English 101 Essay Example | Topics and Well Written Essays - 500 words - 5

English 101 - Essay Example The online course though pre –structured follows and asynchronous structure which is quite opposite to the Campus course which is a face – to – face synchronous course with potentially greater flexibility. The online course has one or two instructors and is team taught, whereas the campus course has only one instructor. In an online course, the participants take the course that is easily available and no attempt is made to see that students are assigned to courses according to their talent or ability. The Campus course gives the students opportunities to discuss with their professors and other peers as to which course would be suitable to study. Where studying for the course is concerned, the participants of the online courses spent fairly more time on studies each week, whereas the campus participants spent much lesser time. In an online course, though the atmosphere is conducive to learning, yet the classroom is not as lively as a campus classroom where students and professor conduct lively face – to – face discussions and interaction. Qureshi et al. (2002) noted that distance education students were less motivated than their on-campus peers. Others have expressed concern that online learners experience motivational problems as evidenced by high dropout rates (Cheng- Yuan 2000). Researchers are of the opinion that online students are more self – paced and enjoy greater autonomy unlike the on campus students who are restricted by a lot of rules and regulations. By enrolling themselves in online courses, the students procure greater technological experience and have a much better knowledge of how to handle computers which is quite opposite to the traditional campus courses. The participants of online courses were more driven by intrinsic motives without looking forward to traditional rewards of a regular class, but on campus participants prefer to embrace a more collaborative style of teaching – learning and obtain the rewards of the

Combat Strategies of Pizza Hut Essay Example for Free

Combat Strategies of Pizza Hut Essay In the past, Pizza Hut is an outstanding restaurant, especially in offering different style of pizza. Pizza Hut is still a unique restaurant in the early 90’s. Therefore, competitors haven’t existed yet. However, Pizza Box has already existed that became Pizza Hut’s competitor. Recently, there are more and more choices for people to choose when they want to eat pizza. For instance, California Pizza, Saizeriya Italian Restaurant, Pizza Express etc. They are not only offering similar food as pizza hut, some of them may even sell their food at a more affordable price. Apart from the growing number of restaurants, there are more restaurants offering food delivery service. For example, McDonald, Pizza Box, Cheese Pizza, Yoshinoya, Sushi One etc. There are various choices and even different style of cuisine for customers to choose. Customers can just order their food by phone or internet which is really convenient. In order to combat the competitors, Pizza Hut has adopted several strategies on indoor dinning service and pizza delivery service. We think the key combating strategies of Pizza Hut is that it keeps creating and promoting new style of pizza with efficient marketing strategies. New product may attract customers as some of the customers may feel bored about the original style of pizza and willing to try new things. The marketing strategies of Pizza Hut are effective as it promoted their new style of pizza through different ways. For instance, it showed advertisements on television, posted posters in public area and sent leaflet. People keep receiving message about the new dishes of Pizza Hut. People will be more likely to think of Pizza Hut when they are wondering what to eat. As a result, Pizza Hut focused on the marketing tactics and development of new dishes. Pizza Hut allowed customers to make their choices according to their interest. Basically, customers can choose to have thin or thick layer of the pizza base. They can even pay extra money for mozzarella cheese stuffed into the edge of the pizza. Moreover, customers can also create their own pizza by choosing the ingredients they like. Furthermore, Pizza Hut offers free refill of soft-drinks. This can attract soft-drinks’ lover, especially teenagers. On the other hand, Pizza Hut create pizza card. Customers who got pizza card can enjoy 20% discount. Sometimes, they may also cooperate with banks. Customers who got specific credit card can enjoy the discount. The special offers mentioned above can attract more customers because it can help Pizza Hut to gain loyal customers and repeated business. Pizza Hut provided an efficient set menu in the restaurant. In the set menu, dishes are bundled and packaged together. They are usually divided into set menu for 2 people, 4 people and 6 people. Some of the customers, especially those who are in a group, like the set menu of Pizza Hut since the set menu can give suggestions and recommendation on dishes that are suitable for them. It is convenient for them to make decisions on what to eat. Moreover, it can also bring advantages to Pizza Hut since the service and kitchen team can have a better management. Servers can recommend customers to try dishes that they might not normally order. It brings benefits for both service and kitchen teams, since it is easier to predict what the customers will choose and chefs can distribute the workload among kitchen station more evenly. Therefore, the food and service can be maintained in a high quality. Apart from the set menu, Pizza Hut also provide A la Carte menu. The A la Carte of Pizza Hut included various choices of food and beverages. Therefore, customers can choose what they want to eat from those various dishes. Pizza Hut can also promote their signature dishes more easily. Pizza Hut aims to provide efficient and high quality pizza delivery service. To achieve their goal, they focus on the design of the delivery bags and the supervision of efficiency. Customers concerned about the efficiency of food delivery service. Pizza Hut will supervise the delivery efficiency through advanced system and make sure the food will deliver to the destination on time. There are more than 900 deliverers in Hong Kong and they will deliver the food to the destination through the most efficient and direct route. Furthermore, there are 500 telephone operators which make sure that there are adequate operators to receive customer’s order calls. The design of the delivery bags helps to maintain the quality of food. Pizza Hut named their delivery bag as â€Å"Heat Bag†. There are heat device in the delivery bags which can keep the food hot and fresh during the delivery process. Then, the food quality can be maintained when the customers received their food. To sum up, Pizza Hut can project its characteristics and maintain the quality of food through their combating strategies. Although there are numerous competitors, Pizza Hut is able to survive in the market.

The Devil in Dr Faustus Essay -- Doctor Faustus Essays

The Devil in Dr Faustus  Ã‚   In Scene 3 Mephastophilis appears to Faustus in his real form. Faustus reacts with disgust and asks the devil to come back in a shape more pleasant to the eye - as a Fransiscan friar. Faustus’s reaction is typically renaissance - he objects to ugliness and craves aestheticism. It also shows his sense of humour (or rather sense of irony) - as he says â€Å"That holy shape becomes a devil best† (l 26). What is striking is that when Mephastophilis appears first, Marlowe does not bother to describe him. True - he does not talk of the physical appearance of any of the characters as well, but a devil is a creature that, in our twentieth century opinion, is clearly in need of some footnote specifying what he looks like. But there is no such footnote. The early seventeenth century audience did not need a description of the devil like the twentieth century audience does. The Middle Ages had accustomed people to viewing the devil as a hideous, disgustingly ugly and frightening creature. The renaissance was a revolution in terms of imagery. The devil became more hu...

Compare the ways in which Wordsworth presents London in Upon Westminster Bridge with Blakes view of London in his poem London

London, the best place you could ever dream of or the worst nightmare? London in 1700's was a different city, they didn't have cars instead of that they had horses, there was less pollution and fewer roads. People used to wear more formal clothes. In this piece of coursework I am going to compare ‘London' by William Blake and ‘Upon com/in-westminster-abbey-analysis/">Westminster Bridge' by William Wordsworth. William Wordsworth used to live on countryside, he only seen the positive side of London as William Blake lived in London and saw the realistic world. Blake only has seen the negative side of London. When you are looking from the bridge you can have a good overview and the bad side about looking from the bridge is that you can't see the details because you are distances. Wordsworth visit London in the morning and in most of the country's in the morning everything is quiet because the city is asleep. Wordsworth had a sad life because when he was around 8 years his mother died, and when he was 13 his father died, when he visited London that could be a runaway from problems that he might have and be able to forget about the sad moments. He also might feel that he is not overruled by somebody else, he could feel free. Both of the poems are about London but both of them got different background. Blake see the negative side when he written ‘Blasts the new-born Infant's tear' by this quote we can tell that every one live with a fear. Every child that was born must have a bad life because in those times they mum's might been a prostitute because if a women needs money she was able to sell herself because she wasn't able to find a better job. The poor people weren't able to be educated. Poor people in their times would be always poor. As Wordsworth seen only the good side of London but he never lived there so how could he rate London when he visits it only once? ‘The beauty of the morning: silent, bare, ships, towers, domes, theatres and temples' by this quote we can see that he had written the poem in the morning when everybody is about to wake up. He tells the way as he sees it or imagines it, he is not realistic. The word ‘tear' could also be a tear of happiness as well as of sadness. William Blake was a person that strongly was interest in religions. In the first stanza he repeats himself twice, once by using â€Å"charter'd†. This shows that he is talking about the characters of people; he saw this as robbing ordinary people of their right and freedoms. The second repetition he used was the word â€Å"marks†. This has a double meaning one of them could be that the physical damages that are being made and leaving marks in everybody minds and they can't forget about it. The other meaning could be that he is collecting evidences as he walks around. Blake's poem is full of negative words that he used in every stanza such as â€Å"blood†, â€Å"weakness†, â€Å"cry† and many more. The poem ends with words â€Å"marriage hearse† for everyone marriage is such a great thing but he compared it to funerals. This might shows that he prefers to be lonely. William Wordsworth used his imagination when he was writing the poem as well as being on the bridge and seeing the realistic world. He written something that cant happens in realistic world, â€Å"The beauty of the morning† â€Å"like a garment†, the city cannot be wearing clothes, but it's already clothed itself by nature. Wordsworth used list to describe the things he was seeing. He doesn't only show positive language in line 1, 9 and 11 he used negative language. Most of the lines contain positive language words like â€Å"bright†, â€Å"glittering†, â€Å"splendour† and â€Å"glideth† create a magical world that is being like it fake and unrealistic. The poem is written as a sonnet which doesn't just show love but it shows the poets love for London. The average number of syllables in each line is 10. William uses this because it suggests that he doesn't want anything to change in London. The poem is very peaceful and calm. Evidence for this is ‘never did sun more beautifully steep'. This shows that London was a beautiful place, very calm, and a lot of country side might not have many buildings around. William Wordsworth writes about what he can see in the morning when he stands on Westminster Bridge. ‘The beauty of the morning' is evidence for this. It is written in the 3rd person and is also in the present tense. This shows that it was happening as he was writing the poem. This also helps the reader to visualise what is happening and to understand the poem more. The sestet is about how the poet feels. Evidence for this is ‘Ne'er saw I, never felt, calm so deep'. It is in the 1st person and is partially in the past tense, he shows positive language. Blake's format of the poem is like lyrics of a song. There are four stanzas, all of them shows different aspect of the city. Every single stanza talks about something else. His poem is like snapshots of loads of different scenes. In my opinion both of the poetess have right to give their own opinion, like every human being. William Blake showed the bad side of London and Wordsworth the good side, both of them has right to show the differences every person got different views for certain things. Blake was showing the negative things to show what makes him angry as Wordsworth has made his poem calm and enjoyable for everyone.

Care of Residents and Floor Manager Essay

Bi-Describe the terms and conditions of your contract as set out in your contract of employment or employment agreement. Answer-Turn up to work at the required times, wear the correct uniform, holiday entitlement , pay rate and confidentiality. Bii-Describe the information which needs to be shown on your pay slip/statement. Answer-Hours worked, employee number, NI insurance number, tax code, payment before deductions and payment after deductions and hourly rate. Biii-Identify two changes to personal information which you must report to your employer. Answer-Change of address or Medical condition. Biv-Describe the procedure to follow if you want to raise a grievance at work. Answer-Refer to flow chart. -See attatched. Bv-Explain the agreed ways of working with your employer in relation to the following areas. 1)Data protection: Ensure all information is stored in a secure place and no information is given out if unsure. 2)Grievance:Discuss with floor manager or home manager. )Conflict management:If i had a problem with a member of staff, for example if i didnt like the way that they were treating a resident i would go to my manager and explain my concerns, if after informing my manager the problem persists i would then go back, if my manager dismissed this as she has already talked to the staff member, this would cause conflict and i would seek help from someone above my manager(Regional Director). 4)Anti-discriminatory: Treat everyone as an individual and do no dis-respect race or culture. )Health&Safety:Keep up to date with all training and comply with all requested of me to ensure myself, collegues and residents are not at risk of harm or injury. 6)Confidentiality:Ensure all information is secured properly and dont give out any information to anyone your not sure about, consult Team Leader if unsure. 7)Whistleblowing:Identify the unethical baahaviour in questionand determine how its affecting you or the organisation in which you work. Decide whether the problem is worth reporting and if it will put yours or someone elses job at risk. Whistleblowing encourages and enables employees to raise serious concerns within the ‘setting’ rather than overlooking a problem or ‘blowing the whistle’ outside. Employees are often the first to realise that there is something seriously wrong within the setting. However, they may not express their concerns as they feel that speaking up would be disloyal to their colleagues or to the setting. Follow whisleblowing procedure. Bvi-Explain how your role contributes to the overall delivery of the service provided. Answer-I follow all policies and procedure and my job roles and responsibilities to maintain a high standard of quality care. Promote and maintain a good standard of care, I also ensure that the service users are able to practice their charter of rights, for example: Choice The right to make choices about their own lifestyle, and to excercise that choice and independence whenever possible. Dignity and Individuality The right to be shown respect and courtesy and to be treated as a unique and valued individual. Privacy and Confidentiality The right to choose to be alone, undisturbed, and free from intrusion, as far as possible, within the constraints of living with others in a nursing or residential care home; and the right to have all your personal information kept confidential. Complaints The right to comment and make known any concerns or complaints that you have about the home, or the company, without feeling under stress or threat. Bvii-Explain how you could influence the qualityof the service provided by; a)following the best practice within your work role; By keeping up to date with all training needed to carry out my work, by refering back to my job roles and responsibilities if unsure, ask floor manager or manager if im unsure of anything-this will ensure that I am carrying out a high standard of care to service users. b)not carrying out the requirements of your role; Residents/service users could be at risk, and if person centred approach isnt followed or the rights of the service users are taken away you could be putting them at risk of neglect and institutional abuse. Bviii-Describe how your own work must be influenced by National factors such as Codes of Practice, National Occupational Standards, Legislation and Government Initiatives. Answer-My work is directly impacted by all of the above every day. Codes of Practice and Occupational Standards form our mission, vision and values. Legislation dictates our level and quality of care. Government initiatives impact the people we serve. For example, a code of practice in action, and in a very general sense – may be staff supporting, but also providing the tools, for individuals to become more independent. Too much support, they would learn dependence. Tools alone without support, they may not understand how to use them or when to use them. Occupational Standards would be a general guide for each career within a given field, that expresses the foundational do’s and don’ts for each. Example, we would provide a minimum amount of service, documented and within the guidelines for the individual, while if we offered additional services that are needed and appropriate to the individual, that would be good. Laws protect for the most part. Most laws are based on safety. So legislation that offers greater protection for the people we serve, and laws that provide a clear expectation for staff – which if we follow judiciously, also protects us – are incorporated into all daily activities and decisions. That is protection for the individual. A person passing by an accident and offering help is protected from lawsuits by the Good Samaritan Law. So in these examples, both the individual, and the care-giver have laws that protect them. Government Initiatives – well, that’s a pretty general term as well which could also be interpreted in many different ways. Initiatives – I think of entitlement programs. Social Security, SSI, Welfare, WIC, HE AP, HUD, etc. These programs governmental initiatives provide additional support to people.

Should the drinking age be lowered essays

Should the drinking age be lowered essays A man is out on Highway 41 on his way home from a party when suddenly a car swerves out in front of him and hits him. He and the other car are in a ditch and both cars are totaled. The police and ambulances arrive and pull him and the driver of the other car out. Then, he finds out that the person who hit him is 18 and was drunk. A teenager could have killed him. How do you suppose that made him feel? This story is a perfect example of why the drinking age of 21 should not be lowered. The drinking age should not be lowered for numerous reasons: the risks of more fatalities, numerous numbers of crashes, DWI arrests, and alcohol-related problems. Some legislators clam the drinking age should be lowered because drinking ages as high as 21 will never come close to enforcement. That cause inflates the crime rate because the authorities often apprehend perfectly responsible individuals aged eighteen to twenty-one who drink, or attempt to purchase alcohol. Although the legal purchase age is 21, a majority of young people under this age consume alcohol, and too many of them do so in an irresponsible manner. This reason is because little kids see people under the age 21 purchasing or drinking alcohol and they take it as a symbol of adulthood. The U.S. has tried prohibition twice, first at the state level in the 1850s and at the national level beginning in 1920. These efforts to prevent drinking were unenforceable and created serious social problems such as widespread disrespect for law, the growth of organized crime, and the development of immoderate consumption patterns(Ruth Engs, Dr). Some state legislators say that the drinking age should be lowered because they say that teens have enough responsibility and maturely to know when enough alcohol is enough. The proportion of the American population that drinks, including young people, has been decreasing since about 1980. Then, states were required to raise th...

British Capitalism Develpment

British Capitalism Develpment Introduction/Thesis statement In order for us to be able to define and to explain the most distinctive features of British capitalism, ever since the time of Industrial Revolution until comparatively times, we will need to refer to the discussed subject matter from not solely economic but also geopolitical and socio-cultural perspective.Advertising We will write a custom essay sample on British Capitalism Develpment specifically for you for only $16.05 $11/page Learn More If put in a nutshell, the history of British capitalism can be outlined as follows: After Industrial Revolution made it possible to invest in such newly emerged industries as textile producing, railway building and steam-engine engineering, through years 1760-1860 British economy experienced an unprecedented boom. Nevertheless, from 1860 onwards, the vitality of British economy started to become progressively undermined. This process continued throughout the course of 20th century and had r esulted in creation of a situation when, as of today, British financial system is essentially the only self-sustainable sector of country’s economy. And, there are good reasons to believe that the closer analysis of British capitalism’s evolution, will provide us with the insight on what represented its foremost features, throughout the course of an affiliated historical era. In this paper, we will aim to do just that. Main part/Conclusion The origins of British capitalism are rooted in the workings of Puritan/Protestant mentality. As it was pointed out by Max Weber, the very essence of Protestantism, as essentially secular religion, created objective preconditions for Industrial Revolution to begin in Britain, as the country that featured a stable government, on one hand, and idealistically minded but utterly industrious population, on another – it is namely the combination these two socio-political factors that drives forward scientific progress.[1] Thus, it w as due to objectively existing laws of historical dialectics that, from 1760 onwards, the value of labor in British economy started to attain independent subtleties – hence, facilitating the process of country’s industrialization. By the end of 19th century, Britain became the first fully industrialized nation. Nevertheless, what differed Britain from other countries that had undergone industrialization later in history, is that it possessed a vast colonial Empire. This was exactly the reason why in Britain, instead of being invested into developing of new technologies, the bulk of ‘surplus value’, created by an ongoing process of industrialization, was invested into the maintenance of an Empire and into developing the resource-based sectors of economy.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In his book, Rubinstein (1993) states: â€Å"British investment increasingly went overseas, especially into developing the primary industries minerals, rubber, jute, gold and diamonds of the tropical Empire, or the infrastructure railways, docks, public works, construction in the temperate regions of the Empire settled by emigre Britons† (p. 4). Nevertheless, as we are well aware of, the pace of scientific progress renders the functioning of resource-based commercial enterprises increasingly unfeasible. For example, after the end of WW2, the cost value of a copper in telephone cables accounted for 80%. The telephone cable at the bottom of Atlantic Ocean, which during the course of forties and fifties was connecting America and Europe, was utterly expensive and yet – it allowed making only 138 parallel telephone calls. Nowadays, despite the fact that the cost value of raw materials in optical fiber cables accounts for only 10%, they can sustain 750.000 parallel telephone conversations, at the time.[2] In other words, t he initial vigor of British capitalism was lost, because Britons’ capitalistic industriousness was channeled into improving the living standards for local populations in colonies. To put it allegorically – the kinetic power of British capitalism was transformed into the heat, which later simply dispersed into the thin air, on the account of colonies having succeeded in liberating themselves from ‘white oppression’. Thus, one of the most distinctive traits of British capitalism was its affiliation with ‘white man’s burden’ of spreading the light of civilization, which sets it apart of from capitalisms of Germany or U.S., for example, strictly concerned with generating a commercial profit. As it was rightly pointed out by Rubinstein in the same book: â€Å"Gentlemanly capitalism, based on land, finance, and commercial services, is the key to understanding the growth of the British Empire† (p. 40). Apparently, British capitalists ne ver ceased being little more than just profit-driven individuals, as it used to be the case with their counterparts from the rest of the world. Thus, British capitalistic ‘gentriness’ can be partially blamed for the fact that, by 20th century’s twenties and thirties, there were millions of highly skilled but unemployed industrial workers in Britain. And, as time went by, it was becoming increasingly harder for them to find a job, as commercial feasibility of Britain’s industries, associated with extraction and utilization of natural resources (especially of those overseas), started to become progressively undermined. For example, in 1925, when prices for natural rubber were at all times high, this product accounted for 15% of all British exports. However, since Germans discovered a technology for producing synthetic rubber in 1935, within a matter of two years, the share of natural rubber from colonies in British exports fell down to 3% selling this produ ct simply ceased being quite as profitable.[3]Advertising We will write a custom essay sample on British Capitalism Develpment specifically for you for only $16.05 $11/page Learn More Therefore, it is not by a pure accident that it was namely during the course of twenties and thirties, that British trade-unionist movement started to gain a momentum, which in its turn, established socio-political preconditions for the concept of so-called ‘welfare state’ to grow increasingly popular with more and more Britons. Very rapidly, the functioning of British free-market economy was attaining a number of clearly defined Socialist subtleties. This brings us to discuss another distinctive feature of British capitalism – the fact that it had undergone a rapid transformation being ‘wild’ to becoming essentially ‘semi-socialist’. Despite the fact that, throughout the course of second half of 19th century, British capitalism wa s strongly associated with merciless exploitation of child labor and with virtual absence of trade-unionist movement, in the first decade of 20th century a number of legislations have been passed by the Parliament, in order to protect workers’ social and economic rights. For example, Britain was the first country in the world that in 1911 made workers eligible for unemployment insurance. Moreover, as time went by, the government continued to bestow a variety of social benefits upon workers. In his article, Fulcher (1997) states: â€Å"The 1920 National Insurance Act greatly extended the coverage of unemployment benefit and the 1921 Act first provided allowances for the dependants of the unemployed†¦ The 1925 Act established the modern pension system of non-means-tested pensions for those over 65† (p. 515). In its turn, this explains why, unlike what it used to be the case in other major capitalist countries, such as France, Italy, U.S., Spain and China (with excep tion of Nazi Germany, of course), British Communists were never popular with British ‘proletarians’, on behalf of which they spoke. According to Wood (1959): â€Å"The C.P.G.B. (Communist Party of Great Britan) has always been smaller than any Communist party of a major industrial nation. Although membership of 10,000 was officially claimed at the time of its foundation, the actual figure seems to have been nearer 2.500† (p. 259). The reason for this is simple – due to Labor Party’s political activities, during the course of thirties, British society was growing increasingly Socialist. And, socialist-minded citizens are much more likely to affiliate themselves with the concept of a ‘welfare state’, as opposed to affiliating themselves with the concept of ‘class struggle’. Nevertheless, as we know from the lessons of history, while providing various benefits to unprivileged members of society, the implementation of the conce pt of ‘welfare state’ undermines the effectiveness of economy’s functioning. The economies of ‘welfare states’ are necessarily stagnant, which explains such economies’ insensitivity to free-market challenges.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This was the reason why, unlike what it was the case with America’s capitalism, British capitalism remained largely unaffected by the Great Depression of 1929 – Britain’s depression began in 1921 and it subtly continues until today. As Booth (1982) had put it in his article: â€Å"At some time in early 1921 it became clear that the period of prosperity was over. To all sections of the community, therefore, the outlook was one of unaccustomed bleakness† (p. 208). The fact that this depression was being extended over such long period of time, simply made it less acutely felt. Unlike what it was the case with American depression, British depression was not predetermined by free-market economy’s fluctuations, but by government’s attempts to keep these fluctuations under control. Despite the fact that Britain came as a winner out of WW2, country’s economic might was greatly diminished by this war and by India’s proclamation of indep endence in 1947, which initiated the process of Empire’s dismantling. Britain’s financial system, represented by London’s City; nevertheless, remained comparatively strong. However, despite being semi-independent and privately own financial institution, much like America’s Federal Reserve, the Bank of England had chosen in favor of qualitatively different approach towards increasing the effectiveness of economy’s functioning, as compared to what it was the case with Federal Reserve. Instead of striving to provide a boost to the economy by increasing the amount of money in domestic circulation – hence, increasing citizens’ buying power, which in its turn, would result in increasing the competitiveness of nation’s industries, it simply embarked upon lending money to foreign governments and financial institutions and also upon ensuing a variety of internationally traded bonds.[4] In the book from which we have already quoted, Rubi nstein states: â€Å"The Citys traditional role re-emerged strongly in the late 1950s and early 1960s, with the rise of the Eurocurrency and Eurobond markets†¦ and the beginnings of large-scale investment and borrowings by Third World and Arab countries† (p.73). Such City’s strategy; however, should not be referred to as conceptually fallacious. After all, country’s peasantry has been ‘burned off’ is the chimney of industrialization in 19th century, which is why, after having been deprived of its colonies, Britain simply could not begin expanding industries on its own soil by the mean of increasing citizens’ buying power – there was simply no ‘human fuel’ left to sustain the process of industrialization once again. On the other hand, since the era of post-industrialism has not began yet, City also could not invest into developing of informational technologies and into setting up industrial production lines in the coun tries of Third World, which would have turned Britain into ‘manufacturer of intellect’, as it is the case with today’s Germany, Japan and U.S. This was one of the reasons why the capitalist realities in Britain, through 1945-1955, closely reminded the Communist realities in Soviet Union, around the same time – people standing in lineups to buy basic food, the system of products’ rationing, and the high extent of governmental corruption. Such was the unsightly face of British capitalism in post-war years. Throughout the course of sixties and seventies, the essence of British capitalism’s functioning can be outlined within the following framework: every time, citizens felt that their economic well-being was starting to improve, they would vote for Labor, and after that, their standards of living would take a steep dive again. And, so it went on and on, until Margaret Thatcher was appointed a Prime Minister in 1979. After that, British capitalis m started to remind capitalism proper, for a change – the government allowed the privatization of many state-owned companies, it cut back on investing into public sector and reformed country’s taxation policies. Within a matter of few years, British economy began to regain its former vitality. Unfortunately, British capitalistic revival did not last for too long. After winning the elections of 2001, New Labor proceeded with its old agenda of building a ‘welfare state’.[5] As a result, up until most recent elections, Britain was nothing short of a classical Socialist state the whole armies of uneducated immigrants from Third World were instantly made eligible for generous welfare payments, on the account of their ‘cultural uniqueness’, the quality standards in country’s health care and educational systems were drastically lowered, the medium-sized commercial enterprises were heavily taxed, which had brought many of them on the threshold of bankruptcy, the proper functioning of Britain’s energy sector was brought to a halt, etc. Nevertheless, as it was shown by the outcome of political elections of 2010, it is much too early to bury British capitalism, as the concept synonymous to the concept of properly functioning free-market economy. References Booth, A 1982, ‘Corporatism, capitalism and depression in twentieth-century Britain’, The British Journal of Sociology, vol. 33, no. 2, pp. 200-223. Feenberg, A 1990, ‘Post-industrial discourses’, Theory and Society, vol. 19, no. 6, pp. 709-737. Fulcher, J 1997, ‘Did British society change character in the 1920s or the 1980s’,  The British Journal of Sociology, vol. 48, no. 3, pp. 514-521. Lisle-Williams, M 1984, ‘Beyond the market: The survival of family capitalism in the English merchant banks’, The British Journal of Sociology, vol. 35, no. 2, pp. 241-271. Martin, C 2004, ‘Reinventing welfare regimes: E mployers and the implementation of active social policy’, World Politics, vol. 57, no. 1, pp. 39-69. Rubinstein, WD 1993, Capitalism, culture, and decline in Britain, 1750-1990, Taylor Francis Routledge, London/New York. Solo, R 1954, ‘Research and development in the synthetic rubber industry’, The  Quarterly Journal of Economics, vol. 68, no. 1, pp. 61-82. Weber, M 2001, The protestant ethic and the spirit of capitalism. New Translation and Introduction by Stephen Kalberg, Roxbury Publishing, Los Angeles. Wood, N 1959, ‘The empirical proletarians: A note on British Communism’,  Political Science Quarterly, vol. 74, no. 2, pp. 256-272. Footnotes M. Weber 2001, The protestant ethic and the spirit of capitalism, Roxbury Publishing, Los Angeles, p. 15. A. Feenberg 1990, ‘Post-industrial discourses’, Theory and Society, vol. 19, no. 6, p. 720. R. Solo 1954, ‘Research and development in the synthetic rubber industry’, The Q uarterly Journal of Economics, vol. 68, no. 1, p. 63. M. Lisle-Williams 1984, ‘Beyond the market: The survival of family capitalism in the English merchant banks’, The British Journal of Sociology, vol. 35, no. 2, p. 250. C. Martin 2004, ‘Reinventing welfare regimes: Employers and the implementation of active social policy’, World Politics, vol. 57, no. 1, p. 45.

The Ultimate SAT Spanish Subject Test Study Guide

The Ultimate SAT Spanish Subject Test Study Guide SAT / ACT Prep Online Guides and Tips Applying to highly selective schools often means submitting SAT Subject Test scores along with your regular SAT or ACT scores. Si espaà ±ol es pan comido para usted, then taking the SAT Spanish Subject Test is a great way to fulfill part of the subject test requirement. Read this guide to learn more about what’s on the SAT Spanish Subject Test and whether or not you should take it. We’ll go over format, test content, where to find good practice material, and tips to help you when studying and taking the test. Table of Contents What’s the Test Format? When Can You Take It? Should You Take the SAT Subject Test in Spanish? Choosing the Right SAT Subject Test: Spanish or Spanish with Listening? What Does the Test Cover? Part A: Vocabulary and Structure Part B: Paragraph Completion Part C: Reading Comprehension SAT Spanish with Listening Question Styles Where to Find SAT Spanish Practice Tests 4 SAT Spanish Study Tips Test-Day Tips En Conclusià ³n What’s Next? 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 the Test Format? There are two different SAT Spanish tests you can choose from. The regular SAT Spanish Subject Test is like most other standardized tests- you’ll be asked multiple choice questions about what you read in the test booklet. The Spanish with Listening Subject Test is a little different because the test starts by asking you to answer around 30 multiple choice questions based on listening to recordings (followed by ~55 questions you’ll answer based on what you read). SAT Spanish SAT Spanish with Listening What’s it out of? 200-800 points 200-800 points How long is it? 60 minutes for reading questions 60 minutes total (20 min for listening questions, 40 minutes for reading questions) How many questions is it? 85 Around 85 (around 30 listening questions, 55 reading questions) For both of these tests, you’ll need to answer about 85 multiple choice questions (each with four possible answer choices). Each correct answer is worth one point, each skipped or unanswered question is worth 0 points, and each incorrect answer is worth negative 0.25 points (to discourage random guessing). When you take the Spanish with Listening Subject Test, you’ll need to bring along an approved CD-player to use for the listening questions. Return to the table of contents. Robert Leverington/Flickr When Can You Take the SAT Subject Test in Spanish? The regular SAT Spanish Subject Test is offered in August, October, December, May, and June. The Spanish with Listening Subject Test is only offered in November*. Here’s a snapshot of what the SAT II Spanish test dates look like for the school year 2019-2020: SAT Spanish SAT Spanish with Listening August 24, 2019 âÅ"” October 5, 2019 âÅ"” November 2, 2019 âÅ"” December 7, 2019 âÅ"” May 2, 2020 âÅ"” June 6, 2020 âÅ"” In future years the dates may shift around a little, but the SAT Spanish Subject Test will always be offered in these months around the same dates. You can find the most up-to-date information about SAT Subject Test dates here. *SAT Language tests with listening will be offered in November up through November 2020; after that, they will only be offered in May (starting May 2021). Return to the table of contents. Should You Take the SAT Spanish Subject Test? The College Board recommends that you should only take the SAT Spanish Subject Test if you’ve studied 3-4 years of high school Spanish (or two years, if you’re an advanced student). To be blunt, SAT Language Subject Tests are extremely difficult to do well on for non-native speakers because your performance is being compared to that of native speakers who take the test. The curve isn’t quite as bad on Spanish as it is for some of the other language tests, but in general, there are only three cases in which you should think about taking a SAT Subject Test in Spanish. Case 1: Spanish Is Your Strongest Subject Some highly selective colleges require or recommend students to submit at least two SAT Subject Test scores along with their applications. If application requirements are why you’re taking an SAT Subject Test, Spanish should only be your choice if it’ll be one of your best scores. To know if you'll be able to do well on the SAT Spanish Subject Test, we've put together this table with what it takes to get a good score on the SAT Spanish Subject Test (excerpted from our article on what’s a good Subject Test score). 70th+ %ile score 80th+ %ile score 90th+ %ile score Spanish 730-740 760 790-800 Spanish with Listening 750-760 770 790 If you’re going to be able to hit a higher percentile score on the SAT Spanish Subject Test than you will with any other Subject Test, then you should take it. Otherwise, it's better to send colleges an excellent score in another area than to send them a mediocre Spanish SAT II score. Case 2: You’re Not Taking Spanish but Want to Show Fluency If you’re not taking AP or IB Spanish B and want to show you have a high level of fluency and ability in Spanish, then it makes sense to take the SAT Spanish Subject Test. Students who might fall into this category include native Spanish speakers or students who’ve taken a lot of Spanish outside of their high school and want to demonstrate their abilities. In fact, if you have a lot of experience and familiarity with spoken Spanish, the College Board particularly recommends taking the Spanish with Listening Subject Test to showcase your listening skills. Case 3: You Want to Place Into the Correct Level of Spanish Colleges often use standardized test scores to place you in the right level foreign language classes. If you’re not planning on taking the Spanish AP or IB test, then taking the SAT Subject Test in Spanish is a good substitute. Most colleges also have some kind of free placement exam, so if you don’t want to spend the time and money on a SAT Subject Test, you don’t have to. One bonus of taking the SAT Spanish Subject Test, though, is that all the questions are multiple choice- you won’t have to write any essays or even do any free-response questions. If you’re only taking the test to place into the correct level of Spanish and will be submitting other, likely higher, SAT II scores with your college applications, you should wait until you’re as far along in your Spanish classes as possible to take the Spanish SAT. You’ll need to double check with the colleges you’re applying to, but as a rule, if you’re only taking SAT II Spanish to place into the right level Spanish class, you should hold off on taking it until May or June of senior year. Return to the table of contents. Disappointed with your scores? Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Choosing the Right SAT Subject Test: Spanish or Spanish With Listening? We briefly went over the big difference between the two tests when discussing their formats, but that might not be enough information for you to decide which test to take. The difference between the two tests boils down to how comfortable you are with understanding spoken Spanish. On the informational page about the Spanish with Listening Subject Test, College Board states that â€Å"many colleges indicate the Spanish with Listening test gives them a fuller picture of your ability and may be more useful for placement purposes.† So if you can excel on Spanish with Listening, you should absolutely take that over the regular Spanish Subject Test (kind of like how you should take the Math 2C Subject Test over Math 1C). But if you’re not confident your Spanish listening comprehension skills are at a high enough level or are worried that anxiety about the listening section will negatively affect your score, you should take the regular SAT Spanish Subject Test. 40% of the questions on the Spanish with Listening Subject Test involve listening to spoken Spanish and answering questions on it. The three tasks you’ll be asked to perform are: Explaining a picture ("Pictures"). You’ll have to identify either what’s presented in a photograph or the most likely thing someone in the photograph would say. Continuing a conversation ("Rejoinders"). You’ll have to choose the answer that would be the best next line in a short conversation. Demonstrating listening comprehension ("Selections"). You’ll need to answer questions that demonstrate you’ve understood what was said in a longer spoken selection. Keep in mind that both exams test you on your knowledge of vocabulary and structure, paragraph completions, and reading comprehension. It’s just that answering questions based on written material makes up 100% of the SAT Spanish Subject Test, but only about 60% of the SAT Spanish with Listening Subject Test. For Rejoinders questions, if one person in the recording asks  ¿Dà ³nde est el baà ±o?, you'll need to choose an answer that makes sense in context. Return to the table of contents. What Does the Test Cover? The SAT Spanish Subject Test is designed to cover skills and topics that are taught in most high school Spanish classes. Specifically, the following three areas are heavily emphasized: Vocabulary (in the context of a sentence as well as throughout the test) Parts of speech (nouns, verbs, adjectives, adverbs, etc.) Idiomatic expressions The test itself is divided up into three sections, each with roughly equal numbers of questions. Part A: Vocabulary and Structure Part B: Paragraph Completion Part C: Reading Comprehension In the next three sections of this guide, I’ll go over what’s on each of the three parts of the test. All sample questions come from the SAT Subject Test Student Guide 2016-2017. Return to the table of contents. Part A: Vocabulary and Structure The first part of the SAT Spanish Subject Test is the Vocabulary and Structure section (33% of the test). This section is made up of fill-in-the-blank questions which test your knowledge of both what word or phrase is correct grammatically and what makes sense in the context of the sentence. Here’s an example of a vocabulary and structure question you might see on the SAT II Spanish Test: Directions: This part consists of a number of incomplete statements, each having four suggested completions. Select the most appropriate completion and fill in the corresponding circle on the answer sheet. Si en el Brasil, hablarà ­amos portuguà ©s y no espaà ±ol. (A) vivamos(B) vivimos(C) vivà ­amos(D) vivià ©ramos Answer: D Return to thetable of contents. Part B: Paragraph Completion The next section on the Spanish SAT Subject Test is the Paragraph Completion section (33%). This section is very similar to the vocabulary and structure section, but instead of testing grammar and usage with isolated sentences, you’ll be given longer paragraphs and asked to complete them with the appropriate vocabulary or phrase choice. Here’s a sample paragraph and a paragraph completion question about it: Directions: In each of the following paragraphs, there are numbered blanks indicating that words or phrases have been omitted. For each numbered blank, four completions are provided. First, read through the entire paragraph. Then, for each numbered blank, choose the completion that is most appropriate given the context of the entire paragraph and fill in the corresponding circle on the answer sheet. La mquina ms infernal de hacer dinero se llama â€Å"Pedroso,† un osito electrà ³nico que (4) ha derramado sobre sus fabricantes beneficios superiores a los 100 millones de dà ³lares en el (5) aà ±o. La (6) de Pedroso es que habla. Claro, no hay ningà ºn misterio en la cinta sin fin y el grabador (7) en el interior del osito. Pero lo (8) novedoso es que (9) hablar su boca se mueve en sincronà ­a con las palabras y sus ojos pestaà ±ean. El juguete (10) vende a precios que oscilan entre 60 y 80 dà ³lares. (4): (A) todavà ­a(B) nunca(C) ya(D) tampoco Answer: C Return to the table of contents. Part C: Reading Comprehension The last third of the SAT Spanish Subject Test is Part C, the Reading Comprehension section. The questions in this section are based on short selections from: prose fiction historical works newspaper and magazine articles advertisements, flyers, and letters You'll be tested on your understanding of the passage or image with questions that ask you about: main and supporting ideas themes style tone spatial and temporal settings of the selection (where and when do the events described in the passage take place?) Below, you can try out a sample Reading Comprehension question based on an advertisement. Directions: Read the following texts carefully for comprehension. Each text is followed by a number of questions or incomplete statements. Select the answer or completion that is best according to the text and fill in the corresponding circle on the answer sheet.  ¿Quà © caracterà ­stica se destaca ms de la compaà ±Ãƒ ­a anunciada? (A) Su precio(B) Su cortesà ­a(C) Su rapidez(D) Su amplitud Answer: D Return to the table of contents. SAT Spanish With Listening Question Styles If you choose to take the SAT Spanish with Listening Subject Test, you’ll encounter three additional types of questions, all listening-based. For Pictures questions, you’ll be shown a printed picture in your test booklet and asked to listen to four sentences. The recording will specify whether the sentences are meant to illustrate what you see in the picture or be an example of what someone in the picture might say. The full sentences you listen to for the Pictures questions are not written out in your test booklet, just the answer choices (A), (B), (C), or (D). For an example of a Pictures question, try the first or second question in this set of official practice questions. The next type of Listening question is called "Rejoinders." You’ll hear either several short conversations or parts of conversations and then be asked to listen to four possible choices for how the conversation could continue. Again, only (A), (B), (C), or (D) will be in your test booklet, not the full text of the choices. To see an example of a Rejoinders question, try question #3, 4, or 5 in this set of official practice questions. The last type of Listening question, Selections, asks you to demonstrate you’ve listened to and understood a longer listening selection (around 10-25 seconds). For an example of this type of question, try any of the last four questions in this set of official practice questions. Return to the table of contents. Where to Find SAT Spanish Practice Tests The best source of realistic SAT Spanish Subject Test practice materials is the College Board, the maker of the test. If you want to practice with a full-length official SAT Spanish practice test, you’ll have to buy The Official Guide for ALL SAT Subject Tests, 2nd Edition, which costs around $18 and includes an audio CD for the Spanish with Listening practice test. Both of the SAT Subject Tests in Spanish ask you questions based on what you read, so you can use the reading section of the practice test you’re not taking for extra practice questions. If you’re taking the†¦ Take the†¦ Get extra practice questions from the†¦ Spanish Subject Test Spanish Subject Test practice test Spanish with Listening Subject Test practice test Spanish with Listening Subject Test Spanish with Listening Subject Test practice test Spanish Subject Test practice test The best free resource for official SAT Spanish practice is the College Board website, which allows you to answer 33 practice questions online and view your results (with answer explanations). Here's a breakdown of how many types of each question the College Board website has for the SAT Spanish Subject Test: Section Type Number of Questions Vocabulary and Structure 5 Paragraph Completion 15 (across two different paragraphs) Reading Comprehension 13 (across three different passages/ads) If you’re taking the Spanish with Listening Subject Test, you can also try out nine official online listening practice questions for free. If your browser supports Adobe Flash Player, you can actually listen to the questions, rather than just reading the written-out script, which is great practice! Here's a breakdown of the number of Spanish with Listening questions College Board has up online (spoiler alert: there are only nine questions total): Section Type Number of Questions Pictures 2 Rejoinders 3 Selections 4 Other Practice Resources The free SAT Subject Tests Student Guide PDF is useful if you want to print out the questions and take them on paper for more realistic practice, but it only includes some (not all) of the free online practice questions linked to in the previous section. If you want more practice tests, you can supplement your studying with non-official practice materials. The best of these seems to be Barron’s SAT Subject Test: Spanish, which includes ten full-length practice tests as well as review materials for specific topics. Return to Table of Contents 4 SAT Spanish Study Tips Now that you're fully equipped with information about what the test covers, what the question formats are, and what practice materials are out there, it's time to jump into studying. We've come up with four fundamental tips to help you as you prep for the SAT Spanish Subject Test. #1: Listen and Watch Spanish-Language Media A great way to get comfortable with colloquial Spanish is to listen to Spanish-language music and watch telenovelas or other Spanish-language media. This is one time where watching TV is a valid studying technique! Get on your online streaming service of choice and search for Spanish-language music and film/TV. Make sure to turn off English subtitles if you’re watching something in Spanish, or that will defeat the purpose. If you're looking for specific movie suggestions, Spanish teacher Carla Staffaroni suggests watching Diarios de motocicleta, La misma luna, Valentà ­n, and La historia oficial. #2: Memorize Irregular Verbs One thing the SAT Language Subject Tests love to test you on is irregular verbs, particularly ones that are commonly used. Study them and learn them well so you’re not unpleasantly surprised on test day. Here's a list of the top 25 most common irregular verbs: Spanish verb English meaning ser to be haber to have estar to be tener to have hacer to do, to make poder can, to be able decir to say, to tell ir to go ver to see dar to give saber to know querer to want, to love llegar to arrive, to reach, to come (to) poner to put, to place, to set parecer to seem creer to believe seguir to follow, to continue encontrar to find, to encounter venir to come pensar to think salir to leave, to go out volver to return, to go back conocer to know (people or places) sentir to feel, to regret contar to count, to tell We have an article specifically about ser for every tense, as a good starting place. For more irregular verbs, search online for "common irregular Spanish verbs." #3: Memorize the Question Formats Just knowing Spanish won’t be enough to ace this test if you are caught off guard by the ways you’re tested on your knowledge. Familiarize yourself ahead of time with the different question formats that will be on the test to avoid getting surprised on test day. To recap, those formats for the regular SAT Spanish Subject Test are: fill-in-the-blank vocab questions, paragraph completion questions, and reading comprehension questions. In addition to those three question formats, the Spanish with Listening test also has Picture, Rejoinder, and Selection questions. #4: Take Realistic Practice Tests Even if you’re completely fluent in Spanish, you should take at least one realistic practice test to familiarize yourself with the layout of the test. To get the most realistic practice-test experience, you’ll need to make sure you take the test in one sitting, stick to the 60-minute time limit, and don’t re-listen to audio recordings you’ll only get a chance to hear once on the real test. If you take a realistic practice test and ace it, then congratulations! You don’t need to spend extra time studying. If you take it and don’t do as well as you expected, that’s still helpful, because the questions you got wrong will tell you where you need to focus your studying. Part of making sure your practice test is realistic if you’re taking the Spanish with Listening Subject Test is using an approved CD player, preferably the one you’ll be using on test day. Yes, it’s easier to just pop the CD into your computer’s disc drive, but that won’t give you the most realistic testing experience. Make sure you have and practice with a CD player that: has headphones is handheld (no boomboxes or computers) is battery operated (no power cords permitted) can’t record or duplicate Return to the table of contents. You also cannot take a realistic practice test using your car's CD player. Test-Day Tips All of the usual test-taking tips apply to the Spanish Subject Test: get lots of sleep, bring a snack, get there early, and so forth. However, we’ve also compiled four tips below that are particularly helpful for taking the Spanish SAT II. #1: Only Guess Between Two Answers As with all SAT Subject Tests with questions with four answer choices, the Spanish and Spanish with Listening tests take off a third of a point for every wrong answer. Unless you can narrow your choices down to two possible correct answers, it’s too much of a risk to guess. You’re better off skipping the question, which leads right into the next test-day tip. #2: Skip Hard Questions Save time by skipping over harder questions and coming back to them later. Each question is worth the same amount of points, and there’s no rule that says you have to go through the test in order. It's much better to skip and come back to a difficult question than it is to burn five of your precious test-taking minutes staring it down. Unfortunately, if you want to get a good score on the SAT Spanish Subject Test, you're going to have to answer almost every question correctly. But it's better for your score to answer 81/85 questions correctly and leave four blank than it is to answer 85/85 and get four questions wrong. The next two tips are for the Spanish with Listening Subject Test only. #3: Don’t Forget Your CD Player! There is nothing worse than getting to a testing center and realizing you’ve forgotten some essential test-taking tool, whether it's your lucky number two pencil or your graphing calculator for SAT Math. All this is to say that if you're taking the SAT Spanish with Listening Subject Test, make sure you bring your College Board-approved CD player with you to the test. You might want to pack it (along with headphones and extra working batteries) the night before, just to be safe. Before test day, you’ll also want to check to make sure the CD player is working well and put in fresh batteries (no need to be changing your batteries out during the test). Similarly, make sure that the backup batteries you bring with you are functional. College Board even suggests bringing a backup CD player if possible, although that seems a little over the top. Still, you should do whatever will make you feel the most confident that you won’t encounter technical difficulties during the test. #4: Stay Calm During Listening Because it requires not just reading, but listening, some students can get very anxious about the listening section of the test, particularly since it’s the first 20 minutes of the test. You can do things ahead of time that will lessen this anxiety, like making sure you practice with the same CD player you’ll be using on the test so you can get familiar with it in the test-taking environment. We also have some great tips on decreasing test-taking anxiety in general here. Ultimately, though, even if you finish the listening section and feel like you’ve completely failed it, try not to let it faze you too much. You need to put your game face on and concentrate on hitting the next 55-ish written questions out of the park! Postpone your self-doubt and worrying for 40 minutes until you put down the pencil at the end of the test. Return to the table of contents. En Conclusià ³n The SAT Spanish Subject Test is 85 multiple choice questions taken over the course of 60 minutes. If you’re fluent in Spanish or know that your strongest SAT Subject Test Score will be in Spanish, you should take the SAT Spanish Subject Test. Consider taking the Spanish with Listening Subject Test if you have a good understanding of spoken Spanish, as it will give colleges a better idea of your Spanish abilities. Use the College Board website for free practice questions, or buy The Official Guide for ALL SAT Subject Tests, 2nd Edition for a complete official practice test. Try the Barron’s SAT Spanish Subject Test book for more non-official practice tests. You can also prepare for the SAT Spanish Subject Test by listening to Spanish-language music, watching Spanish-language TV and films, and memorizing common irregular verbs. On test day, remember to skip hard questions and come back to them later and only guessing if you can narrow it down to two choices. If you’re taking Spanish with Listening, don’t forget your CD player and try not to sweat the listening section after you’ve finished it.  ¡Feliz estudios! What’s Next? Want more in-depth information about the difficulty of the test before you make any decisions? Read our analysis of how hard the SAT Spanish Subject Test is here. Still trying to decide if it makes sense to take the SAT Spanish Subject Test? Take a look at our discussion of which SAT Subject Tests you should take. Not sure if you need to take an SAT Subject Test for the colleges you're applying to? Use our complete list of colleges that require SAT subject tests to figure out the answer! Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

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International Influences to Democratization - Essay Example It is a government by the people and for the people. As opposed to authoritative regimes, a democratic government is more open and more responsive to the needs of the people. It is a government in which the cities are involved in the process of democratization. The process of achieving a democratic regime is not that smooth and sometimes it may even involved shedding of blood. Democracy cannot take place overnight and that is why it has taken many countries in the world a lot of time to come up with a democratic regieme. There is also a factor of the vested individual interest in every regime which makes it hard to achieve opening in a government. In may cases democracy has been achieved throngs the influence of the internals community and not from the process of internal democratization. Although internal democratization unconsidered to be the best form democratization, sometimes it is hard to achieve due to the clout of few individual who want to maintain their vested interest in the governments that they are running. That is why the process of democratization has remained to be different in different parts of the world depending on the influence of the international community. (Keane 2000, p. 39) As the wave of globalization brings that world to a global village, there are more openings in the government which has been enabled by the increased flow of information from one place to another, government have become more exposed to the scrutiny of the world and they have been gauged by the way they are having open regimes. One of the critical issues of democracy in nations has been the respect of human rights. In this case there have been class for the need to observe international human rights. Democracy has been marked by some key factors which are concerns of human nature. For example the respect of human rights has been used as one of the most important gauge to measure the level of democracy in a nation. Presence of free and fair poll which elect leaders of the country has been used as another gauge of democracy. The electoral process and the ability to meet the needs of the citizens is one of the most important factor that signify how open and democratic the country is rules. (Currain 2006, p. 69) Democracy is based on institutions. Therefore its the way a country formulate institution that will help it uphold the above said principles of democracy that will determine how it will be able to have democratic regime. This is one of the reasons why the process of democracy takes a long time to achieve and why it may need the influence of the international community. Institution like the election commission or any other body which is free from the executive or the legislative arm of the government is very important to ensure that a democratic regime is put in place. A democratic regime should also be able to uphold the principles of rule of law. This means that it should have a constitution in place the will effectively serve the needs of the people. A condition is the most important tool or institution as is used to uphold the principles of democracy in a country. The judicially system should be fair and free from the influence of the executive which will help it to rule the count ry according to the principles of the rule of law. (Rita 2000, p. 64) Comparative democratization in

Sales Management Essay Example | Topics and Well Written Essays - 1500 words - 2

Sales Management - Essay Example However, such a powerful sales campaign could only be launched successfully provided the members of team obtain respectable and considerable remunerations against the efforts they make while performing their professional obligations. In other words, if the members of sales team are offered a handsome salary package, along with incentives on the sales item they is expected to sell, there would be smile on their faces because of the financial satisfaction they gain in the wake of achieving their goals and targets. On the contrary, if the sales staff is offered low salary package, with no or least incentives on meeting with the targets, the sales staff would remain extremely worried, disturbed and dissatisfied, and hence will not be in a position to demonstrate his professional skills in an adequate manner. According to the motivation-hygiene theory of job satisfaction (1959), articulated by German-American psychologist Frederick Irving Herzberg, pertinently lays stress upon the fulfilm ent of the hygienic or financial needs of the staff in order to let them work under the state of great satisfactions. It not only help the company to make tremendous achievements, but also the sales staff will work more diligently for the progress of the organisation (Stello, 2009:5). On the contrary, lack of financial growth and denial of providing them with sufficient salary package, the sales personnel will undergo dissatisfaction, due to its being a negative motivation. Q1: It has pertinently be observed that sometimes the organisations earn great profits against the investments they have made; similarly, they also undergo losses or low profit margin, which force the management to introduce... According to the research findings sales department is rightly stated to be maintaining central place in every organisation of the world at large because of its imperative significance in the growth and development of the organisation. The researcher states that sales personnel that play front at the behalf of the company and they are actually the reflection of their workplace, where the society gets oriented with the company through their behavior, proficiencies and professional skills. Since every activity performed at corporate scale is made with the purpose of financial benefits and pecuniary gains in mind. Being one of the most dynamic parts of corporate organisations, sales staff also embarks upon the corporate venture for meeting their financial needs. Because of the crucial significance of the sales function, the sales manager occupies a key position in the management hierarchy of the sales organisation. This essay also looks into the exploring the ways for motivating the sales force, different methods are applied for increasing sales volume. Author claims, that one of the most important steps to be taken by the managers for motivating the sales force includes the fulfillment of their physiological needs, along with assuring them of the job security, social respect, and safeguarding the issues related to ego and self-actualizing. As a conclusion, the essay paper highlights, that the selling operation of a business firm does not exist in isolation and sales management has to work in a broader and newer environment.

Disaster Preparedness Research Paper Example | Topics and Well Written Essays - 3250 words

Disaster Preparedness - Research Paper Example FEMA has functioned as an independent agency that is responsible for the management and response in cases of disasters that overwhelms the state governments. An excellent investigation on FEMA’s responsibilities since its inception until about 2003 was provided by Cumming and Sylves (2005), who outlined the agency’s development, which included policy analysis, an outline of its jurisdiction, and management evaluation. Of particular interest is the study’s emphasis on FEMA’s HAZMATS (hazardous materials)   responsibilities. The authors’ claimed that FEMA has acquired more HAZMATS authority after the 1981 Chernobyl catastrophe in the Soviet Union. (Cumming and Sylves 2005: 23) A more detailed discourse on pre-9/11 disaster preparedness in the US has been comprehensively investigated by Nicholson. For instance, the disaster events from the administration of Reagan to the Clinton regime were outlined and analyzed side by side their policy reactions. ( Nicholson 2005: 33-54) The outcome of the cases handled by FEMA such as the hazardous materials contamination in the Love Canal and the experiences discussed by academics previously have provided the public and the policy network’s interest on disaster preparedness. An important dimension to this point is that the governmental policy has been largely shaped by the need to respond to specific types of crises. When the series of natural calamities hit the US during the 1960s and 1970s. ...(Haddow, Bullock and Coppola 2010: 5) The authors noted that these calamities led to the heightened focus on the national emergency management, which by the end of the 1970s saw five federal departments and agencies, closely coordinating for more efficient disaster response and recovery initiatives. Within this period, three specific developments in disaster preparedness emerge. The first is the passage of the Disaster Relief Act of 1974, which saw the US Department of Housing and Urban Development (HUD) taking a more authoritative role in disaster management. Then, there was the creation of the Defense Civil Preparedness Agency, tasked with disasters that would result from military and nuclear disasters. All in all, as pointed out by Haddow, Bullock and Coppola, â€Å"taking into account the broad range of risks and potential disasters, more than 100 federal agencies were involved in some aspect of risk and disasters.† (5) According to Bumgarner, the whole federal disaster preparedness and response program remained disjointed for the most part of the 1970s because there was no specific federal agency â€Å"on point† when it came to disasters since more than a hundred various federal agencies divide the responsibilities among them. (Bumgarner 2008: 7) This changed when the Federal Emergency Management Agency (FEMA) was established in 1979. Bumgarner explained that FEMA was a consequence of the growing clamor for sufficient and effective disaster preparedness and was created through a wide ranging reorganization that saw several existing federal agencies becoming part of the organization. (7) FEMA has functioned as an independent agency that is responsible for the management and response in cases of

Sales Management Essay Example | Topics and Well Written Essays - 1500 words - 2

Sales Management - Essay Example However, such a powerful sales campaign could only be launched successfully provided the members of team obtain respectable and considerable remunerations against the efforts they make while performing their professional obligations. In other words, if the members of sales team are offered a handsome salary package, along with incentives on the sales item they is expected to sell, there would be smile on their faces because of the financial satisfaction they gain in the wake of achieving their goals and targets. On the contrary, if the sales staff is offered low salary package, with no or least incentives on meeting with the targets, the sales staff would remain extremely worried, disturbed and dissatisfied, and hence will not be in a position to demonstrate his professional skills in an adequate manner. According to the motivation-hygiene theory of job satisfaction (1959), articulated by German-American psychologist Frederick Irving Herzberg, pertinently lays stress upon the fulfilm ent of the hygienic or financial needs of the staff in order to let them work under the state of great satisfactions. It not only help the company to make tremendous achievements, but also the sales staff will work more diligently for the progress of the organisation (Stello, 2009:5). On the contrary, lack of financial growth and denial of providing them with sufficient salary package, the sales personnel will undergo dissatisfaction, due to its being a negative motivation. Q1: It has pertinently be observed that sometimes the organisations earn great profits against the investments they have made; similarly, they also undergo losses or low profit margin, which force the management to introduce... According to the research findings sales department is rightly stated to be maintaining central place in every organisation of the world at large because of its imperative significance in the growth and development of the organisation. The researcher states that sales personnel that play front at the behalf of the company and they are actually the reflection of their workplace, where the society gets oriented with the company through their behavior, proficiencies and professional skills. Since every activity performed at corporate scale is made with the purpose of financial benefits and pecuniary gains in mind. Being one of the most dynamic parts of corporate organisations, sales staff also embarks upon the corporate venture for meeting their financial needs. Because of the crucial significance of the sales function, the sales manager occupies a key position in the management hierarchy of the sales organisation. This essay also looks into the exploring the ways for motivating the sales force, different methods are applied for increasing sales volume. Author claims, that one of the most important steps to be taken by the managers for motivating the sales force includes the fulfillment of their physiological needs, along with assuring them of the job security, social respect, and safeguarding the issues related to ego and self-actualizing. As a conclusion, the essay paper highlights, that the selling operation of a business firm does not exist in isolation and sales management has to work in a broader and newer environment.

Project Management Essay Example | Topics and Well Written Essays - 2000 words - 25

Project Management - Essay Example also provides a set of relevant suggestions that can help the Department to successfully conduct large scale of IT project towards increasing efficiency of the fire service and rescue operations. The report focuses on critically exploring the project management activities of â€Å"The FiReControl project,† which was initiated in the year 2004 and was expected to complete by the month of July 2009. In order to explore each component of the project management activities, the report provides a clear description of the project activities that led it to face failure in the context of fundamental project management theories and justifications. Moreover, the report also focuses on developing a critical evaluation of the project management activities and major factors underpinning the failure of the â€Å"FiReControl project† in the context of relevant theoretical implications and practice guidelines of project management. In addition, the report offers a set of relevant and justified recommendations in respond to the project management activities in the â€Å"FiReControl project† in the context of pertinent theoretical concepts. The recommendations provided in this report also provides a major reflection regarding the project management activities that substantially lowered the possibility of success of the overall project and suggested appropriate set of project management activities that can help the project managers to effectively deal with issues in each stage of the project. The FiReControl project as per the observation in the case is one of the major initiatives with a wide range of valuable insights in the form of streamlining fire rescue operations of the control rooms and offer appropriate services to the community members. According to the observation, the project is aimed to bring progress in the resilience, efficiency as well as technological development in the English Fire and Rescue Service through a replacement of 46 local control rooms along with a wide

Evaluate Assessment Activities Essay Example for Free

Evaluate Assessment Activities Essay Describe, use and evaluate two different assessment activities used to check the learning of either individuals or a group of learners. Analyse the purpose of assessment and produce a written justification of your chosen assessment method. Use an extract from your teaching practice portfolio and reflect on how your feedback has informed your learners progress and achievement and how feedback from others has informed your own professional practice. Introduction In my first year at College I have delivered Entry and Level 2 Motorvehicle Maintenance and with no previous experience of this course assessment was something I leant on the job so to speak. Initially it was games and questions and answers followed by tests which were mainly practical. As the year progressed I then started doing formal practical exercises (observed assessments), Web based exercises and finally multiple choice exam style questions. The Entry level course is assessed purely by portfolio (questions and answers plus job cards) but the Level 2 course has a summative exam element. These are spread over the year and total 5. The two I am going to discuss are the observed assessments and job card creation. Job card creation The first assessment method I will discuss is the completion of job cards. As part of the course (either group) the learners all complete practical tasks in the workshop. Indeed this is one of the highlights for them as they are not an academically based group on the whole. Each practical task is designed to reinforce the theory element that was covered in the previous lectures. During the practical we (staff) make sure the learners understand what they are doing and its relevance to the topic in hand. We also check they make notes to help with job card completion. Differentiation is also practised, not in the task itself but the bike they are given to work on. Some are easier than others for given jobs. Once the task has been completed and the workshop cleared up and all tools put away etc. (i. e. there is a break from the original task in hand) they all have to complete a job card to reflect what they have been doing. During this time I keep a close eye on what they are writing and often challenge them on various facts. I found ome learners struggled to remember what they had just done even with the help of notes whilst others completed the task almost unaided. During this task the results of assessing learning really became obvious. It was interesting that for the most part it was always the same learners that has the same problems. Over the year they did become better, some more than others. There were some however who had hit their ceiling with what we might consider these ver y simple tasks. Fortunately the course demands a very formative assessment approach and this final task of completing the job cards is almost a formality and not something you can fail at. The bulk of the course assessment was done actually during the practical task. This was more the case for Entry level learners than the Level 2 learners. Level 2 learners had to complete similar tasks etc. but were slightly better at completing job cards. Again this was not something they could fail at. If it was not right they simply adjusted it until it was. For the learners this task was not one they relished as almost exclusively they are kinaesthetic learners with an aversion to both reading and writing and often listening. This was consequently quite a hard task for the learners but a necessary one as the course demanded it as evidence of their learning. It did open the opportunity for discussion however and lots of them learnt a lot during these sessions. There was also an element of team work as for the most part they worked in groups doing the workshop tasks. As the year progressed and reflecting on my teaching portfolio, without exception all my learners improved and in some cases gained the confidence and desire to help others which was very encouraging. Interestingly this was the less able helping those that may have missed a session etc. A great boost in self confidence for them and the class generally. As the teacher from this whole workshop process I was able to differentiate between those likely to be technician material, those who may make fitters and those who were not going to make it in the field. With the benefit of hindsight these impressions are accurate so far. Observed assessments This is for the Level 2 learners only and involves carrying out a practical task on a motorvehicle under near exam conditions i. e. no talking to other learners in the room etc. They could talk to the teachers and ask some questions. This was a particularly instructive task for us the teachers as the learner is suddenly on his/her own rather than in a group as they had been in the normal workshop sessions. As the teacher we had few surprises with the performance of the learners but there were one or two early on. These were mainly because it was possible during the workshop sessions to take a back seat and let your group do most of the work. Because of this they were unsure when it came to their assessment which is only to be expected. Whilst most learners completed the tasks correctly there were a few problems as expected. Going back to my ethic of trying to treat them as adults I tried to relax them whilst doing the task and relieve the usual stress associated with this type of task. This was mainly around failure either in the task or to complete in the allotted time. I spent a lot of time reassuring them that if it didn’t work out it was not a problem, we would just do it again after some more practice. In the early assessments the learners looked as though they were treading on glass but as the year progressed and they relaxed and began to know our boundaries it became an enjoyable exercise for them. For the teacher again it provided a wealth of information on their progress, knowledge and confidence and gave us discussion material for both the learners and parents evening. These tasks gave the learners an opportunity to show their knowledge and expertise and consequently progress through the course curriculum. There was no learning from one student to another of course but there was a good competitive spirit around success and time keeping. The purpose of assessment ‘Assessment is a measure of learning, at a given point in time’ [ ]. Taken on its own this is rather insular so it should be noted that the assessment process is a ‘a two way process’ [ ]. This means that the teacher should take on board feedback from the assessment process and where necessary modify their teaching practices to improve the overall learning experience. At its simplest this is for planning further teaching and assessment. There are several methods of assessment, some of them formal e. g. observations, tests, exams etc. and some are informal e. g. questions and answers, quizzes etc. and finally there are initial, formative and summative assessments. In these early days of the course it seemed logical to use the above assessment methods as they were contributing directly towards the outcome of the course and its evidence based criteria. The college choice of examining board (City and Guilds) has left me very little scope for alteration of the assessment methods I have outlined. Looking forward though I plan to make the job cards a lot easier to complete which will aid in hitting the City and Guilds targets whilst going some way towards removing the dependence on reading and writing especially the English element. I have other plans to re-introduce this though with research based homework as the functional skills elements must not be neglected. Feedback from my learners on my initial attempts has been very encouraging. So, whilst my aim is to follow on what Dr Patrick Geoghegan says ‘the students could test themselves in a non-intimidating way that could be fun’ [ ] I realise there is a way to go but we have made great strides this year and next year will be better. Certainly, this year has been a steep learning curve for both the learners and teachers but we are progressing together and it is looking promising on the progression from one level to the next. I was observed by my supervisor and during the catch up session later received feedback about my teaching session. The most interesting point for me was the level of the lecture. It was a seemingly simple subject on exhaust systems but during the lecture the class and I got into an interesting discussion which veered off into the speed of sound through different temperature gases and so on. The feedback was simply to keep the lecture on track. To this end I have now started to pre-empt little diversions like this with additional slides either at the end or in a separate presentation. This way I can cover these points at a later time or at the end if appropriate. Separating these out also means when I put my presentations on Moodle I can only put up the core show and keep some back for differentiation purposes. Conclusion Good assessment techniques particularly formative ones can be embedded into the lesson and almost unnoticeable to the learners. There are of course the more formal techniques which are more obvious e. g. QA, tests etc. For myself I have been using a large range of assessment techniques some of which I did not even realise I was doing at the beginning. During the year the assessment process has been an interesting learning curve for both myself and my learners. I have involved them as much as I can and some of the feedback from them has been very insightful and consequently fed back into the process. Finally, feedback to the learner from assessment should always be as constructive as possible. This is supported by the following quote ‘assessment feedback †¦. should always be constructive’ [ ]. Bibliography Books Ann Gravells and Susan Simpson, planning and Enabling Learning in the Lifelong Learning Sector, 2008 Susan Wallace, Teaching and Supporting Learning in Further Education, Learning Matters, 2001 G Petty, Teaching Today, Nelson Thornes, 2009 Websites Geoghegan P M (2006) Hot potatoes formative assessment, in Every Student Matters Activities for Engaging and Widening Participation in Higher Education: A Preliminary Collection, Higher Education Academy Ireland Blending assignments and assessments for high-quality learning http://www. enhancementthemes. ac. uk/themes/IntegrativeAssessment/IABlendingInclusivity. asp

The Process of Listening Essay -- Papers Communication

The Process of Listening â€Å"Wisdom is the reward you get for a lifetime of listening when you’d have preferred to talk.† (Deep and Sussman 76) Upon studying listening within another course, the vast and somewhat unclear subject began to become clearer. The act of listening entails in-depth processes that elude a majority of people’s knowledge. The act of listening involves four main parts: hearing, attention, understanding and remembering. Listening entails a vast amount of information that a majority of people does not know or understand. The common view on listening often does not even involve true listening. People often mistake hearing for listening. Just because you heard something does not necessarily mean that you were listening. While others do not even realize that listening is one step of a four-part process. While two people are involved in communication, the one receiving the message while â€Å"listening† formulates the next phase within their head. They miss a large percentage of what the person involved in speaking is saying (Tubbs and Moss 141). The reasons [for ineffective listening] are so obvious that they are sometimes overlooked. First, listening is mistakenly equated with hearing and since most of us can hear, no academic priority is given to this subject in college. Second, we perceive power in speech. We put a value on those who have the gift of gab. How often have you heard the compliment, â€Å"He/she can talk to anyone?† Additionally, we equate speaking with controlling both th e conversation and the situation. The third and last reason we don’t listen, is that we are in an ear of information overload. We are bombarded with the relevant and the irrelevant and it is easy to confuse them. Often it is all jus... ...er, Larry. Listening Behavior Englewood, Cliffs, NJ: Prentice-Hall, 1971, 61-63. Bostrom, Robert N., Enid S. Waldhart. â€Å"Memory Models and the Measurement of Listening.† Communication Education. 1998: 1-13. Brooks, William D. Speech Communication, 4th ed. Dubuque, IA: Brown, 1981: 82. Deep, Sam, and Lyle Sussman. Yes you Can! Reading, MA: Addison-Wesley, 1998, 4-7. Goss, Blain. Processing Information. Belmont, CA: Wadsworth, 1982, 91. Koehler, Carol. Mending the Body by Lending and Ear: The healing Power of Listening. New York: 1998, 534-544. Losoncy, Lewis. Today. Boca Raton, FL: St. Lucie Press, 1998, 27. Moray, Neville. Listening and Attention. Baltimore, MA: Penguin, 1969, 18. Rogers, Carl. On Becoming a Person. Boston: Houghton Mifflin, 1961, 330. Tubbs, Stewart L., Sylvia, Moss. Human Communication. Eastern Michigan University: McGraw Hill, 1994.