get an 800 on SAT Writing are pretty low quality. They're often written by people who never scored an 800 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting an 800 available anywhere. I have confidence that these strategies work because I used them myself to score 800 on SAT Writing consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring an 800 is a good idea, what it takes to score an 800, and then go into the nine key SAT Writing strategies so you know how to get an 800. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why an 800 Writing score is useful, since this will fuel your motivation to get a high score. This guide has been updated for the New 2016 SAT Writing and Language section, so you can be sure my advice works for the test you're about to take. Final note: In this guide, I talk mainly about getting to an 800. But if your goal is a 700, these strategies still equally apply. Understand the Stakes: Why an 800 SAT Writing? Let's make something clear: for all intents and purposes, a 1540+ on an SAT is equivalent to a perfect 1600. No top college is going to give you more credit for a 1600 than a 1540. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 1560, don't waste your time studying trying to get a 1600. You're already set for the top colleges, and your time is better spent working on the rest of your application. But if you're scoring a 1520 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 1530 or above. There's a big difference between a 1460 and a 1560, largely because it's easy to get a 1460 (and a lot more applicants do) and a lot harder to get a 1560. A 1540 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get an 800 in SAT Reading+Writing? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your composite score moreso than your individual section scores. If you can get a perfect 40 in SAT Writing and a perfect 40 in SAT Reading, that means you only need a 750 in SAT Math. This gives you a lot more flexibility. Princeton's 75th percentile for Writing is 800. There's another scenario where an 800 in SAT Writing is really important: if you're planning to apply as a humanities or social science major (like English, political science, communications) to a top school. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a humanities/social science major, you're competing against other humanities/social science folks: people for whom SAT Writing is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Reading+Writing score is an 800. That means at least 25% of all students at these schools have an 800 in SAT Writing. But if you can work your way to an 800, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It! This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score an 800 on SAT Writing. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. SAT Writing is Designed to Trick You - You Need to Learn How Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? You've learned grammar before in school. You know some basic grammar rules. But the SAT questions just seem so much weirder. It's purposely designed this way. The SAT can't test difficult concepts because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Subject verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout school. But the SAT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic SAT Writing question. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, you fell for a classic SAT Writing trap. It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign- which suggests a plural verb! The SAT Writing section is full of examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: this might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the subject and the verb, and get rid of the interrupting phrase. So to improve your SAT Writing score, you just need to: Learn the grammar rules that the SAT tests. Study how the SAT tests these grammar rules and learn how to detect which grammar rule you need in a question. Practice on a lot of questions so you learn from your mistakes. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right to get a perfect score. What It Takes to Get An 800 in Writing If we have a target score in mind, it helps to understand what you need to get that score on the actual test. On the Writing section, there are 44 multiple-choice questions. How many questions you get right determines your scaled score out of 40. From theOfficial SAT Practice Tests, I've taken the raw score to scaled score conversion tables from the first four tests.(If you could use a refresher on how the SAT is scored and how raw scores are calculated,read this.) Raw Score Test 1 Test 2 Test 3 Test 4 44 40 40 40 40 43 39 39 39 39 42 38 38 38 38 41 37 37 37 37 40 36 36 36 37 39 35 35 35 36 38 34 34 35 35 37 34 33 34 34 These grading scales are harsh.For every test, if you miss just ONE question, you get dropped down to a 39. This means your maximum Reading + Writing score becomes a 790, in the best case. The exact score conversion chart depends on the difficulty of this test. This particular score chart is as strict as it gets- sometimes, you can miss one question and still get a 40. But I've never seen a test allow missing two questions and getting a 40. Sometimes, if you miss two questions, you drop down to a 37. So the safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for an 800, and an essay score of at least 10. It's pretty clear then that you need to try to answer every question. You can't leave any questions blank and expect to get an 800 reliably, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 800. For example, if you're scoring a 38 raw score now, you need to answer six more questions right to get to a perfect 40. As a final example, here's a screenshot from my exact score report from March 2014, showing that I missed 0 questions and earned an 800. (This was from the older 2400 version of the SAT, but the grading scale was similarly tough back then.) OK- so we've covered why scoring a higher Writing score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies that you should use in your own studying to maximize your score improvement. 9 Strategies to Get an 800 on SAT Writing What's your greatest weakness? Strategy 1: Understand Your High-Level Weakness: Time Management, Content, or Essay Score We're deliberately starting high level, before diving into grammar rules, because you need to know what type of game you're playing before you practice. Every student has different flaws in SAT Writing. Some people don't have full mastery of the grammar rules. Others run out of time on the test. Yet others aren't fluent in their essay writing. Here's how you can figure out which one applies more to you: Find an official SAT practice test, and take only the Writing section. We have the complete list of free practice SATs here. For each section, use a timer and have it count down the 35 minutes for the Writing section. Treat it like a real test. If time runs out and you're 100% ready to score your exam, then do so. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. See what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you would get if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time scaled score a 35 or above? If NO (Extra Time score 35), then you have strategy and content weaknesses. All the extra time in the world couldn't get you above a 35, so your first angle of attack will be to find your weaknesses and attack them (We'll cover this later). If YES (Extra Time score 35), then: Was your Realistic raw score a 43 or above? If NO (Extra Time score 35, Realistic 35), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than three points, then you have some big problems with time management. We need to figure out why this is. Are you taking too much time for each question? Or are particular types of questions slowing you down? More on this later. If YES (both Extra Time and Realistic scores 35), then you have a really good shot at getting an 800. Compare your Extra Time and Realistic score- if they differed by more than two points, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 40 with extra time, but score a 35 in regular time, you know with certainty that you need to work on time management to get a 40. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. Certain grammar rules, like punctuation usage, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less-common rules. In our PrepScholar program, we've identified the following as the most to least important grammar rules: Punctuation Sentence Structure Conventional Expression (aka idioms) Possessives Agreement Parallel Structure Modifiers Verb Tense Pronouns Within these general categories, there are a lot of rules, but they differ from each other in how often they appear on the test and how hard they are to study. For example, Punctuation is by far the most common grammar rule on SAT Writing, but it only uses a few separate concepts. The Idioms skill is slightly less common, but it uses a wide range of idioms (like "as a means of" or the use of "whereby" vs "from which"), such that each unique idiom appears no more than once on each test. As another example, Punctuation appears 4.12 times as often on SAT Writing as the least common concept, Pronouns. So, assuming you're equally weak across all skills, you get more bang for your buck by studying Punctuation and nailing it. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Get Intimately Familiar With the Rhetoric Question Types Aside from grammar rules, the other major category of questions in SAT Writing is what we call Rhetoric. These questions concern how to make persuasive arguments and construct logical sentences, paragraphs, and essays. The College Board also calls this "Command of Evidence" and "Expression of Ideas." Unlike sentences with incorrect grammar, sentences in rhetoric questions don't usually have anything technically wrong with them. Instead, the SAT is testing you to find more effective ways to construct the sentence or passage. Here's a rundown of the types, from most common to least: Sentence Function "At this point, the writer is considering adding the following sentence...Should the writer make this addition here?" Concision "Which choice most effectively combines the two sentences at the underlined portion?" Transition These questions underline a key transition word in between sentences or phrases. You need to pick the transition that makes the most sense. Example: "This assertion is not supported by scientific research. For instance, one review published in..." Logical sequence "To make this paragraph most logical, sentence 2 should be placed..." These questions require you to order the sentences to get the most logical flow. Precision These questions underline a word or phrase and ask you to pick the best replacement for them. This is as close to a vocab test as the SAT gets. Example: "The reason for Siqueiros's secrecy became clear when the mural was confided." Answer choices: A) NO CHANGE, B) promulgated, C) imparted, D) unveiled. Quantitative These questions are the only ones in SAT writing that deal with graphs and data. You're usually asked to make sense of figures in the context of the text. Note - if you don't consider yourself a math person, don't be scared - the graphs are never super complex. But you do need to be able to read graphs and charts quickly. "Which choice offers an accurate interpretation of the data in the chart?" Style and tone These questions deal with maintaining the tone of the article - if it's a professional science article, it shouldn't use words like "icky" or "okay." Example: "The writer wants to convey an attitude of ___. Which choice best accomplishes the goal?" Even though questions of a single type look the same, they do vary significantly in difficulty. The difficulty depends on how subtle the answer choices are and the passage context. Once again, inour PrepScholar program,we break down every single Rhetoric skill and have thousands of practice questions to drill them to perfection. Which brings us to: Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of SAT Writing can knock you down from an 800. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 4,500+ SAT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who did 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near an 800 on SAT Writing. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way, even if you answered a question correctly by guessing, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by grammar skill (e.g. Number Agreement, Idioms, Sentence Fragments). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Writing Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss a Writing question and how you should take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the SAT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? Did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 5: Justify Every Answer. Point Out Specific Grammar Errors. Justify the Rhetoric Choice. Many top students take a "soft approach" to SAT Writing. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said "The bee fly to the hive." You know this is wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all SAT grammar rules. This makes trusting your ear unreliable for many rules. What's the strategy to counter this? Point out the specific error, and justify it to yourself. This isespeciallytrue in rhetoric questions, where the answer choices can be vague and subtly different. Youhaveto understand why one answer is definitely the right answer, and the other three answers are definitely the wrong answers.This is a standardized test. Let's take one of the more difficult questions in an SAT practice test: Try to solve it yourself if you like. Here's what I'm thinking as I read the question (a "stream of consciousness"): " 'Likewise, anyone considering a career as a video game designer must be skilled writers and speakers,' and 'skilled writers and speakers' is underlined. There's no clear glaring problem, but the end of the sentence is funky. 'Anyone' is singular, as is 'video game designer,' but it switches to plural 'skilled writers and speakers.' This is a number agreement error - it should be "a skilled writer and speaker." Let's look at the answer choices. B is exactly what I predicted. C and D both have the same issue of inappropriate plural forms, and, aside from this error, neither is that much better than A. So I'm pretty confident B is the best answer." Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the SAT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Let's try another example for fun. Try to solve it yourself if you like. I'll start my stream of consciousness after I read the question: "This is a classic illogical comparison error - you're comparing "organically grown crops" with "people." Crops aren't more nutritious than people! We need to compare organic crops with conventionally grown crops.So I need an answer choice that solves this: A: same as original, which is wrong B: "organic crops are safer than the purchase of their conventionally grown counterparts" - no - it's better than comparing crops to people, but it's still not comparing crops to crops C: "organic crops are safer than purchasing their conventionally grown counterparts" - no, same error. This would be fine if the sentence read "they believe purchasing organic crops is safer than purchasing conventionally grown counterparts." But it doesn't. D: "organically crops are safer than their conventionally grown counterparts" - yes! It's crops to crops, perfect. You can see how I first identified the illogical comparison error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. Then I went through each answer choice, replacing the text and seeing if it fixed the error. Note that in these questions, the SAT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all SAT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 6: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 4 above, about keeping a lot of every mistake? You need to take this even one more step further. If you're like most students, you're better at some areas in SAT Writing than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but you have no idea what faulty modifiers are. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you have friends to hang out with. This means for every hour you study for the SAT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're SHOCKED. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. Instead, studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT Writing? You need to find the grammar rules that you're having most trouble in, and then do enough practice questions until they're no longer a weakness. Fixing up the biggest holes. For every question that you miss, you need to identify the type of question it is and why you missed it. When you notice patterns to the questions you miss, you then need to find extra practice for this grammar rule. Say you miss a lot of misplaced modifier questions. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. This is the best way for you to improve your Writing score. Once again, this is exactly how I designed our PrepScholar online SAT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 7: Be Careful With NO CHANGE Answers In SAT Writing, most questions have a NO CHANGE option. In Improving Sentences types, A is the answer choice that doesn't change the underlined section. The SAT loves tricking students using these answer choices, because it knows that students who don't know grammar rules won't see anything wrong with the sentence. NO CHANGEis a really easy answer to choose. NO CHANGEs are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these NO CHANGEanswer choices. Typically, these are correct answers around 25% of the time- not much more. If you find that you're choosing NO CHANGE 40% of the time, you're definitely not detecting grammar errors well enough. Every time you choose NO CHANGE, try to double-check the other answer choices to make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at and then pay special attention to them. Personally, this was my most common careless error mistake. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 8: Think About Grammar in Everyday Life Among all subjects, Writing on the SAT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to SAT Writing. SAT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. SAT Reading similarly requires very specific skills when reading a passage. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Notice common errors around you. A lot of people comma splice, for example. Read high-quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Note that this isn't very efficient studying, and I don't recommend this for the sake of improving reading comprehension for SAT Reading. If you read like this for fun anyway, then go for it, but don't spend 100 hours reading for the sake of SAT Reading+Writing - spend that time on practice questions instead. The more you think about grammar as a fundamental skill rather than something specialized for the SAT, the more natural it will feel to you. Strategy 9: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at SAT Writing that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 35 minute Reading section in 20 minutes or less. I then have 15 minutes left over to recheck my answers two times over. The best way to get faster, as explained above, is to get so fluent with SAT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. And to get fluent with Rhetoric questions so you can spot the trap answers. Try to aim for a target of spending 35 seconds on each question, reliably. This gives you enough time to doublecheck comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a NO CHANGEquestion, double-check that you're not missing any grammar mistakes. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A D E C B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for an 800, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just five seconds per question, you get back 100 seconds on a section that has 20 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. In Overview Those are the main strategies I have for you to improve your SAT Writing score to a perfect 40, and to a total 800. If you're scoring above a 30 right now, with hard work and smart studying, you can raise it to a perfect Writing score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Here's a recap of all the strategies, in case you want to go back and review any: Strategy 1: Understand Your High Level Weakness: Time Management, Content, or Essay Score Strategy 2: Comprehensively Learn the Grammar Rules Strategy 3: Get Intimately Familiar with the Rhetoric Question Types Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake Strategy 5: Justify Every Answer. Point Out Specific Grammar Errors. Justify the Rhetoric Choice Strategy 6: Find Patterns to Your Weaknesses and Drill Them Strategy 7: Be Careful with NO CHANGEAnswers Strategy 8: Think About Grammar in Everyday Life Strategy 9: Finish With Extra Time and Double Check Keep reading for more resources on how to boost your SAT score. What's Next? We have a lot more useful guides to raise your SAT score. Read our complete guide to a perfect 1600, written by me, a perfect scorer. Read our accompanying guides on how to get an 800 on SAT Math and how to get an 800 on SAT Reading. Learn how to write a perfect-scoring 8|8|8 SAT essay, step by step. Make sure you study SAT vocab using the most effective way possible. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Zeno's Paradox of Achilles and the Tortoise Essay

Zeno's Paradox of Achilles and the Tortoise - Essay Example By our perception of motion, we know that Achilles is faster than the tortoise and thus he can easily overcome the tortoise in any race. We can physically prove our initial hypothesis that Achilles can beat the tortoise in a race and see that Achilles will at some point outrun the tortoise by the distance he has covered in leaps and bounds. Space or distance has always been measured by our senses; our eyes can visibly see that the distance traveled by Achilles is indeed greater than that of the tortoise. But this is what Zeno intends to postulate in the first place: our senses should be discredited as they are illusory and motion is logically impossible. Zeno’s paradox about the footrace of the tortoise and Achilles is built on one basic assumption: that the race between these two has no goal or each runner cannot reach their goal. In that case, the tortoise and Achilles’ course of movement extends to infinity and this is where the absurdity lies; there is no race that extends to infinity else the tortoise and Achilles would forever be moving forward and there would be no race at all. This dialectic reasoning of Zeno implies that Achilles will never catch the tortoise in a footrace, but the deeper implication of this paradox lies in the conclusion that no thing, for example a tortoise, or no one, in general, has a limit. As grandiose as this profound and philosophical conclusion is, Zeno’s paradox suggests that man’s abilities are limitless, very great in amount and degree, or boundless, having no apparent end. This paradox about man then puts forward a notion that his actions extend through an infinite amount of time and space. Our actions cover far greater than our senses can perceive; they extend to the end of time and the end of the universe. This claim becomes practically absurd because we know that time and the universe has no end to begin with while man has through his own death. Going back to Zeno’s paradox, his conclusion

Business plan for starting Mountview Park in Broomfield Term Paper

Business plan for starting Mountview Park in Broomfield - Term Paper Example The Mountview Park is proposed to be a unique dinner and entertainment experience for the local people from around Broomfield, tourists from around America and other countries who visit Colorado’s rocky mountain. The business mission of Mountview Park is â€Å"to establish a multicultural restaurant for the customers to entertain in views of rocky-mountains†. In today’s changing business environment, developing business strategies and structuring business mission with a view to acquire and retain customers and to ensure customer satisfaction have become the core to the heart of preparing an effective business plan (Crego, Schiffrin and Kauss, 1995). The Mountview Park considers measuring and evaluating customer satisfaction as the primary tool to be used for gaining insight in to values and needs of prospective customer base.   With a vision to discover emerging business opportunity, transform the opportunity to business reality and design and develop newer foo d and various multicultural organic food for meeting the needs of those who come to rocky mountains to entertain, the company thrives to function as a dynamic and sophisticated resort. The major business objectives of Mountview Park includes:†¢Ã‚  Serving the customers an excellent combination of organic food and drinks, †¢Ã‚  Establish a unique natural park where customers are free to entertain in areas of rocky mountains of Colorado, and†¢Ã‚  Build stronger customer loyalty... The business mission of Mountview Park is â€Å"to establish a multicultural restaurant for the customers to entertain in views of rocky-mountains†. In today’s changing business environment, developing business strategies and structuring business mission with a view to acquire and retain customers and to ensure customer satisfaction have become the core to the heart of preparing an effective business plan (Crego, Schiffrin and Kauss, 1995). The Mountview Park considers measuring and evaluating customer satisfaction as the primary tool to be used for gaining insight in to values and needs of prospective customer base. With a vision to discover emerging business opportunity, transform the opportunity to business reality and design and develop newer food and various multicultural organic food for meeting the needs of those who come to rocky mountains to entertain, the company thrives to function as a dynamic and sophisticated resort. The major business objectives of Mountv iew Park includes: Serving the customers an excellent combination of organic food and drinks, Establish a unique natural park where customers are free to entertain in areas of rocky mountains of Colorado, and Build stronger customer loyalty by converting each customer who once visits to the park to be an asset of long term profitability. The Park will provide 24/7 services and online booking and other facilities for customers from other countries. As its Financial management planned, it would achieve a gross revenues of more than $ 25, 00,000 by the sixth month and to reach total sales of more than $80,00,000 by the end of first business year. It also plans to increase

Explore the significance of the past in the play Long Days Journey Into Night by Eugene ONeill Essay Example for Free

Explore the significance of the past in the play Long Days Journey Into Night by Eugene ONeill Essay At the very start of Long Days Journey Into Night, ONeill sets the scene for the theme of the past being integral to the play directly with the dedication to the love and tenderness of his wife which gave me the faith in love that enabled me to face my dead at last and write this play write it with deep pity and understanding and forgiveness for all of the four haunted Tyrones. This admittance that the play was written as a sort of autobiography, a partial re- telling of ONeills personal history, means that it seems almost intrinsically connected to the past right from the beginning, the intimation from the author being that he wrote it as a form of catharsis in order to deal with the real events from his own life. Consequently the theme of the past is introduced before even the first Act has begun. The idea that he is facing his dead is a particularly apt one as at the time of writing the play, the people upon whom its characters are based ONeills family had all passed away some years before. His father, mother and elder brother Jamie are all portrayed in the same roles in the play as they had in real life, and with similar histories. The only alteration is that instead of the middle son being named Edmund, ONeill changes the babys name to his own, and calls it Eugene, having the fictional Edmund take the place of himself within the family. The main way in which the characters seem constantly to trap themselves in the past is through their constant blaming of the present upon past events. There is nothing in the present to which they do not attribute any blame, and none of them in any way seem to blame themselves for what has happened to them, preferring instead to blame each other. Consequently none of their conversations can be held without somehow referring to the past, as it is the past upon which they have built their relationships with each other. The relationship between Tyrone and Jamie for example is one in which Jamie blames Tyrone for his miserliness with his money, which he believes is what led to his mothers addiction to morphine, and her recent unhappiness which caused her to return to the drug. Tyrone blames his son for being an evil-minded loafer, and says thatsnotes he is responsible both for making nothing of his own life, and also for leading Edmund astray. In fact, the blame for these character defects does not lie within Tyrone or Jamie as personalities, but rather with the circumstances which caused these traits. For Jamie, his alcoholism and cynicism are largely to do with his discovery of his mothers drug addiction when he was younger it is made clear that prior to this discovery, Jamie was talented and enthusiastic, excelling at school and clearly liked by many people. He himself admits that the event had a large bearing on his life in just the same way that he has resorted to alcohol in order to purge himself of the same sort of knowledge about Edmund Christ, Id never dreamed before that any women but whores took dope! And then this stuff of you getting consumption. Its got me licked. Jamies cynicism clearly did not exist before he discovered that his mother used morphine, or at least not to the same degree, the fact that hed never dreamed of the idea effective in suggesting how completely distant it was from his mind and therefore how different his mind must have been from its present state of suspicion. The circumstance precipitating Tyrones miserliness were similarly ones which he himself did not contrive when he was only ten years old, his father abandoned the family and Tyrone was forced to go and find work, living a large part of his life in poverty. It is this which has made him so conservative with his money, and reluctant to expend more than is absolutely necessary, preferring to invest it in property, which he believes is the best way to keep it safe. The power of money over him is made particularly clear when the audience are told that, despite his obvious love of acting, he chose financial success over furthering his career, thereby ruining his chances of achieving his ultimate goals. This culture of blame without moving on from it, or attempting to understand the source of it is one of the key factors in preventing the family from escaping from their past rather every event in the present is related back to some previous action or accusation, without any hope of ever resolving it. This is encapsulated in Marys comment Its wrong to blame your brother. He cant help being what the past has made him. Any more than your father can. Or you. Or I. the idea that the whole family has been moulded by past events and cannotsnotes move on from them permeates every conversation, as they each hold the other somehow responsible for what has occurred and because they believe that they themselves should not be blamed for what they did, none of them will accept their portion of the responsibility, nor learn from what has happened. Throughout the play we see the same basic errors happening time and time again the nature of the tendency of each character to continually place blame for the present on something which another did in the past means that the occurrences of the past are constantly being bought forward into the present, and because no character will accept their blame, there seems to be no way to move forward into a future which is not largely concerned with what has happened before. What this ultimately leads to is a past which is largely cyclical. As no character will relinquish their grip on the past and what has happened before, by accepting blame from it, or learning from it, the same problems and occurrences repeat themselves. For example, Mary resumes taking her morphine, just as she had done before, and despite seeing the same signs leading up to it as before, the family, with the exception of Jamie, remain blind to it for some time. Tyrone is continually cheated out of money by McGuire, whose questionable skills as a property realtor hardly ever yield any profit to Tyrone himself and yet he does not learn from his past either, and continues to do the same thing at no gain to himself. Their sheer inability to take anything from the past, or to leave it alone, means that nothing in the play is occurring for the first time in a way, everything about the present in which the Tyrones are living is also the past. A quote from Mary The past is the present, isnt it? Its the future, too is particularly fitting to explain the way in which they are living. The structure of the novel echoes this confusion of times the play occurs all in the space of one day, and yet it deals with the problems both of the future and of the forty or so years previous. This idea that everything is simply a recurrence of something which has happened before -and what will continue to happen for the rest of time- is analogous to the title, in that everything could simply have happened in one Long Day, with the past, present and future simply merging into one twenty-four hour time periodsnotes Living ones life trapped in a repeating cycle of the past is not particularly conducive to being happy, as there is no real hope to look forward to when you are simply repeating the same things over and over again- as Jamie says, weary roads is right. Get you nowhere fast. Thats where Ive got-nowhere. Where everyone lands in the end, even if most of the suckers wont admit it, and so all of the characters have devised their own way of escaping, which controls the way in which they act throughout the play. For Jamie, the feeling that he hasnt actually achieved anything because he has never been able to move on is something that he only finally admits to when drunk, but which reveals the sense of hopelessness he feels from being stuck in a loop. Slightly later in the play he confides to Edmund Id begun to hope, if shed beaten the game, I could, too his hope that his mother had shrugged off her addiction, and that the future would no longer be a repetition of the past had been very important to him, as it offered a way out. However, that hope disappeared, and he resorted back to his usual escape of drinking alcohol, which is what he does for most of the duration of the play. Tyrone also drinks in order to escape the past, although unlike Jamie he also attempts to escape the repetition of the past by denying the fact that it is being repeated he refuses to recognise Marys symptoms until they are undeniably obvious, preferring to believe her lies rather than admit to what is going on. In that respect, he is unlike Jamie, whose cynicism prevents him from being able to overlook things as he chooses. Mary, however, does not attempt to escape the past in the same way that Jamie and Tyrone do, but prefers, though the use of morphine, to escape the present and return to the happiest phase of her life, during the early years of her marriage to Tyrone and her time at the convent, playing the piano. Reminders of the present, such as her hands, which have become unsightly due to rheumatoid arthritis, appal her, and as the play progresses and the morphine takes her over more and more, she regresses further and further back into the past. Her reaction to this re-living of the past is to attempt to return to her favoured part of it. Edmunds attempt to escape the past is most notable in that at one point, he actually did succeed during his time sailing, he says that he became drunk withsnotes the beauty and the singing rhythm of it, and for a moment I lost myself actually lost my life. I was set free!. The idea that he became drunk with it alludes to Tyrone and Jamies drunken attempts to escape the past, although where they used alcohol, it seems that he used nature he continues to refer to other occasions when he has felt free in a similar way, and all of them took place in a natural setting. For an audience, this liberation and sense of the natural world starkly contrasts with the three rooms and claustrophobic conversation in which the play is set, and so it is an excellent way to illustrate the total freedom which Edmund has attained. Edmund attempts to recreate this sensation by trying to express it through the use of poetry however, he says that he will never truly be able to express it how he would like to, saying that even what he just said was just stammering. Stammering is the native eloquence of us fog people, is the way in which Edmund describes his inability to describe the feeling this reference to fog people is particularly interesting as throughout the play, the fog is almost a symbol of the past. As the day wears on, the fog returns to cloud over the landscape around them, and so Marys illness returns to cloud over the present and send her further back into the past. This pathetic fallacy of the weather responding to Marys haziness in her own mind is also effective in creating the sense of claustrophobia which comes from being trapped in the same circumstances over and over again just as the fog can be very claustrophobic and hide everything else from view, so the past traps the family in and prevents them from seeing the present clearly. Edmund also suggests in that quote that the whole family are native fog people almost that there is something about the way in which they live which they cannot help, but which they are genetically programmed to do. This is curious because it is perhaps the most impartial opinion expressed by one of the characters, and entirely without blame on any one of them. This perceptiveness of Edmund and the ability to reflect from a distance on what is going on is perhaps due to the fact that he is acting as the authors representation of himself. Another role of the past in the play is that it motivates the creation of an atmosphere of censorship and non-admittance. The audience is slow to find out snotes about the exact nature of Marys illness, for example, because the characters do not want to talk about the worse aspects of what happened before, and so as a topic of conversation it is forbidden by unvoiced consent until eventually Jamie faces up to the fact that she seems to be returning to her old condition. This state of affairs seems to have come about as a form of resistance as if by not speaking about something, they will somehow avoid it happening again and be able to continue as normal. Similarly Mary and Edmund attempt to pretend, to varying degrees, that his illness is other than it is Mary by calling it a cold and dismissing it, and Edmund to a lesser extent by calling it Malaria, which is more easily cursed, and continuing to drink as if he were not at risk of damaging his health. It is clear that the family refuse to talk about quite a number of incidents and feelings things which only really come out when they are under the effect of either alcohol or morphine such as the death of Eugene and Marys incident on the dock in her nightgown, because such events unlock emotions and feelings which they have hidden in order to protect each other. Mary doesnt talk about how she blames Jamie for giving Eugene the measles, or how she blames Edmund for her drug addiction when she is in her right state of mind, because she realises that those aspects of the past are too hurtful. Tyrone attempts to prevent her from continuing to speak of them when she does begin, in case one of the boys should hear. Although the past is virtually all that is discussed, there are certain sections of it which the family attempt to bury behind them. The main occurrence of the play is the return of Marys illness her return to taking morphine, and other than this very little else actually physically happens to any of the characters during the play. That her illness is actually characterised by a return to the past is particularly important as regards the past as a theme behind the play. It is quite clear to the audience that what Mary is experiencing this return to her past is an actual physical illness, and that something is definitely wrong with her mind. This leads to the consideration that the whole familys return to the past could also be deemed an illness, and without the presence of Marys actual illness it would not be as easy to see that the frame of mind in which the Tyrones live is somehow unhealthy. Marys snotes regression into her past also serves to reveal a great deal of truths about the other characters in the play and what had happened to them before, as well as a number of the deeper-held secrets which the family usually did not discuss, such as Eugenes death and where the blame for it lies. That the rest of the family seem ashamed that Mary would make such an accusation and blame it on her mental instability, when they are perfectly happy to blame and accuse each other all the time is rather ironic, and so Marys illness serves to highlight the problems with the rest of the family and the way in which they function. In terms of the message of the play, and what the audience take away with them, it seems that the past is also of significance, in that the play is something of a warning as to what the consequences might be if people never moved on. Of course, it is therefore quite appropriate that ONeill wrote it as a part of his own moving on, and his own way of putting the past behind him. The ending of the play is almost anticlimactic in that it just finishes, with no conclusion or rounding-off of the story simply that the end of the day has been reached, and this too mirrors the idea that there is no end and therefore no past when the past is relived as if it is the present and the future, too. Of all the themes in the play, the past is by far the most significant of them all, not least because the author wrote it as a semi-autobiographical work. It is the driving force behind the way the characters act, the way they interact and the way in which the atmosphere deteriorates from a rather hopeful one at the beginning of the play into one rather devoid of hope at the end, as the Long Days Journey Into Night is completed, with Mary fully under the influence of the morphine and the other characters having apparently given up on her salvation and also their own conversation. The feeling of being trapped in the past what ONeill was attempting to get rid of by facing his dead and writing it all down as a work of fiction dominates the atmosphere of the play, without which the power of the piece would be lost.

Baden-Powell :: essays research papers

Robert Stephenson Smyth Baden-Powell, more affectionately known as "B.-P.", was born in London, England, on February 22, 1857. At the age of 12 he received a scholarship from Charterhouse School, one of England's famous public schools. The school was then located in London, but it soon moved to Godalming in Surrey. There were some woods just outside the school, these were "out- of-bounds" for the pupils. It was here that B.-P. practised stalking wildlife. He is said to have snared rabbits and cooked them over a small fire so that smoke didn't give him away to the school masters. (This was to be valuable training for later in his career.) Choosing a military career, B.-P. served in campaigns in India, Afghanistan and South Africa. He became world famous during the Boer War for the defense of Mafeking, a small town in South Africa. With 800 men, he was besieged by a force of 9,000 Boer soldiers. His small force held out against these immense odds for 217 days -- until a relief column of British soldiers arrived. At Mafeking B.-P. organized his "Messenger Cadets". Trained in efficiency, obedience and smartness, they performed many tasks -- relieving soldiers for active defense of the town. After the Boer War, B.-P. organized the South African Constabulary and designed a uniform for them that later became the basic Boy Scout uniform. While still in Africa, B.-P. wrote "Aids to Scouting" -- a manual designed to train soldiers to become army scouts. Many youth and organizations in Britain used ideas from this manual as the basis of adventurous programs. He discussed this matter with Sir William Smith, the founder of the Boy's Brigade, and other leading youth workers. He planned a camp to test his program ideas. The camp was held from July 25 to August 9 in 1907 on Brownsea Island. The "Scoutmaster" was Lt.-Gen. Robert Baden- Powell. His assistants were B.W. Green, H. Robson and P.W. Everett. The camp was a tremendous success. Based on this experiment B.-P. wrote his book "Scouting for Boys" which was published in 6 parts starting in January, 1908. It has been printed in many editions -- the current edition is the last one edited by B.-P. By the end of 1908 this book was translated into five other languages. The sketches in the book were all done by B.-P. -- most of them based on his own exciting career. In 1909, King Edward VII, who had taken a great deal of interest in this new Movement, made the founder a Knight in recognition of his work for boys. At this time B.-P. was Inspector General of

What Is a Bboy?

David Le Date 3/20/13 Dr. Hasell ENGL 1301 – 38107 Word Count: 1,159 What is a Bboy? (final) Bboying is not just a movement. It is a passion, a language, a form of art and expression. The terms bboy (be-boy) and breaker come from the words beat boy and break boy. Bboy refers to someone who dances to the beat of the music and breaker refers to someone who dances to the break section of a song. The part of a song where there is no singing, just pure instrumental music. Essentially bboys and breakers are the same.Breaking is very different and unique when you compare it to other styles of dance. Ballet revolves around graceful movements while bboying can be whatever the dancer feels like doing during a song. All that matters is the beat of the music and the passion of the dancer. The most important thing about bboying is having the opportunity to express yourself, that brief moment when you can be true to yourself. Bboying is a unique form of art. You may have heard that painters need inspiration before they can create art.For a bboy, the music is the inspiration, from the instant you feel the beat moving through your body to the very end of each dance set. That small interval of time is when someone would paint the picture of what he or she is feeling through physical movements. Some might have the urge to do power moves. These moves involve require strength and complete control over the body, for example hopping while holding a one handed handstand. Other dancers might feel the music is moving them to express in slower more fluid motions by maybe gracefully sliding and spinning while on their knees.There are some basics moves for breakdancing but the best dancers are original and create their own personal signature moves or styles. Once a year the best bboy crews from all around the world will come to one spot and battle each other through dance in order to gain respect from other dancers all around the world. This event is called battle of the year. I th ink one of the biggest defining things about battle of the year is that the winning prize money is only three thousand dollars. After this is split between maybe 10 crew members the amount of time put in to win doesn’t pay off.But to these professional bboys the pride that comes with winning is all that is needed. When the dance battles take place each crew will take turns sending in one member to freestyle to the music. Each bboy is different, there cannot and never will be two people that dance with the exact same style. This is one of the amazing things of breaking. A friend of mine likes to dance with a wobbly drunkenness with each step in order to taunt his opponent while another friend is very serious in order to show that the opponent has no chance of winning the battle.I’ve seen one dancer end his freestyle set smoking an imaginary cigarette and throwing it onto his opponent to tell him he had just gotten â€Å"smoked†. Now, if this was any other hobby o r sport, doing these sorts of things might get you beat up. However, this is one of the beauties of the bboy culture. Even after conveying such mean and hurtful actions every bboy understands that it is all part of the â€Å"act† and it is nothing personal. Over time clowning or making fun of your opponent has become a very essential part of dance battles. After each battle all competitors will always shake hands and hug, even if it is a total stranger.For most bboys, respect is given right from the second someone else decides to express themselves over the music in the spotlight. This is because most breakers know that it takes courage to would out in front of a crown and express yourself ignoring what people may think. The complex language of dance is solely unique and is what makes the bonds and friendships between breakers so powerful. Sweat, pain, and exhaustion are all things that intersect the path of bboying. To any true dancer, the drive to improve will always out wa y the pain and the downsides.Every crash is a lesson; the only way to improve as dancer is to learn from previous mistakes. Over the years technology has made this easier; many bboys can now simply record themselves in order to watch for errors or mistakes during their practice sessions. While this helps decrease the time it takes to learn things, true breaker will never stop and always strive to be a better dancer. Ultimately there is no finish line; the real goal is the friendships and memories that will be made through this journey. He or she will always be trying to beat that future opponent who may be good or bad.There are four main elements of bboying; power, footwork, top rock, and freezes. Power moves have the steepest learning curve of them all. The most basic power move is called the windmill and this on average takes at least 6 months to learn just one rotation. And when I say six months, I mean six months of practicing every day for one hour minimum. There are many bboys out there who love power moves for this very reason. They are so hard to master, and achieving them makes it worth that much more. The best bboys have a good balance between all four of these different styles.During this adventure of learning each style, good breakers dissect each move in attempt to make new and original things out of the old. It may be just one slight difference of being lower or higher with your legs or it could be a whole combo of fast stepping movements stringed together with original fluid transitions. This is the true beauty of bboying; one can do whatever one wants. There is no one in the world that can say you are doing your own style incorrectly. Creativity is a truly amazing thing. Because of the nature of the brain, there is an endless amount of combinations and movements that can be thought of or discovered.Dancing, to put it simply, is a vessel to express ideas and emotions. The only reason breaking is still thriving today is because there is always so mething new that can be created. Every generation will build off what their previous generation has made and make it their own. Over time the â€Å"foundation† moves have changed, and it will always continue to evolve as long as there is music and a will to express. Some might say that other things make up a true dancer, but out of all of them I would have to say the most vital things are to be original, be unique, be you; bboy.

Carson Manor Essay

Three consulting groups had responded to a RFP Has to recommend a consultant by mid-December Carson Manor Was opened about 30 years ago for persons requiring nursing care. It has a bed capacity of 470 and staff totaled 235 with nonmanagement personnel unionized. The report structure: Purchasing and supply division (PSD) The PSD and its director had purchasing and disposal authority for the city’s engineering, fire, social services and so on. The main objective of the PSD was to respond to the needs of other departments and divisions for goods and services at minimum cost, consistent with desired quality, delivery timing and reliability. The Carson Manor study The Carson Manor had a history of problems related to budgeting and cost control City council felt the cost per bed higher than privately run institutions. The report for submission to the Carson Manor Committee of Man- agement in early June : Carson Manor costs were approximately 14% higher than state averages on a per-bed basis. It is difficult to measure and control costs in the absence of a patient classification system. It recommended an operational review by an outside agency and outlined some general guidelines and objectives. Council accepted the report’s recommendations and initiates an independent consultant’s study of Carson Manor. Three proposals: Patientcare Ltd. large operators of nursing homes $35000 Clarke-Hamilton Ltd. management consulting firm located 100 miles away. $47000 Standardcare Ltd. large operators of nursing homes $77000 BASIC ISSUES: Need Criteria in the Value Proposition Categories of Needs Repetitive or Non-repetitive Requirements Methods of Description Standardization & Simplification Risk management Tasks What does Elaine do? Questions for discussion: How does a supply professional know that a certain requirement is strategic? Actions: Results: Priorities: Satisfied the core need of Carson Manor Service quality Avoid supply interruption Reduce the cost Maintain the reputation Best Conclusion I recommend selecting the Standardcare’s proposal because its three characters, manage Henford Lodge 150-bed restorative care program, operational review of Martin Nursing Home and owns or manages 2,400 nursing home bed and units in this state and Florida, satisfied the core need of Carson Manor. And $1.1 million can be saved by selecting the Standardcare’s proposal. And Standardcare is a large operator of nursing homes but not too far away from Carson Manor.

The Importance and Advantages of English Essays

The Importance and Advantages of English Essays The Importance and Advantages of English Essay The Importance and Advantages of English Essay THE IMPORTANCE AND ADVANTAGES OF ENGLISH Once there was a popular quote saying that â€Å"The sun never set on the British Empire†. This statement is very close to the truth. Because of the geographic spread of the British colonies, some territory somewhere was always in daylight hours. Chief among many legacies left behind by this British colonization is none other than the English language. It is difficult to estimate exactly how many English speakers there are, but according to one estimate there are more than 350 million native English speakers. But more of interest to us is the fact that there are more than 400 million speakers of English as a second language. However, even these numbers do not really indicate how important English is as a world language, because less than 15% of the population uses English. At the same time English is not the most widely spoken language in the world in terms of number of native speakers. For example there are many more Chinese speakers than English speakers, but Chinese is used very little outside of Chinese communities making English the most widespread language in the world. The importance of English is not just in how many people speak it but what it is used for. English is the major language for news and information in the world. It is the language of business and government even in some countries where it is the minority language. It is the language of international air traffic control and maritime communication. American popular culture, primarily movies and music carries this language throughout the world. In some countries other than the United Kingdom English is the sole or dominant native language. It has that role in the United States, Canada, Australia, New Zealand and Ireland. This is no surprise as all these countries are former British colonies. In other countries English is also the widely used, particularly among people who have no other language in common, even though it is not the dominant language of the country. For example, English is widely used n Hong Kong, Singapore, Nigeria, the Philippines, and here in Malaysia too. In such countries it is often used as a means of communication between people who have different native languages. Even here in Sunway University, we have among our population students from all over the world. Our mother tongues are all different and unique. How can we get by if not for English? In fact will we even be able to study in this university if not for the common language of English? Along side being here to pursue their chosen fields, the students’ proficiency and command of the English language will improve. Why study in English when one can study in ones own mother tongue? The answer is simple: because English has an impact by way of enhancing ones career prospects. The â€Å"global village† is a term widely tossed around in the increasingly borderless business world. As a result, developing countries do not want to miss out on business opportunities and foreign investments with better developed countries and better established companies. In order to keep up, they need an English speaking work force. This means today’s primary, middle, senior, and university students must prepare for a job in an English speaking work environment. A graduate who can converse in English fluently will therefore stand a far better chance of landing a job in a multi-national company then one who can speak only his or her native language, because English has, over time, proven itself as the major language of international business, diplomacy and science. English is also an official, or the official language, of many international organizations including the United Nations and many professional organizations. It is frequently the language of international conferences and it is the language of international athletics. Throughout the world many professional papers are published in English. Even papers that are published in other languages often have abstracts in English. As a student I have already realized that text books for many specialized subjects are available only in English. Demonstrating it has now become impossible to alienate ourselves from gaining competency in English. The banner â€Å"World Wide Web†- (WWW) : in the New York Times puts in place the importance of English in this ever evolving world that is beginning to be dominated by the internet, and even more so by computers and information technology. There is now increasing talk of the digital divide between those who can maximize the resources available digitally and those who can’t, especially those who have excess to the World Wide Web, but do not have sufficient proficiency in English. Three quarters of all telex messages and telegrams are sent in English. It has been said that 60% of the worlds radio broadcast and 70% of the worlds mail are in English. 80% of computer date are processed and stored in English. Much satellite communication is carried in English. Believe it or not it is estimated that 94% of internet sites are being written in English. Further more English remains the primary language for computer programming. English is the language that millions use everyday in speaking, writing and general communication but few people will do it well. Getting ones English into shape for serious academic study will no doubt be hard work especially for those of us who do not speak English as our mother tongue. It may not be an enjoyable process but inevitably compulsory because no matter how well you know or may think you know your subject area without the right level of fluency n English you shall struggle to pass your course. As it has been presented it can be concluded that English is a widespread and important language in the world today. It is used for everything from international conferences, news reports to popular music lyrics and popular video games. It is binding cord between native and non native speakers. Even though it does not have the greatest number of speakers in the world it is the most widely used language in the world. And it will be used by many more generations to come.