My Good Friend, Willy Shakes free essay sample

I am a literature nerd – were like math geeks but without the lucrative career options. I collect books like North Korea collects nuclear weapons, like the United States collects debt, like Tiger Woods collects women. I am the bookworm to whom English teachers automatically look during awkward lulls in class discussions. My literature addiction is the primary reason for my messy room: J.D. Salinger and Herman Melville have taken up residence in my dresser drawers, forcing my clothes onto the floor. I am the girl bookstore employees greet by name, the girl who will trade her lunch money for the newest David Sedaris book, and the girl who is ineffably excited about spending the next four years studying English. But, unlike your typical bookworm, I have been hiding a secret shame: I abhor William Shakespeare, the beef of literature stew. I realize that saying you want to major in English but hate Shakespeare is as blasphemous as saying you are a Christian but hate Jesus. We will write a custom essay sample on My Good Friend, Willy Shakes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But, you see, I do not understand the Bard and his language. Frankly, he makes me feel stupid. And to further my feelings of inferiority, there are Shakespeare proselytes everywhere spewing quotes with elitism so thick, they are one Othello reference away from choking on their own egos. I think its the footnotes that really kill me. Open any edition of â€Å"Romeo and Juliet,† and you are inundated with footnote after footnote. And theyre all necessary for understanding the text. Every pun, turn of phrase, and reference must be explained or I will completely misinterpret it, which is aggravating, since I like to consider myself literate. I was hesitant when I discovered my AP literature teacher is a quintessential Shakespeare groupie who believes that asking students to name the act, scene, importance, and speaker of a multitude of insignificant quotes is a perfect assessment for understanding Shakespeares plays. My apprehension should have been relieved when I received the highest grade on the â€Å"Macbeth† test, but my joy was tempered by the fact that I had scored a 64. My entire class failed; I had just failed the least. Thanks to high grades on essays and an extra-credit project, my hard-earned GPA was not in danger. My pride, however, was. Throughout high school, I have struggled with William Shakespeare. He has been a cloud looming over my head, constantly haunting me and threatening my future collegiate career. Honestly, his â€Å"thees† and â€Å"thous† and â€Å"wherefores† doth make me want to punch him in thy face. But assuming punching a skeleton in the face is neither socially acceptable nor particularly satisfying, I decided I was finally going to conquer Shakespeare and his perplexing puns in time for the upcoming â€Å"Hamlet† test. In true nerd fashion, I immersed myself in Shakespeare. I read between classes, in the bathtub, and at stop lights. I made flash cards and scribbled annotations. Im not sure precisely how this metamorphosis came about – perhaps it was due to the delirium of lack of sleep and human contact – but I found myself enjoying Shakespeares most heralded play. I became enamored with iambic pentameter. I found that beneath the dense language, â€Å"Hamlet† actually has all of the  ­elements of literature I covet: teen angst, metaphysical struggles, potential for psychoanalytic and feminist analyses, and drama. But, perhaps most importantly, I was beginning to appreciate the style. I have always been more concerned with the themes and the messages underlying literature, but â€Å"Hamlet† was making me laugh at previously indecipherable puns, call my friends â€Å"fishmongers,† melt over eloquent soliloquies, and fall in love with words and wordplay. I received a hard-earned 92 on the â€Å"Hamlet† test, and my ego was saved. I am now a devoted Shakespeare fanatic. I revere his sonnets, his plays, and his genius. I am as excited about studying him and other literary greats as Republicans would be over legislation banning universal health care. Having such challenging tests and a literature teacher who refused to spoon-feed us Shakespeare has reaffirmed my work ethic. I am glad I did not quit or concede to a failure that seemed inevitable, but instead rose to the challenge and conquered one of my long-standing obstacles. I know that college will be filled with much more trying challenges, both academically and personally, but I know I will not back down from them either. Plus, I now have my good friend Willy Shakes to turn to when I need a laugh.

Rainbow Six essays

Rainbow Six essays I chose Rainbow Six for my leadership book review because there are effective leaders within the story, and because of the real life leadership application (and fiction is more fun to read). By this I mean that its not a book discussing the theories on what makes an effective leader, but more of an illustrative example of an effective leader leaving the readers to reflect on why. Some of the traits and examples that I have picked out may also overlap with current leadership theories, and some that do not. However its my personal opinion on why the character was an effective leader and I would welcome any discussion on it. Story Summary (dont read if you dont want to know the ending): Tom Clancy continues the saga of John Clark, an ex-CIA, ex-Seal operative, who is the head of an anti-terrorist special task force called Rainbow. This international group is composed of the best military operatives from around the world, specializing in covert operations, technology, and combat. In a trail by fire, Rainbow Six is confronted with a chain of seemingly unrelated terrorist events, initiated by an ex-KGB intelligence officer, Popov. But the ex-KGB officer is actually working for a wealthy biomedical company with a sinister plan in mind. It turns out the terrorist events were a cover to win a security contract for a access to the audience at the 2000 Sydney Olympics game, which meant access to over 100,000 virus carriers. The biomedical company is actually a radical environmental group bent of ending the majority of the human race, save a small band of environmentalist, through the use of a super virus called Shiva. But thanks to one of Rainbow Six team, led by Dom ingo Chavez (Ding), the extremist were stopped, and the world was saved. Overall this was a pretty interesting novel, and I enjoyed the development of certain characters. However the ending was abrupt and uncl ...

EMBA 530 initial post week 9 Essay Example | Topics and Well Written Essays - 500 words

EMBA 530 initial post week 9 - Essay Example One important factor is the use of participative decision making involving all the family members led by the senior members – i.e., the parents in a nuclear unit. This means that family meetings are held on most vital matters, and there is a generally liberal attitude in these collaborations. This factor was linked specifically to the longevity and success of the business (Fahed-Sreih & Djoundourian, 2006). A second important factor in successful family businesses is a resistance to institutionalization (Ayranci, 2010). This does not mean opposition to professionalism, because many of these firms are succeeded by younger family members who have obtained MBAs and formal training. What the family business resists is the formalization of procedures which many call bureaucracy. Family members prefer to maintain a level of informality where they could talk to each other simply and directly despite the difference in their position in the hierarchy. A third factor is ownership preferences, pertaining specifically to higher degrees of ownership concentration in successful family businesses (Hoopes & Miller, 2006). As mentioned earlier, the family business is not necessarily one which is wholly owned by one family; in some cases, those organizations referred to as family business may simply be majority-owned, and some not. Successful family businesses, however, have a higher concentration of ownership held within the family, and the more the ownership is held by family members, the more focused the firm’s strategy is and the more successful it becomes. The fourth important factor is the family’s commitment to change (Davis, 1983). In this rather dated article, a timeless observation was made that family businesses tended to be of two types – those which placed an emphasis on the way things had been done in the family business for decades and would not want to change them, and those which are keen on the changes

Personal Work Experience Assignment Example | Topics and Well Written Essays - 1500 words

Personal Work Experience - Assignment Example Since I was still new in the organization, I did not want to get into conflict with anyone, hence, the reason I would accept work from other people without objection. That notwithstanding, if I tried to report that matter to my boss I would create a misunderstanding with the concerned individuals, thus, resulting in workplace conflicts that are not ideal for my stay in the new job. Technically, I was in a dilemma but I pretended that things were moving on well by straining so much to accomplish tasks from my boss and the extra ones from my colleagues. Soon the vigor and excitement that I had about the job slowly but surely vanished since I would not long for the next morning given the kind of pressure that I was going to experience at the office. Ideally, as days went by I felt more overwhelmed by the job since my arrogant boss continued to introduce new tasks for me which she expected me to complete within the usual deadlines. At some point, I tried to explain to her how overwhelmin g the job was given the short and strict deadlines that she usually set but she rudely interjected yelling at me saying that if I cannot cope with the job I should find another one that suits me.

Factors that effect college learning Research Paper

Factors that effect college learning - Research Paper Example This paper attempts to explore all these factors with the help of credible research and then relate the ideas unfolded by research to the process of learning initiated by joining colleges. It should be understood how the negative practice of seeing students as customers only and not knowledge seekers by many college administrators is responsible for decline in college learning and how very demanding parents or students who have their interests based on vocational training alone also interfere with the true spirit of learning process. Understanding the role played by different factors is important as even â€Å"high-achieving students seem less able to grapple with issues that require them to think across disciplines or reflect on difficult questions about what matters and why† (Wilson). The colleges should guarantee such education that students could enlighten the world later on with their charismatic leadership and high moral behavior. â€Å"Students and others pay us lots of money, and we should try treat them respectfully, efficiently, and in a way that satisfies them† (Levine). This practice of seeing students only as customers who could be manipulated and used for the benefit of the administrators by asking them to make big commitments in terms of money on part of the colleges and the practice of viewing colleges solely as vocational training providers on part of students and parents should be abandoned as both these features collectively form a very negative influencer of good learning. Students turn to business schools so that they could be treated there as future business leaders and those schools â€Å"should not, in the words of one of my colleagues, plop students down as pre-M.B.A. goo and then orchestrate an experience from which good customer f eedback is sought† (Snyder, cited in THE EDITORS). It is a deplorable reality and a matter of great concern that the type of undergraduate

Whole Language Or Phonics Approach English Language Essay

Whole Language Or Phonics Approach English Language Essay Critically analyse and discuss the benefits and shortcomings in teaching reading through a phonics approach in comparison to a whole language methodology. What are your views about each approach? Support your arguments with references from related literature. Teaching students to read is a vital educational aim. Reading gives opportunities and opens up new worlds. Learning to read, will enable students gain new knowledge, enjoy texts, and do everyday life things. The phonics and the whole language approaches are two main methods to reading, a debate that still rages among educators, parents, and experts. Which approach to teaching reading works best? Whole language approach Teachers using the whole language approach are expected to provide rich environment texts for students combined with speaking, listening, reading and writing. This approach emphasise the meaning of texts over the sounds of letter and phonics instruction. Krammer and Holland found out that the whole language approach is considered a top down approach meaning the reader use his prior knowledge to interpret and construct his personal meaning of the text he is reading. In my opinion I think that this approach provides a better understanding of the text and a more interesting and creative approach to reading but it may come at the expense of accuracy and correctness. Phonics approach The phonics approach has five key elements to teaching. These are: Learning the letter sounds Learning letter formation Blending Identifying sounds in words Spelling the tricky words (Jolly Phonics: Lloyd, S.) Kelly believes that good phonic skills will help students become better readers. It provides a secure grasp of the essential sound and spelling patterns that words are composed of. There are 44 key phonemes in the English language. Some of these are single alphabet sounds such as s-a-t-p-i-n, but others may be combinations of letters like sh, ck or ie. (Kelly, 2009) Now, I will discuss the benefits and drawbacks in teaching reading through a phonics approach in comparison to a whole language methodology. Benefits in teaching reading through a phonics approach Using the phonics approach to reading helps the reader to build better the pronunciation and word recognition (Krammer and Holland). When an individual starts to pronounce words correctly, it also starts to build confidence to speak up more often (English for Life, 2008). Improved decoding success creates a secure reader. Facility and ease in identifying polysyllabic words, and in inferring their meanings from a knowledge of prefixes, suffixes, and roots, help students with comprehension (Chall, J. Popp, H.). Teaching phonics can help students develop the skills to read smoothly and accurately. When faced with a new word, a student will have an arsenal of tools with which to puzzle it out and call it by namerecognizing familiar letter combinations and accessing their recollection of similar words. Students who are secure in their ability to figure out unfamiliar words are more eager to read new and longer texts. (Matthews, 2010) Readers cannot rely only on the use of context and picture clues. Wiley Blevins stated that students need to have a repertoire of strategies to draw on to become skilled, fluent readers. Phonics approach helps with the spelling far more than the memorisation and guess work of the whole language approach (Krammer and Holland). A person will be able to pronounce and spell correctly when he hears words. For this reason, phonics will help him improve his reading and writing skills (English for Life, 2008). Drawbacks in teaching reading through a phonics approach Although the phonics approach might work for some students, it may not work equally well for others. This is due to diverse individual learning abilities. For example: Students with hearing challenges may find it difficult to connect sounds and letter groups. Students with dyslexia often reverse groups of letters, causing confusion with phonetic learning. Besides that, some children learn to read more easily using other methods. For instance, the whole language approach teaches children to recognise entire words, rather than individual sounds (Enne, V.). I agree with Krammer and Holland that when it comes to reading using the phonics approach a child may have difficulty understanding the full meaning of a text, due to the constant breaking down of words into parts. This will also bring boredom; children would not be able to enjoy the text contrary to the whole language approach. Fleury declares that phonics does not connect the children with literature, as the whole language approach does. The connection to literature helps to make reading more interesting. It is true that phonics helps children to sound out many different words but there are other words that do not follow simple phonetic rules. These words, called outlaw words, will still need to be memorised. Nearly 50 percent of all English words are outlaw words. (Available from: http://www.ehow.com/list_6856037_drawbacks-teaching-phonics_.html) Should you categorise students and push one teaching method? In my opinion I think that I balanced approach should be used in teaching reading. The National Reading Panel determined that phonics instruction is only one part of a complete reading program for beginning readers. Effective beginning reading programs should also emphasize reading fluency, vocabulary development, and text comprehension. (Available from: www.univo.edu.sv:8081/tesis/019961/019961_Cap2.pdf) In 1996, Honig, stated that a balanced approach is needed to teach reading. He described it as an approach that combines the language and literature-rich activities associated with whole language activities aimed at enhancing meaning, understanding, and the love of language with explicit teaching skills as needed to develop fluency associated with proficient readers. In the article Curriculum: Whole Language and Phonics: Can They Work Together? written by Cromwell, S. (1997) says that Supporters of the whole language approach think childrens literature, writing activities, and communication activities can be used across the curriculum to teach reading; backers of phonics instruction insist that a direct, sequential mode of teaching enables students to master reading in an organised way. There is an ongoing debate on which is the best way to teach a child how to read. Phonics helps children to pronounce better and recognise the words. It helps them far more than memory and guess work used in the whole language approach. Formulas learned in phonics can be applied repeatedly. On the other hand, using the whole language approach helps children to understand better different types of texts. It is much more interesting and creative to reading rather than the phonics approach. Whole language approach emphasises on meaning and comprehension. Children memorise large numbers of sight words and learn to read by reading. I do not have enough experience but I can speak from my 3 years of teaching practice. I believe that both approaches must be used hence using a balanced reading approach. Most children learn through an amalgamation of skills. Each method offers different strategies. One has to remove the idea of one size fits all and keep in mind that every child is different. There is no one best method to teach children. Educationworld.com says that Many combinations and permutations are necessary to provide an optimal learning environment for an entire class of readers A teacher must be careful when teaching reading keeping in mind the different abilities of his students and focusing on literature and fun. After all, it is the teacher who makes the difference in the learning process. I believe that a teacher should provide time to read to his students often, choral read with them and also give them time to read both alone and in pairs. I remember that when I used to teach phonics through word games, to year 2 students, it used to work. Students where learning by having fun. Spending only a brief time each day on phonics and doing no more than one worksheet daily I eliminated boredom. It is important to try other reading approaches for students who are not able to learn phonics easily. Through research, I found out that recorded books or story writing might help. I make it a point that in my classroom I have a library. Unfortunately I have been in some schools where school libraries are not available. Students who have social problems how can they be exposed to literacy? It is highly important to expose children to books. It is important to have books in classroom so that students can browse, read and discuss them. Krammer and Holland state that when using a balanced reading approach, a teacher should provide as much structure as possible and some step-by-step skill work, especially for analytic students, while emphasising literature and fun. Also, a teacher should provide sufficient tools for decoding words, using small amounts of direct instruction in phonics for auditory and analytic learners. Tape-recording phonics lessons will help students to work independently to improve their skills. Visual learners tend to benefit from the whole language approach while auditory learners rely more on phonics since they hear the sound of letters and identify words. A balanced reading approach will probably be most beneficial! Finally I conclude using a balanced approach to teach reading will probably be most beneficial. IAE (2003) discovered that both research and classroom practices support the use of a balanced approach in instruction. The motive for this is because reading depends on efficient word recognition and comprehension. I agree that therefore instruction should develop reading skills and strategies, as well as build on the learners knowledge through the use of authentic texts. (Bernhardt, 1991; Bernhardt, 2000; Hulstijn, 1991; Kamil, Mosenthal Pearson, 2000; Snow Burns Griffin, 1998)

Parliamentary Reform between 1830 and 1832 in Great Britain Essay

There were many reasons why between 1830 and 1832 parliamentary reform became a big and unyielding issue on the political landscape. The industrial revolution was in full swing, discontent was rife and consequently revolutionary ideas were materialising. But how did the parliamentary reform gain momentum and become such a significant matter among so many other pressing conflicts and issues? The Tory party were in office prior to parliamentary reform and for years they had time and again strenuously refused to widen the electorate, arguing what made the British political system so very successful was due to the fact that their was more emphasis on the landowning than the sheer numbers of electorate. The Tory party dominated British politics with the support of royals such as George III and George IV. However, by 1830 divisions in the party began to form and came to prominence. The cause of these divisions was the issue of Roman Catholic Emancipation which led to Tory hardliners threatening to support reform in order to ensure a wider electorate that would throw out any idea of emancipation with fervour. This split in the Tory government eventual became so bitter that the Tory government eventually collapsed in November 1830. Simultaneously, the Whig party were facing a resurgence of support and fortune. The Whig party were keener on the idea of cautious reform and believed that through reform key aspects of the political system had to be preserved. Such democratic ideas were bourn from Whig MPs who were more in tune with society at the time since some MPs were not from aristocrat families but from the middle classes- those at the forefront of the industrial revolution. Previously, the Whigs had attempted at sponsoring reform ... ...During this time a closer relationship was built between the middle and working class. The trigger for this new partnership was a Birmingham banker by the name of Thomas Attwood. Attwood created the group General Political Union which campaigned for reform. This was an example of a flourishing pressure group by raising the profile of their cause through petitions, rallies and peaceful protest. Grey however had the intention of splitting this alliance by promising the middle classes moderate reform. Overall, the most important reason for parliamentary reform becoming a promising issue was because of the collapse of the Tory government. Without the collapse of the Tory government the consequential events could not have occurred such as the Whig party gaining momentum and support from the people of Britain which eventually led to the out-dated system being reformed.

Serial Killer “Richard Chase”

As a young boy he didn't show any odd behavior until he turned the age of ten. At the age, often in 1960 he started killing and torturing animals including cats. Then by some years passed it was 1964 an he started attending Mira Lama High School, obtained grades of Co's, Ad's, and If's, but still managed to complete high school an get his diploma. While he was in school his sophomore year he was arrested for possession of marijuana ordered by Juvenile court work on weekends, and as his time as an teenager he became a very Intense drug user and regularly exhibited symptoms of delusional thinking.January 5, 1978 Chase started his life of legal problems from small crime of stealing a four- mouth old puppy, shooting it in the head and proceeded to drink the blood or to his random violent acts like on the date January 11, 1978. On the 1 lath of January 1978 chase attacked a neighbor after he asked for a cigarette then restrained her units she turned over the entire pack. 2 weeks later, he broke into a house, robbed it then urinated inside a drawer containing infant clothing and defecated on the bed in a child's room. Interrupted by the owners return, chase was attacked but managed to escape.An chase continued to search for unlocked doors of homes to enter. He believed a locked door was a sign that he was not wanted, however an unlocked door was as Invitation to enter. Social problems Richard Chase had many of them; suffering mental disorders which made It had for him In his social life. Richard Chase himself managed to maintain a small social life, however his relationships with women would not last long. This was because of his bizarre behavior and because he was impotent. An event that happened would prove his mind state when he moves out his mother house thinking she was trying to poison him.He had rented an apartment with some friends. Chaise's roommates' complained that he was constantly intoxicated alcohol, marijuana, and LSI. Chase would also walk around the apartment nude, even in front of company. Chaise's roommates demanded that he move out. When he refused, the roommates moved out instead. Education and Jobs, all though Richard Chase never had a Job, his education was on the side of a little below average with an IQ of 95. During, the spring of 1968 he enrolled In American River College, maintained grades of Co's, consistently used drugs, and briefly seen a psychiatrist.Physical problems he suffered from constant paranoid episodes and would often end up at the hospital emergency room in search for help. He was psychiatric observation, but shrinking, Chase felt he had found the cure. He would kill and disembowel small animals and eat the various parts of the animals raw. 1975, Chase suffering from blood poisoning after injecting of rabbit blood into his veins, was involuntary hospitalized with schizophrenic. An his sexual was not very well written out cause his relationships never lasted long because of his bizarre behavior, and the fact that he was impotent.He was killed with a direct gunshot wound to his head. Evelyn and Jason were found in Evelyn bedroom. Jason had been shot twice in the head. The depth of Chaise's insanity was clear when investigators went over the crime scene. Evelyn corpse had been raped and solemnizes multiple times. Her stomach had been cut open and various organs were removed. Her throat was cut and she had been customized with a knife and there was a failed attempt to remove one of her eyeballs. Then, Richard Trenton Chase was captured by police after leaving several hand and shoe prints in blood at is last victims' residence.They found even more blood caked evidence in his apartment. In 1979 Chase stood trial on six counts of murder, his attorneys tried to avoid the death penalty by going the insanity route†¦ The plea was rejected. On May 8th, the Jury found Chase guilty on all six counts and he was sentenced to the gas chamber. While in prison, Chase had been seeing a doctor wh o had prescribed him with antidepressants that he hoarded for weeks. He was found dead on December 26, 1980 of an apparent overdose-suicide, taking all the pills he had been saving.

How Many Questions Can You Skip for a Good SAT Score

How Many Questions Can You Skip for a Good SAT Score SAT / ACT Prep Online Guides and Tips Every year students fight to get the SAT score they want. For manystudents, completing all the questions before running out of time is a serious challenge. If you're one of those who struggles to finish the test in time, skipping can be a real asset. But how many questions can you skip for a good score on the SAT? In this article, I’ll let you know how many questions you can skip or get wrong for 1280 out of 1600. I qualify 1280 as a good score since it is approximately between the 81st and 85th percentile for all test-takers. However, exactly what a good score is for you depends on what college you hope to attend. For guidance on how to determine what SAT score you should shoot for, check out our guide to calculating your target score. Even if your goal isn't exactly 1280, this guide can help you understand how many questions you can afford to skip to achieve the score you want. How Is the SAT Scored? To calculate how many questions you can skip for 1280, you need to know how the SAT is scored.Below, I’ll provide a short explanation, but if you’re interested in reading a more in-depth explanation, check out our guide tohow to calculate SAT score. NOTE: The essay is not factored into your composite SAT score (400-1600 scale), so I will not discuss it further in this article. However, for more information on the new SAT essay, read our other guide. On the new SAT, there is no penalty for incorrect answers (no minus points), so skipping or answering a question incorrectly results in the same score. You get one point for every right answer since there is no wrong answer penalty, soyou should bubble something in for every question. When Idiscussskipping in this article, I really mean guessing randomly because you should not leave any bubble blank. For the Math section, you simply get a raw score, which is just the number of questions answered correctly (if you answered 40 correctly, your raw score is 40). For the Evidence-Based Reading and Writing section, you get two raw scores: one for the Reading portion and one for the Writing and Language portion. Again, your raw scores are just the number of questions answered correctly. Each raw score is then converted into a scaled score- the exact conversion varies by test date. However, the College Board provides this example chart from their SAT practice test as an estimate: Once you convert your Math raw score to scaled score using the conversion chart, you have your final section score. For example, if you got a raw score of 53 in Math, your final section score would be 740. Evidence-Based Reading and Writing is slightly more complicated. You first need to convert your two raw scores into scaled scores using the chart. For example, if you had a raw score of 44 in Reading and 41 in Writing, your scaled scores would be 35 and 37, respectively. You then take these scaled scores add them together and multiply by tento get your section score: (35 + 37) x 10 = 72 x 10 = 720 Now that we have covered the basic scoring, let’s return to the original question. Bonus: Want to get a perfect SAT score? Read our famous guide on how to score a perfect 1600 on the SAT. You'll learn top strategies from the country's leading expert on the SAT, Allen Cheng, a Harvard grad and perfect scorer. No matter your level, you'll find useful advice here - this strategy guide has been read by over 500,000 people. Read the 1600 SAT guide today and start improving your score. How Many Questions Could You Skip/Get Wrong and Still Get 1280 if You Got All of the Others Right? NOTE: As I mentioned earlier, since there is no penalty for wrong answers, skipping or answering a question incorrectly results in the same score. Therefore, you can skip or answer incorrectly the same number of questions to receive 1280. Also, as I said before, each test date has a unique conversion scale from raw to scaled score, meaning each test date has a different answer, so the answer to this question is not exact. To find the typical number of questions you can skip for 1280, I analyzed eight real SAT practice tests and found the number of questions you could skip to get 640 in each section. I put my findings in this table: Section Math Reading Writing Total Test 1 15 13-14 9-10 37-39 Test 2 18 12-13 9 39-40 Test 3 19 13-14 43-44 Test 4 21 -12 10- 42-44 Test 5 16 10- 10- 36-38 Test 6 16 10 37 Test 7 14 -12 9-10 34-36 Test 8 18 9-10 9 36-37 From the above table, the average number of questions you can skip/get wrong to get 1280 is 38. However, it is important to note that the number of questions you can skip/get wrong to get 1280 depends on the section in which you are skipping the questions. For Evidence-Based Reading and Writing, you can skip/answer incorrectly on average 9 questions on the writing portion and 12 questions on the reading portion. For Math, you can skip/answer incorrectly on average 17 questions between the calculator and no-calculator sections. REMEMBER, this is if you got every single other question correct, which is very difficult. I don’t recommend you skip this many questions, as you can’t guarantee you get every other question correctly. I’ll explain more about this strategy below. What Does This Indicate About Skipping/Answering Questions Incorrectly? If you’re not seeing improvements in your SAT prep and are barely finishing the sections in time, just bubbling in random answers for certain questions may be a better strategy for you. You also can create an exact plan of attack according to your strengths and weaknesses. For your unique plan, consider what section you are struggling the most in whether it is Math, Reading, or Writing. Try to skip the maximum number allowed in that section. Make sure you always bubble in a random guess for those questions (you’re not penalized for guessing, and if you randomly guess right, you get free points!). Make sure you plan to skip/bubble in the harder questions in that section: If you struggle in Math, you should know on the Math section that the multiple-choice questions are ordered from easy to hard, and the grid-ins restart with easy questions and then move towards harder questions at the end of the section. You should try to spend your time trying to answer the easier questions in Math correctly (the beginning questions of the multiple-choice and grid-ins), and consider just bubbling in a random answer for the harder questions (since you’re not penalized for guessing). Make sure if you use this strategy that you’re answering enough questions to get your score desired score. For example, if you’re aiming for 1280 (640 in Math), I’d recommend answering at least 50 questions and then bubbling in random answers for the other eight questions. This way you give yourself a cushion; you can answer five questions wrong and still get 640. As I said, answer the easier questions, and bubble in the harder questions (end of multiple-choice) and consider skipping the end of the grid-ins (since you won’t be able to guess on those since they’re not multiple choice). On the Reading test, you should spend your time trying to answer easier questions correctly and consider just bubbling in a random answer for the harder questions. Make sure if you use this strategy that you’re answering enough questions to get your score desired score. For example, if you’re aiming for 1280 (640 in Evidence-Based Reading and Writing), you can afford to skip five hard questions and just bubble in random answers for the harder questions. If you answered four or five incorrectly, you’d still get a 640. On the Writing test, you should also spend your time on easier questions first and bubble in at least a few of the harder questions randomly, rather than spending the time to think them through. If you use this strategy, you need to double check that you’re answering enough questions to get your score desired score. For example, if you’re aiming for 1280 (640 in Evidence-Based Reading and Writing), you can afford to skip four hard questions and just bubble in random answers. Even if you answer three or four other questions incorrectly, you’ll still get a 640. WARNING: You need to incorporate this strategy into your preparation! Do not just plan to skip the day of the exam without practice. In your practice, start by trying to skip/bubbling in randomly the maximum number allowed and see how it affects your score. If the first result is positive, and you see score improvement, simply continue skipping that amount of questions. If at first you get a lower score, try skipping half the number of questions allowed and see how that shifts your score. Keep adjusting until you find the maximum number you can skip to get your desired score. Focus on getting the questions you do answer right! If your section score is under 500, it’s well worth skipping a substantial chunk of questions. Want to improve your SAT score by 160 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free SAT guide now: What’s Next? Trying to get a perfect score? You should check out our SAT study guide. Taking the test in the next month and need to improve your score in a hurry? Read our cramming guide. Aiming for the Ivy League? Read our guide to getting in! 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Jan Brueghel the elder- Looking at his flowers essays

Jan Brueghel the elder- Looking at his flowers essays The artist I am going to look at is Jan Brueghel the elder. Brueghel was, born in Brussels. As the most talented son of Pieter Brueghel the elder, he devoted his early career to flower painting and still lifes and his suave renderings earned him the nickname Velvet Brueghel. Brueghel achieved fame for his beautifully detailed landscapes, peopled with biblical and mythology figures. He also painted landscape settings for numerous portraits, notably the Flemish master Peter Paul Rubens. Jans best works include The battle of Arbela and Bowl with jewels. Jan Brueghels work falls into the renaissance period. Brueghel followed in the footsteps of Hieronymus Bosch , just like his father, Pieter Brueghel. Bosch was an artist who was far more original, and less dependent on traditional Flemish paintings. All his pictures were wildly unconventional. The Garden of Earthly Delights (1510-1515? Prado), an elaborate fantasy of sin and redemption, shows an imaginary, surreal world where the past, present, and future unfold in nightmarish images. Such extreme originality led to the art of Pieter Brueghel the Elder, well on in the 16th century. Brueghel demonstrates the powerful influence of Bosch in its phantasm imagery. At a time when many of his contemporaries were imitating Italian solutions, Brueghel continued an allegiance to the earlier style of Netherlandish and Flemish painters in his own paintings and engravings, which often are illustrations for folk proverbs. Comparing Jan Brueghels painting with Georgia OKeefes work it was fascinating to see how different and independent each of the artists style of work is, although they are of the same subject matter. It can be described as a tapestry, which leads the eye around the piece but I find this can also be confusing. Whilst analyzing this piece, I noticed that the ...

Greenhouse Effect and Global Warming Essay Example | Topics and Well Written Essays - 750 words

Greenhouse Effect and Global Warming - Essay Example Some of the radiation is altered by the ozone layer, which inhibits ultraviolet radiation from passing directly to the surface to the earth. Much of the radiation that makes it to earth is absorbed and stored as heat in oceans and other large bodies of water. Radiation that strikes portions of the earth with a high albedo, such as solar ice caps and glaciers is reradiated back out into space. In fact, ultimately, the vast majority of solar radiation that enters the atmosphere is destined to be reradiated back into space. But a small percentage of that radiation gets trapped in the atmosphere as it tries to bounce back into space. Certain gasses, such as carbon dioxide and methane act to trap the radiation, causing the atmosphere to retain the radiation as heat. This warming of the earth’s atmosphere as a result of trapped radiation is called The Greenhouse Effect. Gasses such as carbon dioxide and methane are called greenhouse gases, due to their tendency to trap radiation, wh ich causes the atmosphere to stay warm. Without The Greenhouse Effect, life on earth would be very different and impossible for humans. The Greenhouse Effect is directly related to the phenomenon known as Global Warming or Global Climate Change. The earth’s atmosphere is constantly changing. ... Humans are the first species in the history of earth to burn massive amounts of fossil fuels such as coal, oil and natural gas. Burning these fuels puts carbon dioxide into the atmosphere. In recent years, the average global temperature has risen dramatically. Changes in global temperature usually happen very gradually, so many people are concerned that a rapid change in temperature will lead to destructive weather patterns, crop failures, increased spread of disease and insect pests (Roberts, 1994). Many scientists feel that this will lead to extinction on a mass scale and major disruptions to human activities. The continued introduction of greenhouse gasses such as carbon dioxide and methane that results from agricultural, manufacturing and transportation activities will surely result in a warmer global climate and stress on nearly all natural systems that sustain life on our planet. There are courses of action that can be taken to reduce or even reverse the warming trend that eart h is now experiencing. One of the most immediate things we can to is to reduce the amount of greenhouse gasses we are putting into the atmosphere. Much of this comes from the transportation we use every day. Cars burn gasoline, which greatly contributes to the amount of carbon dioxide in the atmosphere. Driving less, or not at all, is one way we can slow global warming. Many people are living in communities that give them easy access to public transportation and to workplaces. More civil planners are providing spaces for walking paths and bicycle lanes in their plans. This means people have carbon free ways to get to work. Using alternative fuels and increasing fuel efficiency in cars is another way to prevent

Emerging Tourism Markets and destinations ( chosen destination New Coursework

Emerging Tourism Markets and destinations ( chosen destination New Zeeland) - Coursework Example xi). In order to take advantage of this opportunity, the Prime Minister at the time, Helen Clark, made a documentary called New Zealand: the Royal Tour (2002).Suddenly in the spotlight, the nation had the opportunity to increase their tourism, increasing the economic benefits and placing the nation on lists of desired destinations for tourists around the world (IMDB 2013). Prime Minister Clark was able to show her own capacities in being a part of the natural world, providing for eco-tourism enthusiasts to have a unique glimpse of the beautiful and almost untouched landscapes. 2. Overview The geographical landscape of New Zealand is based on two main islands and the surrounding smaller islands in the region (The Official Website of the British Monarchy 2009). The region is a constitutional monarchy which is headed by Queen Elizabeth II, but managed by a Prime Minister who is advised as needed by the appointed Governor General who represents the Queen, but asserts authority rarely, if ever. The Constitution is the core of the governance of the Island state with the nation sitting at 5th for its use of democracy and having one of the most stable governments in the world (The Fund for Peace 2013). The climate in New Zealand can only be described in relationship to the region for which the discussion is being made. Temperatures can range from 10 degrees Celsius in the south to 16 degrees Celsius in the north. The climate is mild for the most part, but remote regions can have either very warm or very cold temperatures, extremes that are dependent upon the location (The New Zealand Encyclopaedia, 2013). The sun shines in the Auckland and Wellington regions on average 2000 hours per year. Cooler climates are found in the south with only having about 1400-1600 hours per year, with the northern parts of the region having the sunniest number of days at 2400-2500 per year (Corrigan 2012, p. 41). The OECD (2009, p. 71) developed a report on the status of New Zealand, inclu ding information on the infrastructure. According to the report, the development of roads, of stable electricity, and of communications has increased rapidly in the last decade. The appointment of a minister to focus on infrastructure has indicated recognition of the need for attention to the facilities within the nation. In addition, a problem was recognized when the 2008 worldwide economic downturn began as a lack of insurance on banking deposits caused financial difficulties as the worldwide banking structures began to fail (OECD 2009, p. 73). English is the primary language in New Zealand, but prior to colonization the Maori language was the primary language. In 1987 the Maori language was recognized as an official language (Bell, Harlow, and Starks 2006, p. 13). The Maori were the first immigrants to the land of New Zealand, travelling in canoes from Tahiti about 1500 years ago. The Maori are now only about 15% of the population with about 500,000 in the population. There are a great many tribes of the Maori, but traditional Maori life is not widely practiced and most have integrated into the post-colonial modern world (Theunissen 2003, p. 5). Like most regions of the world that were oppressed under colonialism, the Maori were discouraged from speaking their own language and to integrate in servitude positions under the British domination. Children in schools under British colonialism were punished severely for speaking