Sustainability and Global Warming - 609 Words

In today’s world sustainability has become one of the major issues. As we all know about global warming ,water pollution, air pollution and noise pollution , we all have some idea about these issues but no one really care about it. Many businesses such as paint manufacturer or fertilisers organisations do unethical practices to enhance their profits without realising the damage they are doing to the world. Before studying this course I was not really aware of the consequences of unethical business practices or may be I did not pay much attention to it. But as I studied this course I discovered that sustainability is a big issue and to overcome this problem many of us need to change our life style, which no one would want to do. I was born in Pakistan, it is a developing country and we are also facing a lot of problems related to the environment such as polluted water, smoke pollution, and ruthless cutting of trees etc. My life style in Pakistan was very different as I have right now because I was not aware of the issue of sustainability. I used to buy whatever I want; I used to buy stuff that I don’t really need. I also used to change my mobile phone after every 4 months as I thought mobile phones can be recycled But I was wrong as my lecturer told us in class that not every part of mobile phone is recycled , there are some parts which cannot be recycled totally thus creating more waste for the planet. Only 90% percent of material from mobile phone can be recycled rest 10%Show MoreRelatedEnvironmental Sustainability And Global Warming1249 Words   |  5 Pages Sustainability ‘Sustainability’ and all its connotations have become the term of the millennium thus far, although it was an idea introduced in the 1980’s. It encompasses many interpretations, and has taken on a very loaded and preconceived meaning. Many have a vision of green initiatives and global warming-based issues, but what does it mean to the in today’s society? Even when narrowed to the disciplines of architecture and planning, it is a multifaceted and loaded concept. Kenny and MeadowcroftRead MoreEnvironmental Sustainability And The Global Warming1378 Words   |  6 PagesEnvironmental sustainability has been receiving immense academic and industry attention in recent years. Increasing carbon emissions and the associated global warming have been raising numerous questions on the efforts required to make businesses more sustainable environmentally. In a globalized world, where manufacturing is increasingly getting concentrated, transportation of products ove r long distances is a reality. Increasing consumption, richer lifestyles and supply chain issues such as higherRead MoreSustainability is usually laughed at, global warming is not a â€Å"reality† right? Yet the fact is1100 Words   |  5 Pages Sustainability is usually laughed at, global warming is not a â€Å"reality† right? Yet the fact is something is happening in our world, it’s catastrophic and devastating, and yet many turn away at the thought of becoming a sustainable society. Consumed with the here, the now and the growth of the economy; nations neglect the future needs of their children, grandchildren or even great-great grandchildren. Is it hard to become sustainable, yes but not impossible. It is profitable to become sustainableRead MoreSustainability Is The Continuance Of A Defined Behavior1625 Words   |  7 Pages Sustainability is the continuance of a defined behavior or action with the ability to maintain a balance of what and how that specif ic behavior is being completed (Business Dictionary, 17). As this definition is general, we can apply it using a qualitative breakdown of its importance to biology and ecology. The importance of sustainability in biology and ecology is to ensure that the relationship in which we utilize our natural resources does not surpass the Earth’s abilities to produce those materialsRead MoreThe Drastic Effects Of Climate Change Essay1678 Words   |  7 Pages The Drastic Effects of Climate Change In this paper, some of the growing threats to the environment and ideas of achieving sustainability is introduced. The threat arising from human induced climate change, summarizing its scientific basis and the most significant impacts is broken down into detail. The information proceeds to outline the action that is necessary to halt climate change especially in the energy sector. Overall, the information provided puts emphasis on the moral imperative forRead MoreThe Global Warming Of The First Gas Powered Automobile1479 Words   |  6 Pages The first issue that has become prominent is global warming. Global warming describes the steady increase in temperature of both the Earth’s atmosphere and land based on average findings over the past forty years. It is caused by the unnatural emission of carbon dioxide. Cars have acted as a major contribution to global warming, because of the large amounts of carbon dioxide that they have been emitted throughout the years. Along with g lobal warming, come many other issues, such as natural resourceRead MoreSupply Chain : A Source Of Competitive Advantage1658 Words   |  7 Pagesimportance in the current world of business. With the advent of globalization and competitive advantage being key aspects of organizational existence, it is essential to look into sustainability of the same. This research paper focuses on the need for this sustainability and how supply chains can make a difference to the sustainability of the planet. It will also explore supply chain practices that could be a source of competitive advantage. Introduction In the world of business there are two inevitableRead MoreClimate Change And Global Warming Essay1697 Words   |  7 PagesAbstract Purpose of this research is to discuss the problem of climate change and highlight the importance of sustainable development of resources to reduce or eliminate global warming. This paper also introduces the Paris Agreement to its readers and the research is questioned by asking: What if countries don’t sign Paris Agreement? The information used in this research paper is obtained from the official United Nations website which is the primary source of information for this paper as well asRead MoreClimate Change : Causes And Effects1113 Words   |  5 PagesInstitutional Affiliation: Climate Change: Causes and Effects According to Adger (2010), the combined effect of climate change and limitations of resources is serving as a threat to the sustainability of the current social-economic systems and is poised to affect our way of life. Climatic change is more than global warming. The rise in temperatures is but part of the broader changes leading to extreme temperatures, drought, flooding, storms, rising sea levels, impacts on food production and a range ofRead MoreNo Snow On It, And That Really Bothered Me Essay1626 Words   |  7 Pagesand incinerators are carbon dioxide (CO2) and methane. Carbon-based emissions are the number one cause of global warming. Hybrid vehicles produce not as high levels of gas fumes from exhausts and contribute a lot less than internal combustion engines in creating pollution. Thus, a reduction of CO2 that s emitted into the atmosphere is a step closer to solving the problem of global warming. The decomposition of organic matter in landfills such as paper, wood and foo d waste produces these gases which

Child Abuse And Its Effects On Children - 1970 Words

Child abuse is mistreatment of a child by a parent or guardian, including neglect, beating, and sexual molestation.Child abuse happens to children all over the world. There are four different types of child abuse. physical abuse, sexual abuse, emotional abuse and child neglect. Approximately 5 children die everyday because of child abuse. child abuse can physically and mentally harm a child by having Symptoms of nightmares, depression, and isolation. These symptoms can continue into adulthood. â€Å"one out of three girls and one out of five boys will be sexually abused before they reach age 18†. nobody knows what s going on at home because the children are scared or either threaten by the abuser to not tell anyone anything. Physical abuse is when a parent or caregiver causes any kind of physical injury to a child. physical abuse includes whipping , biting , kicking and choking. physical abuse can result in broken bones, brain damage , emotional and psychological harm. There are several reasons why adults or caregivers abuse children . one reason can be that the adult or caregiver was abused by their parents when they were children so when they grow up they choose to abuse children like they were abused. another reason can be as in a form of punishment or disciplinary action . some parents or caregivers think pain to kids can get them to listen and act right when they have bad behavior. â€Å"Signs of physical abuse in a caregiver or parent are , can t or won’t explain injuryShow MoreRelatedThe Effects Of Child Abuse On Children935 Words   |  4 PagesChild abuse has been an issue in America since the beginning of time, but lately there has gradually been an increase in reported incidents o f abuse. There are several types of child abuse that are present in today’s society. The different types of abuse include physical, emotional and sexual abuse. Of the different maltreatment types, four-fifths (78.3%) of unique victims were neglected, 17.6 percent were physically abused, 9.2 percent were sexually abused, 8.1 percent were psychologically maltreatedRead MoreChild Abuse And Its Effects On Children Essay1489 Words   |  6 Pagesindividuals corrected. However, there are cases that have not been solved or not stopped by the law. Child abuse is common. Child abuse can be caused by a variety of reasons. Scientist have been studying and they have some ideas on what prompt people to harm children (Ian Hacking). They are trying to end child abuse, but there is so much they can do. Many children abuse incidents are not reported. Child abuse may have many causes as in way the abuser does it. One specific factor is the background of theRead MoreChild Abuse And Its Effect s On Children913 Words   |  4 Pagesseveral types of abuse, there’s physical, emotional, verbal and several others abuses. But the abuse I would like to focus on is child abuse. Domestic violence towards children is important because there is a way to prevent it from happening. Typical parents and caregivers do not intend to abuse their children. Abuse is mainly directed toward the behaviors that are given off towards one another. Author David Gil defines child abuse as an occurrence where a caretaker injures a child, not by accidentRead MoreChild Abuse Is An Effect On Children1657 Words   |  7 PagesIn 2010 according to the census bureau there were 74,100,000 U.S children between the ages of 0-17 being abused and 3.3 million referrals. This effected on average 1-10 U.S families and children, there were more than 32,200,000 U.S families with children under the age of 18 according to the 2010 census bureau. From the 3.3 million hotline calls in 2010 there were less than 475,000 sustained cases (2010 NCANDS: 436,321 sustained +24,976 indicated = 461,297 total) resulting in about 15% of hotlineRead MoreChild Abuse And Its Effects On Children1317 Words   |  6 PagesChild abuse has long been an ongoing social problem; this abuse has been one of the repeatedly difficult accusations to prove in our criminal justice system. Child abuse causes many years of suffering for victims. Children abused suffer from chemical imbalances, behavioral issues and are at high risk for becoming abusers or being abused in adult relationships. This cycle of learned behavior and suffering will be a hopeless reoccurring problem unless the criminal justice system and protocols for abusersRead MoreChild Abuse And Its Effects On Children1488 Words   |  6 Pages â€Æ' In addressing child abuse we are confronted with a series of problems. On the one hand, there is a lack of the true extent of the phenomenon because no data are available and that the issue, often refers to the most intimate spaces of family life. Furthermore, cultural and historical traditions affect the way each society faces this problem. Finally, there are varying opinions as to its definition and classification, as well as the consequences of child abuse may have and its subsequent therapeuticRead MoreChild Abuse And Its Effects On Children1263 Words   |  6 Pages Child Abuse Child abuse is any behavior which, by action or omission, produces physical or psychological damage to a person less than 18 years, affecting the development of his personality. In homes, it is believed that the most effective way to educate children is using the abuse. This form of punishment it used as an instrument of correction and moral training strategy as it is the first and most persistent justification of damage and maltreated mothers parents inflict on their children. SocietyRead MoreChild Abuse And Its Effects On Children1160 Words   |  5 PagesMost parents and other caregivers do not intend to hurt their children, but abuse is defined by the effect on the child, not the motivation of the parents or caregiver. Tens of thousands of children each year are traumatized by physical, sexual, and emotional abusers or by caregivers who neglect them, making child abuse as common as it is shocking. Most of us can’t imagine what would make an adult use violence against a child, and the worse the behavior is, the more unimaginable it seems. ButRead MoreChild Abuse And Its Effects On Children1227 Words   |  5 Pagesreports of child abuse are made involving more than 6 million children. The United States has one of the worst records of child abuse losing 4-7 children a day to the abuse. Abuse is when any behavior or action that is used to scare, harm, threaten, control or intimidate another person. Child abuse is a behavior outside the norms of conduct and entails substantial risk of causing physical or emotional harm. There are four main types of child abuse; physical abuse, sexual abuse, emotional abuse, andRead MoreChild Abuse And Its Effects On Children1132 Words   |  5 PagesIntroduction Child abuse takes many different forms. Including physical, sexual, emotional, or neglect of a children by parents, guardians, or others responsible for a child s welfare. Regardless of the type of abuse, the child’s devolvement is greatly impacted. The child’s risk for emotional, behavioral, academic, social, and physical problems in life increase. According to the Child Maltreatment Report by the Children’s Bureau (1999) the most common form of child abuse in the United States is

Old Art Essay Example For Students

Old Art Essay In the 17th century tens of thousands of still lifes were produced works on canvas, copper and panel all lovingly painted and eagerly purchased. This summer the celebrated Rijksmuseum in Amsterdam will host a remarkable exhibition featuring the finest examples of Dutch still lifes from 1550 to 1720. Some 70 major paintings will travel to Amsterdam from such museums as Te Metropolitan Museum of Art in New York, the Musee du Louvre in Paris, the Gemaldegalerie in Berlin, the Nationalmuseet in Copenhagen and the Fresno Metropolitan Museum. Together with loans from private collections (e.g. Museo Thyssen-Bornemisza in Madrid, the Frits Lugt Collection in Paris and the Michal Hornstein Collection in Montreal) they will provide a splendid overview of this popular genre for the first time. Never before has there been an exhibition which featured all the different types of still life: the colourful flowers, the juicy fruits, the sumptous banquets, the evocative breakfast pieces and breathtaking examples of the illusionistic trompe loeil. This unparalleled exhibition presents spectacular works from such artists as Brueghel, Coorte, Rembrandt, Saverij, and Van Huysum. The exhibition is organized by the Rijksmuseum Amsterdam and the Cleveland Museum of Art, Cleveland, Ohio. The works of Dutch still-life artists continue to be internationally admired as unrivalled achievements in this genre because of the breath-taking rendering of materials, the subtlety of the compositions and the feats of perspective. Equally admired is the simplicity, though it is often only apparent and is rooted in subtlety. It is remarkable that these magnificent works were generally painted by artists who are not widely known. Who has heard these days of Floris van Dijck? Most people will associate the name Brueghel with Pieter, the Peasant Brueghel, rather than with his son Jan, whose flower paintings (cat. 3) make him one of the great masters of the still life. Who has heard of Pieter van Anraadt, the maker of the finest painted clay pipes from Gouda (cat. 46), or of Daniel Seghers, world famous in the 17th century for his matchless flower pieces? The Rijksmuseum highlights these great but little known artists in this special exhibition. The still life in the NetherlandsThe standard of Dutch still lifes of the 17th century is unparalleled. This special quality, the spell cast by the best still lifes, was achieved not just by a few but by quite a considerable number of artists. The exhibition puts the spotlight on some fifty artists but that number could easily have been greater. It is remarkable that the heyday of the genre in the Netherlands lasted so long over a century. Even more surprisingly, the extraordinary high standard of work declined sharply thereafter. Superb still lifes were painted elsewhere since then, but the magic of the Dutch works of 1550 to 1720 was never equalled. The earliest Dutch still lifes date from the second half of the 16th century. Pioneers such as Pieter Aertsen and Joachim Beuckelaar painted market and kitchen pieces filled with meat, fish, vegetables and fruit. Saverij and Brueghel won over the royal houses of Europe with their delicate bouquets composed of flowers from around the world. In about 1600 the still life in the Northern and Southern Netherlands became a separate genre and artists began to specialise. For example, Floris van Dijck excelled at cheeses, Heda at silver and Jan van Huysum at bouquets. Coorte concentrated on the refined simplicity of shells, berries and asparagus. De Heem was an absolute master of complex and extremely lavish still lifes. Besides the painters who concentrated entirely on the genre, there were others who produced occasionally still lifes. Examples of such works in the exhibition include the mysterious painting by Torrentius (cat. .u180649cd2f7e874563685aa8c44385be , .u180649cd2f7e874563685aa8c44385be .postImageUrl , .u180649cd2f7e874563685aa8c44385be .centered-text-area { min-height: 80px; position: relative; } .u180649cd2f7e874563685aa8c44385be , .u180649cd2f7e874563685aa8c44385be:hover , .u180649cd2f7e874563685aa8c44385be:visited , .u180649cd2f7e874563685aa8c44385be:active { border:0!important; } .u180649cd2f7e874563685aa8c44385be .clearfix:after { content: ""; display: table; clear: both; } .u180649cd2f7e874563685aa8c44385be { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u180649cd2f7e874563685aa8c44385be:active , .u180649cd2f7e874563685aa8c44385be:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u180649cd2f7e874563685aa8c44385be .centered-text-area { width: 100%; position: relative ; } .u180649cd2f7e874563685aa8c44385be .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u180649cd2f7e874563685aa8c44385be .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u180649cd2f7e874563685aa8c44385be .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u180649cd2f7e874563685aa8c44385be:hover .ctaButton { background-color: #34495E!important; } .u180649cd2f7e874563685aa8c44385be .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u180649cd2f7e874563685aa8c44385be .u180649cd2f7e874563685aa8c44385be-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u180649cd2f7e874563685aa8c44385be:after { content: ""; display: block; clear: both; } READ: The bluest eye 4 Essay 11) and the Dead Peafowl by Rembrandt (cat. 40). The mastery of the rendering of materials resulted in a notable and amusing type of still life, the trompe loeil. The depiction, for example, of the letter board by Samuel van Hoogstraten (cat. 54) is so lifelike that it almost invites the viewer to take hold of a letter. Similarly, the documents from the room of the City Treasury General in the Amsterdam town hall in the painting by Cornelis Brize (cat. 55) look almost tangible.

Toneisha Colson # 0365905 Essays - , Term Papers

Toneisha Colson # 0365905 Youth Leadership Today's youth still face many attitudinal challenges to self-empowerment. Both the problem and the solution begin at home with their parents. Leadership training must start from an early childhood, as these young adults learn to take gradual responsibility for their own decisions. Only through self-determination, can these youth eventually achieve leadership in their respective communities. In addition to parental guidance, society has responsibility to create opportunities for these young adults to exercise good leadership. We must focus on the practice of leadership rather than the theory. Young adults should be given the opportunity to practice what they learn, such as being responsible for designing, organizing, and implementing their own conferences. Yet for many youth leadership implies a broader involvement. We need to encourage youth to pursue their own interests, and help them integrate into their local communities. Ultimately, the establishment of leaders in all aspect s of society will eventually improve the lives of all youth and people. As great leaders it is time for young adults to carry on the torch. Are the youth of America ready to assume the responsibilities? Have they been properly prepared to become the new leaders of tomorrow? As a leader, I have met face-to-face with the best talent that our country has to offer, I have as a leader had the privilege of demonstrating exactly what leadership is. There is no doubt in my mind that they as youth possess the potential to be great leaders. Just look at many personal accomplishments of some youth, and it is clear that we have far exceeded the prior generation. However, my pride and optimism are tempered by the inconsistency in leadership development among youth. The development of leadership potential is a slow and gradual process that must begin from early childhood. Our own perception of self-worth is heavily influenced by the expectations of our parents. I have always understood fr om my parents' attitudes that they expected me to complete at the highest level of education. This in turn has given me the drive and determination to excel academically and professionally. I understand that my parents, and the parents of other youths, want to protect us from failure due to unrealistic expectations. However, we cannot achieve emotional maturity without overcoming hurts and disappointments. Rather than predetermining which objectives are realistic, it is more empowering for our parents to encourage us to explore our own limitations. As I began to make more of my own decisions, my parents constantly reminded me that they would be there to back me up. Nevertheless, they often stood back and allowed me to take the wrong turns and bang my head against the wall. I now Toneisha Colson # 036905 realize how very difficult this must have been for them. But it was far better for me to learn from my mistakes within the safe confines of childhood than in the less forgiving word of adulthood. As we mature and become more empowered by making our own decisions, it is time to look beyond ourselves into community leadership. Like any other skill, leadership is best achieved through a combination of desire and experience. You can teach leadership skills by conducting training seminars, but little will be learned unless there are also opportunities to gain leadership experience. Our primary objective should be to help these young leaders achieve prominence in all aspects of society. Some of the young leaders may choose to get involved but others will have more diverse aspirations. We need to encourage young persons to get involved with their local communities and eventually obtain positions of leadership. While working on this paper, I asked many of the great leaders if they f eel that the young adults of today are ready to carry on the struggle. The answer that continues to resonate with me was, when we look at you the younger generation, we often wonder if it has the necessary experiences to take on challenge. What we tend to forget, however, is that at the height of the civil rights movement in the 60's, it was the eighteen to twenty year-olds who led the marches and organized the bus rallies and boycotts. Perhaps then, the

Gift Giving Essays - Simple Living, Giving, Gift, Free Essays

Gift Giving Essays - Simple Living, Giving, Gift, Free Essays Gift Giving Some people think that a birthday present must be a surprise. Others prefer to hint or let their friends and relatives know what they would like to get as a present. Essay | - Recieving birthday gifts is an antient tradition. Almost all people like it. At the same time, some people think that present must be a surprise and others consider that a person who are presented with a gift should remain in ignorance. To my mind, I support the first opinion, because a like surprises. Firstly, I think that the feel of curiosity and excitement is the main part of any present. It gives me a lot of positive emotions when I open a gift from somebody. Secondly, getting gifts we can see how many people really know us. Meanwhile, there is an opposite opinion to presented above. Supporters of it believe that everybody should know what kind of present he get. They claim that the most important thing in the gift is its practicality. I completely disagree with this statement, because I consider that the most important part of the gift is getting positive emotions. To sum up, I strongly believe that a birthday present should always remain a surprise, because the main thing is to make a presented person happy .

What You Can Learn From the FHLC

What You Can Learn From the FHLC The Family History Library Catalog, the gem of the Family History Library, describes over 2 million rolls of microfilm and hundreds of thousands of books and maps. It does not contain the actual records, however, only descriptions of them - but is an important step in the digital genealogy process for learning about what records might be available for your area of interest. The records described in the Family History Library Catalog (FHLC) come from throughout the world. This catalog is also available on CD and microfiche at the Family History Library and at local Family History Centers, but to have it available for searching online is of amazing benefit. You can do much of your research from home at whatever time is convenient and, therefore, maximize your research time at your local Family History Center (FHC). To access the online version of the Family History Library Catalog go to the Familysearch homepage (www.familysearch.org) and select Library Catalog from the Library navigation tab at the top of the page. Here you are presented with the following options: Place Search - Use this option to find catalog entries about a place or for records from a place.Surname Search - Use this option to find catalog entries about records that include a specific surname, such as written family histories.Keyword Search - Use this option to find catalog entries about records that contain a certain word or phrase. You can use this to search for keywords in titles, authors, places, series, and subjects.Title Search - Use this option to find catalog entries about records that contain a certain word or combination of words in the title.Film/Fiche Search - Use a Film/Fiche Search to find the titles of items on a specific microfilm or microfiche in the Family History Library Catalog.Author Search - Use an Author Search to find the Author Details record for a person, church, society, government agency, and so forth identified as an author of a specific reference. The Author Details record lists titles linked to the author and may include notes and references.Cal l Number Search - Use a Call Number Search to find an item by its call number (the number used to locate items on the shelves in the Family History Library or the FamilySearch Center). Lets start with the place search, as this is the one that we find the most useful. The place search screen contains two boxes: PlacePart of (optional) In the first box, type the place you want to find entries for. We  would suggest that you start your search with a very specific place name, such as a city, town or county. The Family History Library contains a huge amount of information and if you search on something broad (such as a country) you will end up with too many results to wade through. The second field is optional. Since many places have the same names, you can limit your search by adding a jurisdiction (a larger geographic area that includes your search location) of the place you want to find. For example, you can add the state name in the second box after entering a county name in the first box. If you do not know the name of the jurisdiction, then just search on the location name itself. The catalog will return a list of all jurisdictions which contain that particular place name and you can then select the one which best meets your expectations. Place Search Tips Keep in mind while searching, that the names of the countries in the FHL catalog are in English, but the names of the states, provinces, regions, cities, towns and other jurisdictions are in the language of the country in which they are located. Place Search will only find the information if it is part of the place-name. For example, if we  searched for North Carolina in the above example, our results list would show places named North Carolina (there is only one - the U.S. State of N.C.), but it would not list places in North Carolina. To see places that are part of North Carolina, select View Related Places. The next screen would display all counties in North Carolina. To see the towns in one of the counties, you would click on the county, then click View Related Places again. The more specific you make your search, the shorter your lists of results will be. If you have trouble finding a specific location, dont just conclude that the catalog does not have records for that place. There are many reasons why you may be having difficulties. Before you give up your search, be sure to try the following strategies: Be sure you typed the place-name correctly.If you qualified your search with another jurisdiction, try the search again without this qualification.Search for records using a larger jurisdiction. For example, if you cannot find records for a town, search for county records. Once you locate the place for which you are looking, you will be presented with a list of places. If you qualified your search with another jurisdiction, the list should be short. If you did not qualify your search, the list may be long. If the list shows the place you want, click on the place-name to see the Place Details record. This records usually contain the following items: View Related Places  - Clicking on this button will give you a list of other places you might be interested in.Notes  - A few historical facts and details about the placeTopics  - A list of topics for which records are available that relate to the place that you are looking for. This list might include such topics as: biographies, cemeteries, census records, church records, guardianship records, history, land and property records, maps, military history, tax records, vital records, voting records, etc. To best explain what is available in the Family History Library Catalog, it is easiest to take you step-by-step through a search. Begin by doing a  place search  for Edgecombe. The only result will be for Edgecombe County, North Carolina - so next select this option. From the list of available topics for Edgecombe County, North Carolina, we are  first going to select Bible Records, as this is the first source which the Catalog Helper suggested for information on our great, great grandmothers maiden name. The next screen which comes up lists the titles and authors available for the topic which we selected. In our case, there is only one Bible Record entry listed. Topic: North Carolina, Edgecombe - Bible recordsTitles:  Bible records of early Edgecombe Williams, Ruth Smith Click on one of your result titles to learn more information. Now you are given the complete catalog entry of the title you selected. [blockquote shadeyes]Title:  Bible records of early EdgecombeStmnt.Resp.:  by Ruth Smith Williams and Margarette Glenn GriffinAuthors:  Williams, Ruth Smith (Main Author) Griffin, Margarette Glenn (Added Author)Notes:  Includes index.Subjects:  North Carolina, Edgecombe - Vital records North Carolina, Edgecombe - Bible recordsFormat:  Books/Monographs (On Fiche)Language:  EnglishPublication:  Salt Lake City: Filmed by the Genealogical Society of Utah, 1992Physical:  5 microfiche reels; 11 x 15 cm. If this title has been microfilmed, the View Film Notes button appears. Click on it to see a description of the microfilm(s) or microfiche and to obtain microfilm or microfiche numbers for ordering the film through your local Family History Center. Most items can be ordered for viewing at your local Family History Center, though a few cannot due to licensing regulations. Before ordering microfilms or microfiche, please check the Notes field for your title. Any restrictions on the use of the item will be mentioned there. [blockquote shadeyes]  Title:  Bible records of early EdgecombeAuthors:  Williams, Ruth Smith (Main Author) Griffin, Margarette Glenn (Added Author)Note:  Bible records of early EdgecombeLocation:  Film FHL US/CAN Fiche 6100369 Congratulations! Youve found it. The FHL US/CAN Fiche number in the lower right-hand corner is the number which you will need to order this film from your local family history center. Place search is probably the most useful search for the FHLC, as the librarys collection is primarily organized by location. There are several other search options open to you, however. Each of these searches has a specific purpose for which it is very useful. The searches do not allow wildcard characters (*), but do allow you to type in only part of a search term (i.e. Cri for Crisp): Surname Search A surname search is primarily used to find published family histories. It will not find surnames listed in individual microfilm records such as census records. A surname search will provide you with a list of titles of catalog entries tied to surnames that match your search and the main author for each title. Some of the published family histories are only available in book form and have not been microfilmed. Books listed in the Family History Library Catalog cannot be sent to Family History Centers. You can request that a book is microfilmed, however (ask a staff member at your FHC for help), but this may take several months if the library has to obtain copyright permission to do so. It may be faster to try to obtain the book elsewhere, such as a public library or from the publisher. Author Search This search is primarily used to find catalog entries by or about a certain person, organization, church, etc. The author search finds records which include the name you typed as the author or the subject, so it is especially useful for finding biographies and autobiographies. If you are looking for a person, type the surname in the Surname or Corporate Name box. Unless you have a very rare surname, we would also type all or part of the first name in the First Name box to help limit your search. If you are looking for an organization, type all or part of the name into the Surname or Corporate box. Film/Fiche Search Use this search to find the titles of items on a specific microfilm or microfiche. It is a very exact search and will only return the titles on the particular microfilm or microfiche number that you input. The results will include an item summary and the author for each item on the microfilm. The Film Notes may contain a more detailed description of what is on the microfilm or microfiche. To view this additional information, select the title and then click on View Film Notes. Film/Fiche search is especially useful for finding the records available on a film/fiche which is listed as a reference in Ancestral File or the IGI. We also use the film/fiche search to look for additional background on any film we plan to order because sometimes the film/fiche search will include references to other relevant microfilm numbers. Call Number Search Use this search if you know the call number of a book or other printed source (maps, periodicals, etc.) and want to learn more about what records it contains. On a book’s label, call numbers are usually printed on two or more lines. To include both lines of the call number in your search, type in the information from the top line, then a space, and then the information from the bottom line. Unlike other searches, this one is case-sensitive, so be sure to type in upper and lower case letters where appropriate. Call number search is probably the least used of all of the searches, but can still be very useful in cases where people list an item and its call number as a reference source without any indication to the information which it contains. The online Family History Library Catalog is a window to the two million plus records (print and microfilm) which the Family History Library maintains in its collection. For those of us around the world who cant easily make it to Salt Lake City, UT, it is absolutely invaluable both as an avenue for research and as a learning tool. Practice using the different searches and play around with different techniques and you may find yourself amazed at the things you find.

IDiscusson board reply645 Coursework Example | Topics and Well Written Essays - 250 words - 1

IDiscusson board reply645 - Coursework Example The Bible is full of teachings on rewards that should be fair and just (Deuteronomy 25:4). In most of Jesus’ teachings, one will be rewarded for what they have done. In business, this sets a yardstick for just and consistent compensations. The same principles are applicable to person-focused pay systems. Skills are acknowledged in the Bible the same way they are acknowledged in the business world as basis of competency-based pay. In 2 Chronicles 2:3, Huram-Abi is preferentially sent because he is â€Å"a man of great skill.† NIV (â€Å"BibleGateway.com,† n.d.). In the same way, Ecclesiastes 10:10 states that â€Å"If the ax is dull and its edge unsharpened, more strength is needed, but skill will bring success.† NIV. Those in leadership, according to the Word of God, should lead in all diligence and Colossians 3:23 admonish everyone that â€Å"whatsoever you do, do it heartily, as to the Lord, and not unto men.† (AKJV). As such, everything one does should be to perfection and justly. The Bible is sensitive to equitable pay to everyone (PETER, n.d.), including the top executive by giving an analogy of an ox that ploughs in Deuteronomy 25:4 that says â€Å"Do not muzzle an ox while it is treading out

The management strategy of Blackberry Essay Example | Topics and Well Written Essays - 2500 words

The management strategy of Blackberry - Essay Example Center of discussion in this paper is Blackberry as a major player in the smart phone and mobile email markets around the world. The brand was designed and developed by the Canadian firm Research in Motion (RIM) and has been operational in the smart phone markets since 1999. The typical Blackberry device is created to function as a personal digital assistant, portable media player, internet browser, gaming device and many other similar functions. The largest competitive advantage available to Blackberry devices in comparison to other smart phones is their ability to send and receive push email and instant messaging while preserving a lot of security through patented encryption methods. Typical Blackberry devices support many instant messaging features including the Blackberry Messenger. For the fiscal year 2011, Blackberry sales accounted for 3% of all mobile device sales around the world. This makes RIM the sixth most popular device manufacturer in the world, as 25% of all mobile de vices manufactured in the world are smart phones. The trademark Blackberry Internet Service is offered in 91 countries through some 500 mobile service operators who provide differing mobile technologies. An estimate from October 2011 places the number of global Blackberry subscribers at 70 million. The greatest market penetration of Blackberry smart phones is in the Caribbean and Latin America with market penetration levels of up to 45% in the region. ... s that Android has the largest market share at 13% followed by Blackberry at 10% with Apple lagging behind at 9% while Windows Phone stands at a measly 1% only. The British market is also seeing a general increase in smart phones in the overall mobile phone market. Within this scope of expansion, the share of RIM increased by 4% while Apple expanded by 2% to their overall market share. However, these increases pale in comparison to strides by Android that grew to twice its previous market size. The increase from Android’s end can largely be attributed to mid-range headsets manufactured by HTC and Samsung that are also supporting Windows small market share (Brill, 2012). Blackberry’s and its competition’s overall market share reveals a lot given that Blackberry stands at 22.3% of the smart phone market while Android stands at 45.2% with Apple lagging behind at 18.3%. When these figures are compared to the market growth rates reported previously, it becomes clear t hat Blackberry’s greatest competition stems from Android. In order to find a better marketing scheme it is necessary to study why Blackberry is losing to Android in certain areas and gaining in others. While Blackberry is losing fast to competition from Android around the world, but consumers in Spain and the United Kingdom are holding strong to Blackberry. The youth market is supportive of Blackberry because of the large volumes of text messages and instant messaging services used by them. The primary usages of young consumers are messaging services that are harder to use in conventional handsets when compared to smart phones such as Blackberry. One major advantage available to Blackberry when compared to Android is the trademark QWERTY physical keyboard that is standard to all Blackberry devices but

Strategic Quality And Systems Management Essay Example for Free

Strategic Quality And Systems Management Essay This unit provides the learner with an understanding of the importance of effective quality and systems management to enable achievement of organisational objectives. It also provides the learner with the skills to be able to implement a strategic quality change in an organisation. Scenario You have been hired as an outside consultant to devise, implement and manage a new operational framework for student attendance monitoring and engagement in EThames Graduate school. You are required to look at the existing quality management within the organisation particularly focusing on punctuality of students within the attendance policy. You need to implement a strategic quality change, ensuring the necessary monitoring evaluation systems are in place and evaluating the outcomes of the change to improve punctuality of students at EThames Graduate school. You will need to particularly focus on improvement of punctuality of  students, as there has been concerns raised by study representatives of all intakes during the student council meeting that there are tiny number of students who seems to be coming into the class fifteen minutes late into the lesson and this has created disruption for students who are in class on time. Nonetheless, EThames Graduate School recognises the relationship between good attendance, punctuality and student success. This Policy also recognises the requirements of the Home Office for Tier 4 students. Persistent lateness and lack of attendance is disruptive to the teaching and learning activities of all college students. Aims The aims of this policy are: To enable all absences to be fairly and consistently dealt with across the College. To monitor and improve the attendance of all students. In interpreting the policy and associated procedures, the decision of the College is final. The College may amend this policy at any time or depart from it depending on the circumstances of the case. Attendance requirements As part of the terms and conditions of enrolment at the College, students agreed to comply with the EThames Code of Conduct, which specifies that students are expected to attend all lectures, seminars and tutorials. Where attendance is unsatisfactory students will be subject to the Student Disciplinary Procedure, and registration on the programme may be cancelled, and if applicable Tier 4 sponsorship may be withdrawn. Students are expected to arrive punctually and attend all classes, compulsory activities, tutorials and review sessions. Please follow the reference below for more information: EThames Graduate School (2014) EThames General Documentation: Attendance Policy. Last accessed on 16th May, 2015 at 18.00: http://livecampus.estudents.org.uk/course/view.php?id=71 Focused on the scenario above provide your answer in a form of a written report. Task 1 Make a case to the principle for change Here you will need to: Create the plan for strategic quality change of the student attendance monitoring and engagement framework particularly on punctuality with the aim of enhancing existing quality. Plan a strategic quality change to improve organisational performance. (AC:3.1) Define resources, tools and systems to support business processes in a strategic quality change. (AC:3.2) Design systems to monitor the implementation of a strategic quality change in EThames. (AC:3.4) Write a report justifying your plan that Explains of the importance of effective operations management in achieving organisational objectives. (AC:1.1) Explains of the importance of effective quality management in achieving organisational objectives. (AC:2.1) Evaluate the success of existing operations management processes in meeting an organisation’s overall strategic management objectives. (AC: 1.2) Evaluates the success of existing quality management processes in meeting an organisation’s overall strategic management objectives. (AC:2.2) Evaluates the wider implications of planned strategic quality change in the organisation. (AC:3.3) Present a summary of your proposal along with your report and plan to key stakeholders in the College. Task 2 Implementation From your class, one framework will be chosen. You will then group together as a team with clear divisions and responsibilities and tasked with implementing the change in association with Student Services and the Attendance Team. Make sure that you Implement a strategic quality change. (AC: 4.1) Embed a quality culture in the organisation and ensure that the team continuously monitors and develops the plan. (AC: 4.2) Individually monitor and review the implementation regularly (AC: 4.3) Note: You are responsible for ensuring that each part of the plan is implemented, embedded and monitored. You can delegate tasks to other members of your team, but you cannot delegate responsibility for oversight. And you are also responsible for evidencing your oversight. The evidence we require of your engagement with oversight Minutes of every meeting you attend with clear indication that you have participated Your preparation notes for every meeting Detailed proposals for implementation or development that you have submitted at every meeting A record of all action you have taken, signed by a witness from within EThames Monitoring reports that you have completed on a daily basis reviewing the effectiveness of the implementation and the effectiveness of the plan Task 3 Evaluate the success of the implementation Write a report that evaluate the outcomes of a strategic quality change in an organisation and recommend areas for improvement to a strategic quality change that align with organisational objectives. (AC: 5.1 5.2) Submission Guidelines Your submission should be in a report format. 3500- 4000 words Excellent Formatting: Preferred writing styles Arial, Verdana, and Times New Roman Line spacing 1.5, Font Size 12 Consistency in Heading Scheme, bullets and numbering Consistency in top, bottom and left, right margins Alphabetical Harvard referencing and bibliography *For Late Submission policy, please refer to your student course handbook available on Live Campus. Plagiarism Rules and Regulations No plagiarism is accepted in assignments and students are advised to do the referencing correctly according to the Harvard Referencing System. Students are advised to submit assignments with a plagiarism percentage below 15%. Any student submitting an assignment with a percentage of more than 15% will have their work reviewed by the appropriate Exam Board. Reduce your plagiarism by not sharing assignments and doing in text citations of sources used, using the Harvard referencing method What is Turnitin? Turnitin is the software that EThames uses to calculate the similarity of your assignment to any other document submitted in the same system all over the world. What happens when you submit an assignment on Turnitin? You submit your assignment on Turnitin by submitting it on Livecampus on the assignment submission link. Your assignment is then compared with all of the assignments for all the different units submitted on Livecampus as well as assignments submitted by other students in other colleges and books and documents all over the world. The report generated is not the final report. The final report will only be generated after the final deadline which would mean that once the submission link closes and once every student submitted assignments at EThames for the specific unit, only then the final report will be generated. This means that if you have shared your assignment with anybody and they have submitted part of it or the full assignment the initial report your friend got would’ve indicated the similarity, but your report would’ve remained unchanged. This is because the report is refreshed every time that you upload your assignment and then finally after the deadline. After the deadline their plagiarism will be high as well as your own. What can you do to avoid getting a high Turnitin score? Do not copy pieces of work from any book or website. It needs to be rewritten in your own words and proper in text citation should be done according to  the Harvard referencing method Do not share your assignment with any friend, not even to assist them Plagiarism Plagiarism is passing off the work of others as your own. This constitutes academic theft and is a serious matter which is penalised in assignment marking. Plagiarism is the submission of an item of assessment containing elements of work produced by another person(s) in such a way that it could be assumed to be the student’s own work. Examples of plagiarism are: The verbatim copying of another person’s work without acknowledgement The close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation without acknowledgement The unacknowledged quotation of phrases from another person’s work and/or the presentation of another person’s idea(s) as one’s own. Copying or close paraphrasing with occasional acknowledgement of the source may also be deemed to be plagiarism if the absence of quotation marks implies that the phraseology is the student’s own. Plagiarised work may belong to another student or be from a published source such as a book, report, journal or material available on the internet.

If the Romantic poet is as William Wordsworth said a man speaking to men :: English Literature

If the Romantic poet is as William Wordsworth said a man speaking to men where does this leave women and children? Discuss, with reference to the work of Blake. If the Romantic poet is as William Wordsworth said 'a man speaking to men' where does this leave women and children? Discuss, with reference to the work of Blake. "In the preface to the Lyrical Ballads Wordsworth, when describing a poet, says that a poet is a 'man speaking to men' and is someone 'who rejoices more than other men in the spirit of life which is in them'. It needs to be definerated what Wordsworth means by 'man', whether he is refering to 'man' as a gender or man as in humanity. When refering to poets he always uses the term 'man' or 'men' implying that all poets must be male. Later in the Preface to the Lyrical Ballads Wordsworth goes on to say that "poets... sing a song in which all humans beings join", surely suggesting that women and children are included in this as they are part of mankind. Blake, as one of the most renouned romantic poets, focuses much of his work around images of mankind. Although in saying this, "mankind" is collective and includes women and children, and Blakes work is undoubtedly preoccupied with these two groups. He distinguishes "man" very differently to "children" depending on the context. In London (songs of expereince) he clearly identifies "man" as a separate group to the "infant" in the poem as he refers to them by different names and as a separate category, highlighting their differences. Children to Blake are extremely important, especially in the context of poetry, indeed in '"The introduction to Songs of Innocence' he says that the poems are "for children to hear" and concentrates on a child's view of life. It is not possible to say that Blakes poetry excludes women and children as so many of his poems are based around these themes. Even the titles of the poems represent this, such as "The Little Girl Lost", "Infant sorrow", "Little Black Boy" and "Nurse's Song", compared to very few centred primarily around men. Blake uses his poems to express the view and plight of suppressed groups in society, such as children. Poems such as Holy Thursday are expressed through the eyes of a child. He shows the innocence and purity of the children by their 'clean' 'faces' and other physical and mental attributes. He also shows the reality of their situations, especially in Songs of experience, by highlighting the fact that many of them are orphans and alone in the world, such as in 'The chimney

How Native American Mascot Controversy Affects U.S. Reputation

The debate over Native American mascots in both the NCAA and in professional sports leagues has stirred up plenty of emotions in all sides over the last few years. Individuals with all different perspectives from all different walks of life have come out in support and in protest of the inclusion of Native American mascots for certain universities and teams. The side that opposes the use of these mascots has been the most interesting, because their perspective is something new and foreign to most. In their arguments, they have used plenty of examples for why the use of such mascots is degrading and harmful. Though their reasons are many, these people have not taken a keen interest in proving that the use of Native American mascots might damage the American reputation abroad. Their efforts have been centered more on what effect these representations might have on individuals within the United States, as opposed to worrying about what others might think of the United States. There is, however, an accommodation in the critical statements that indicate that such mascot representations do not follow the American ideals of equality, in light of social movements that have happened over the last few decades. The primary basis for argument seems to remove itself entirely from such assertions. After all, the majority of these special interest groups appear to be heading their own agenda and not holding dear the reputation of the American people. Along those lines, the people in charge of stirring up the commotion have set their focus onto other aspects of the debate. The reasons for that decision are many, but most feel that this sort of strategy is the most effective way to present the argument. Among the most popular arguments against Native American mascots are those that assert the misrepresentation of the Native American people. A telling article by Anil Adyanthaya of the Boston Globe speaks to this fact and outlines the motivation for the infighting. In particular, the article suggests reasons why people are against Native American mascots, not why folks are in support of them. In the 2005 article, Adyanthaya writes, â€Å"The two main arguments against the continued use of Native American mascots are that they are racist and demeaning to Native Americans. A review of the mascots used by the 30 schools under NCAA review lends credence to that position, as the Savages of Southeastern Oklahoma State University and the Redmen of Carthage College seem particularly troublesome† (Adyanthaya). This quote is representative of the entire article. In this article, the author asserts that the question of racism is a much more important one than any of the other arguments. He even goes so far as to give examples of how the racism is present in some of the names. Though this article is not the only one on the topic, it is a good representation of how protesters of Native American mascot names are feeling at the moment. After some research, it is easy to see that the majority of dissenters are spending their time focusing on how the Natives themselves feel about the issue. Along these lines, one can easily see how the focus of the entire ordeal is much more domestic than it is broad. In fact, there is little evidence from any of the protesting groups to suggest that they have any care for the reputation of the United States abroad. Where do the Native Americans stand on the issue? Depending upon where one might go or who they might choose to ask, the answer could be very different. According to that same Boston Globe article, the results are surprising. Though perception is that Native Americans have been opposed to the use of Native American mascot representations, the actual opinions offer something of a contradictory view. In that same article, Adyanthaya writes, â€Å"One poll on this subject suggests strongly that Native Americans reject this implied fragility. In a 2002 survey published by Sports Illustrated, 81 percent of Native Americans responding disagreed with the suggestion that schools should stop using Native American mascots† (Adyanthaya). That is not where the focus of the protesters exists, though. There is significant evidence to say that those against the mascot uses are not to be swayed by overriding statistics such as the one mentioned in the Boston Globe article. Instead, these are people that set their primary focus to the individual stories. This provides another indication that they do not worry about what the American reputation might look like on a global scale. An eSports Media article by Dr. Jessica Johnson speaks to this focus on the individual. In her article, Johnson specifically describes the plight of the Sioux Indian tribe. She writes, â€Å"Members of the Spirit Lake Sioux tribe recently presented a resolution demanding modification of the University of North Dakota’s Fighting Sioux logo. Tribal members said the school’s Indian-head emblem is ‘dishonorable and an affront to the dignity and well being’ of its community† (Johnson). The Spirit Lake Sioux tribe is one of the few tribes that are leading the fight to ban Native American mascots and their cries are primarily focused on respecting their ancestors. Never in the reading material provided by the tribe is there any mention of the stigma that the United States might have to fight as a result of keeping a hold of Native American representations as mascots. The American Indian Movement is another group that has made their presence felt throughout the entire debate. Since the beginning of the controversy, they have taken a hard line stand on Native American mascots and have done what they could to make sure that derogatory names are done away with before it is too late. By all accounts, this is one of the leading groups to look to in order to see the overriding reasons behind the debate. According to this group, the concern has much more to do with the young men and women that might be affected by the misrepresentation of different Native American tribes. According to the American Indian Movement, risk exists that Native Americans could become a running joke if the mascots are allowed to continue. An article by Phyllis Raybin Emert of the New Jersey State Bar Foundation has published a comprehensive breakdown of this group’s stance on the issue. In her article, she writes, â€Å"Opponents of Native American mascots and nicknames are not concerned about the cost and use words such as disrespectful and hurtful, degrading and humiliating to describe what they believe is racial stereotyping. They regard the mascots as caricatures of real Indians that trivialize and demean native dances and sacred Indian rituals† (Emert). This, in effect, sums up the stance of those that want the Universities to drop their Native American mascots. There is another side to this debate that should be addressed, as well. Individuals that stand by the use of Native American mascots have their own reasons for their stance, as well. For the most part, these people have no reason to resort to citing American reputation around the world, either. For the most part, they stand by traditions and the fact that the usual representation that is given by these mascots is a decent one. In many cases, the mascots are used to pay homage to a tribe of American Indians in the area where the school operates. One excellent example of this is Syracuse University, home to the newly named â€Å"Orange†. For decades, Syracuse had given its athletic teams free use of the nickname â€Å"Orangemen†, but in the last few years, that has changed. This is one university where the origin of the nickname was done in order to honor the tribe that occupied the area where they now study and play. According to According to C. Richard King in his book, Team Spirits: The Native American Mascot Controvery, Syracuse even went so far as to name its school newspaper after the native tribe. In his book, King writes, â€Å"The frequent use of Indian images and metaphors, allusions to the local landscapes natural beauty, and even an illustration of natives resting reverently in front of a distant silhouette of the fine arts building demonstrate a student-generated image centered on Indianness† (King). For Syracuse and many of the other universities that are now being forced to defend their long standing traditions, the challenge is to get people to get in line with that their intent was when the mascots were put into place. There is no time, nor is there a desire to care for the American reputation abroad. Everyone involved in this debate has their own motives which must be kept in mind when studying the ordeal. For those that want the Native American images banned, the goal is to protect the image of American Indians, so that those who come after can see these people in a realistic sense. For them, it is also about fighting off racism and making sure that the American Indian tribes are not angered by the representations. On the other side of the debate, a different motive exists for people who have an interest in protecting their long standing traditions. For them, it is much more about protecting the University or team’s image and not cowering under the pressure presented by the activist groups. As Carol Spindel wrote in her popular book, Dancing at Halftime: Sports and the Controversy Over American Indian Mascots, â€Å"However long time fans and alumni are being asked to give up an identity they’re attached to. Fans assert that naming teams after Indians is a positive way to honor them† (Spindel). As this author indicates, there are strong feelings on both sides of this debate, with each side having a vested interest. Nowhere, however, is there a mention of people caring what other countries think about America when considering the mascot controversy. Though plenty of highly diverse reasons exist within this complicated dynamic, there is no evidence that exists which shows that the reputation of America is on the mind of any of the people involved. Works Cited Adyanthaya, Anil. The Boston Globe. Sports, Mascots, and Native Americans. 5 June 2005. Emert, Phyllis Raybin. Native American Mascots: Racial Slur or Cherished Tradition? Johnson, Dr. Jessica. eSports Media. Native Americans have Right to Protest Mascots. 11 September 2005. http://www.e-sports.com/articles/822/1/Native-Americans-have-right-to-protest-mascots/Page1.html King, C. Richard. Team Spirits: The Native American Mascot Controversy. 1 February 2001. Lincoln, NE: University of Nebraska Press. Spindel, Carol. Dancing at Halftime: Sports and the Controversy over American Indian Mascots. 1 October 2002. New York, NY: NYU Press.      

The Best Experience of My Life

One of my favorite family traditions is summer vacation. Every summer without fail we go on vacation, and we stay there for at least a week. For the past five years we have been going to Disney World with our family that lives in Los Angeles. He is my cousin Ricardo, he lives with his wife and his 1-yearold daughter. I like them because they’re nice, cool and funny. It has turned into a tradition and we all love to be together and have a good time. Every year when we go they greet us in such a way they make you feel like home. Once we’re there and our vacation starts we just forget about everything and relax for a week. We have been going on vacation with our cousins for so long, for a very good reason. It is because everyone gets along. My mom and dad, Ricardo and his wife Mari have a very good relationship. Ricardo my cousin, who is 30, is my cousin and my friend and we get along great. My sister Susan, who is 25, and Mari, who is 27, also get along very well. This works out great because we are all old enough to go out and do our own thing without getting the parents too much involved. Since most of the fun things to do are located right near the hotels we stay at any random hotel. We rarely need to ask them for a ride anywhere, so everyone goes their way and it turns into a great vacation for all of us. We have been going to Disney World together for as long as I can remember. We know the place inside and out. Where all the best rides are, which park is the best. It even got so bad that we knew what time the lines for each ride was shortest. Disney World always comes out with some kind of a new ride or show each year . All the characters are the same but they’re always happy and cheering for the little kids. So it doesn’t gets boring, that is what mostly keep us continuing coming back for more year after year. We headed for the food court because we were all very hungry. All I had eaten in the entire day was water a sandwich and a piece of gum . It was getting late and we hurried because we planned to go to the rides last. When we arrived at the restaurant me and my sister ordered a gigantic hamburger, my mom and dad fish, and my cousin and his wife chicken. When we finish we were all very satisfied and we headed for a little fun. We saw some lights in the far end and we followed them. We arrived at a show it was called the electrical parade and it was really cool. So we went down there last summer and it was a big vacation for all of us. I know it was more of an children’s vacation which but it was very fun and we all loved. In my opinion we are a little too old for Disney World but it was my favorite vacation. My favorite part was when we went to the rides and got on a rollercoaster. My sister tried not to vomit but I guess she had a weak stomach and vomited all over my dad. Unfortunately for my dad, he was on the same cart and he vomited too. When it all was over and we were in a hotel we joked about the vomit and laughed really hard. We shouldn’t had eaten right before going into the rollercoaster.

Jobseekers How to Use LinkedIn to Optimize Your Job Search

Jobseekers How to Use LinkedIn to Optimize Your Job Search Are you maximizing LinkedIns tools in your job search? LinkedIn is consistently rated in the top 3 resources for job listings on the web (after Indeed and Glassdoor). Surveys have concluded that of all jobs sourced from social media, 89% of those are sourced from LinkedIn. So you can’t afford  not  to be making the most of LinkedIn’s job search features. This past week, LinkedIn posted an article about how to be a job search Ninja. Ive expanded on what LinkedIn shared: Here are my latest and greatest tips on getting the best possible results out of your LinkedIn job search. 1. Turn On Open Candidates Your first consideration when actively looking for a new position on LinkedIn is whether you would like to keep your job search confidential. The Open Candidates feature allows you to signal privately to recruiters that you are open to new opportunities. To turn this feature on, click on the Jobs tab and then on Update career interests. Flip the switch to On. But dont stop there. Update your preferences to search for jobs based on factors like geographic location, full-time or part-time, and company name. Open Candidates gives you access to hundreds of thousands of recruiters. It’s available in the U.S., U.K. Canada and Australia on both the desktop and mobile versions of LinkedIn, and there are plans to roll out the program globally. Ready to get started?  Log in here to change your settings. For more on the Open Candidates feature,  click here. 2. Use the Jobs Tab Under the Jobs tab, you will automatically see a list of jobs that might interest you, based on the keywords in your profile. I recommend that if you are a job seeker, you click on the Jobs tab daily to view LinkedIns recommendations. From this vantage point, you can filter your results further to meet your qualifications. To get to the available filters, click the blue Search button and youll see a list of criteria by which you can narrow your search, such as industry, skill level, and company size. (Searching by salary is only available to Premium members.) With all these options, you are in the drivers seat as you choose which jobs meet your specifications. 3. Utilize the Search Bar When you click on â€Å"Jobs† in the top menu, you will immediately see a Search bar. This is your window into the positions that interest you. When I searched using the Jobs Search bar for â€Å"Account Executive Digital Media† within 100 miles of Madison, WI, heres some of what came up: What  type of job are you looking for? Determine the search terms that are most relevant  for  you,   enter them in the search bar, and LinkedIn will provide a list of current positions which you can fine tune by location, company, date posted, job function, industry, experience level and title. Apply to the ones that best meet your goals and skill set! 4. Create a Job Alert If you want to conduct the same search regularly, click on Create job alert in the upper right-hand corner and you will be given an option to receive an alert daily or weekly for jobs that match your criteria. You can then conduct your saved search with one click from your Jobs page. Once you save a job, it will appear in the right-hand column: Click on a position that interests you, and you will see a job description, a count of the number of people who have applied through LinkedIn, and, most important, a list of your connections who work there. Be sure to reach out to those connections to ask questions about the company and their experience working there. Maybe they even know someone who can help you. Many companies have incentive programs for their employees to refer good candidates, so you might be doing your connection a favor by contacting them! 5. Apply, Track Share LinkedIn allows you to apply directly from a company website, and to save any jobs of interest for later (but be careful, they could disappear at any time). You can view a list of all the jobs youve applied for from the Jobs tab at any time (under Applied Jobs). For more on how to work with Applied Jobs, see the LinkedIn Help article,  Viewing Jobs Youve Applied for on LinkedIn. If you see a job that is perfect for someone else in your network, use LinkedIn social media sharing buttons to spread the word. 6. Let Companies Know Youre Interested One way to let a company know  you are interested in working for them is to follow the company on LinkedIn. Here are several advantages to following a company, courtesy of  WiserUTips: More visibility. Representatives at your target companies can see who their followers are. By being on their  followers  list, you’re telling companies that you are interested in them and you’re also getting your skills and/or services in front of them. Staying up-to-date. View all recent updates about your target companies, including company news, job openings, new hires, and recent employee departures. Making an impression.  Like and comment on posts about your target companies. Making connections.  Review â€Å"How Youre Connected.† Click the â€Å"See all† link to view 1st, 2nd  and  3rd  degree  connections at the organization, as well as former employees.  Use this knowledge to ask key people to help you land a job or make the sale. Showing your support. Providing recommendations for a companys products and services makes the company look good on LinkedIn and shows them that you care about their success. Hiring entities that use LinkedIn Recruiter can view those who follow their company. They will then consider you a warm lead and most likely check out your profile. You can follow up to 1,000 companies! The downside is that all your connections will also be able to see what companies you follow; so if you have an  ummm, overprotective boss, be careful about how you use this feature. 7. Use the Group Jobs Feature Another key location for potential jobs is the Job Conversations in your groups. After logging into a group page, click on the Jobs tab and you will see additional positions not advertised in the official (paid) Jobs database. From there you can explore and apply to specific jobs that interest you. 8. Use the Mobile LinkedIn Job Search App Keep up with your job search on the go with the mobile version of LinkedIn Jobs. Dont let that job offer sit in your inbox for hours while youre out networking! For Android users: Click here to get LinkedIn ® Job Search App for Android (Google Play) and log in to your account. Tap the grid icon in the upper right corner. From the sliding menu, select Job Search. From there you can search for new job opportunities, save your searches, create job alerts and apply. From the menu at the bottom, select â€Å"Activity† to see your recently viewed jobs, save searches, and keep track of where you’ve applied. You can sync your phone with your LinkedIn account for a seamless experience across platforms. For iOS (iPhone) users: Click here to get the LinkedIn ® Job Search App for iPhone (iTunes). iPhone users enjoy additional amenities with the Job Search App for iPhone. Search jobs, save searches, set up notifications, apply online and track jobs you’ve applied to. Click her for more about LinkedIn for mobile. The evidence, based on my own client base, is that more and more qualified job seekers are finding employment by diligently applying for jobs on LinkedIn. This is good news for both applicants and employers. Whether you are looking for a position or looking to fill one, LinkedIn is a powerful tool to achieve your intended result. If you are serious about finding a new job fast, research and apply for jobs on LinkedIn daily. And if you find you want more functionality than you can get with a free account, you might want to consider Job Seeker Premium to get more information on salary range, who is viewing your profile, and what your competition looks like. You will likely see results. I have one client who got 12 interviews this way, and a job! This article was adapted from my book,  How to Write a KILLER LinkedIn Profile And 18 Mistakes to Avoid. For more on how to write a LinkedIn profile that gets you a job, get the book today!

The New SAT vs. the ACT Full Breakdown

The New SAT vs. the ACT Full Breakdown SAT / ACT Prep Online Guides and Tips For the past decade or so, the SAT has come under increasingscrutiny for its confusing structure, trick questions, and obscure vocabulary. Meanwhile, the ACT is often seen asthe fairer test, more closely based in what students learn in school. As you might have heard, the College Board undertook a radical overhaul of the SAT that went into effect in March 2016 and, in many ways, made it much more similar to the ACT. Adding to the confusion is the fact that ACT, Inc., also made some minor changes to the ACT. What are the main differences between the current versions of the two tests?The short answer is that the SAT and ACT are now quite similar.The changes have eliminated many of the two tests' major differences in both style and content. Nonetheless, there remain important variations- some long-standing and some newly introduced. I'm going to start by talking about what the SAT and ACT look like in general, and then I'll break down the new similarities and unique characteristics of each test, section by section: Test Structure (Timing/Sections and Scoring) Reading Writing/English Math Science Essay Brief Timeline of Changes to the SAT and ACT Before we get into the key differences between the two tests, I've included a basic timeline of when the changes to each exam went into effect below: Early 2015 and earlier Slight changes to ACT question distribution Paired passages on ACT Reading Fall 2015 New ACT Writing test RedesignedPSAT March 2016 Redesigned SAT As you can see, the ACT, the SAT, and even the PSAT have all undergone noticeable changes in the past few years. Yet while the content and format of the ACT has stayed mostly the same, both the SAT and PSAT have been completely revamped (or, rather, redesigned). Now that you understand when these big changes happened, let's begin our analysis by comparing the overall structures of the current SAT and ACT. SAT vs ACT: Overall Test Structure One of the goals of the SAT overhaul was to make the testmore straightforward, so many of its structural oddities, such as the wrong-answer penalty, were eliminated.The College Board also streamlined the SAT structure by including only one section of each type (except for Math, which has two subsections now) rather than three. The ACT structure, on the other hand, hasstayed mostly the same.The biggest changes to the test mainly targeted the Writing (essay) section, and that's it. Let's go over the specific layouts of the two tests so you can better understand the similarities and differences between them. Timing and Sections The current SAThas one Reading section and one Writing section. The Math section is divided into a No Calculator Test and a Calculator Test (meaning you may not use your calculator on the former but may on the latter). In addition, there is one Essay section, which is optional. The four sections are always in the same order. The entire SAT is three hours without the Essay, and three hours and 50 minutes with the Essay. The exact breakdown looks like this: SAT Section Total Time # of Questions 1. Reading 65 minutes 52 2. Writing and Language 35 minutes 44 3. Math No Calculator 25 minutes 20 4. Math Calculator 55 minutes 38 5. Essay (Optional) 50 minutes 1 prompt By contrast, the basic ACT structure and timing have not changed, with the exception of the new essay section, which is longer.Here is the breakdown of the ACT's timing and questions: ACT Section Total Time # of Questions 1. English 45 minutes 75 2. Math 60 minutes 60 3. Reading 35 minutes 40 4. Science 35 minutes 40 5. Writing (Optional) 40 minutes 1 prompt As you can see, the format of the current SAT is more similar to that ofthe ACT than to that of its previous incarnation. While there's no Science section on the SAT, it contains sections on Reading, Writing/English, and Math, just like the ACT does. It also has an optional Essay section like the ACT (before, the SAT Essay was mandatory!). Scoring The 2016 SAT redesign also involved major changes to the scoring system; we'll go through these one at a time: Scoring returned to the 400-1600 scale:In 2005, when the College Board last implemented major changes to the SAT, it added the Writing section; this meant there were three scores (each on a scale of 200-800) to combine, making the top possible score 2400. Nowadays, the Writing and Reading sections count toward the same Evidence-Based Reading and Writing (EBRW) score, which are combined with your Math score to get a final score between 400 and 1600. There's no wrong-answer penalty:You're no longer penalized by 1/4 point for every wrong answer! The original idea behind this policy was to discourage guessing on the SAT, but the College Board's research found that eliminating it doesn't affect scores that much and cuts down on students' reliance on test-taking strategies (a major goal for this overhaul). The Essay is given three scoresand no longer affects your total SAT score:Since it's now optional, the SAT Essay works a lot more like the ACT essay- you get a separate Essayscore that does not factor into your final score (on the 400-1600 scale). Essay scoring also changed: rather than getting onescore between 2 and 12, you'll get three scores, for Reading, Analysis, and Writing, between 2 and 8. You get lots of subscores:As part of its attempt to provide more helpful information to colleges, the College Board now provides several subscores and cross-test scoresfor the SAT: Analysis in History/Social Studies, Analysis in Science, Command of Evidence, Words in Context,Expression of Ideas, Standard English Conventions,Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math. That said, it's unclear how (or if) colleges use these scores, so don't worry about them for now. On the other hand,ACTscoringstayed mostly the same. You get four section scores, each on a scale of 1-36. These are then averaged to create a composite ACT score, also on a scale of 1-36. The exceptionis ACT Writing. This section is separate from your composite ACT score and scored on a scale of 2-12. Like the SAT Essay, it'sscored across multiple domains, which are as follows: Ideas and Analysis Development and Support Organization Language Use Each of these subscores is between 2 and 12, and the average of these four subscores is your ACT Writing score. Now that we've covered the big-picture changes, let's move on to the nitty-gritty of each section of the SAT and ACT. Jason Parrish/Flickr SAT/ACT Reading Section SAT Reading is the section that's most similar to its previous incarnation. However, there are still some big changes to note. One is that the SAT Reading section only includes longer passages.Without Sentence Completions or short passages, this section now looks a lot more like the ACT Reading section, which contains a series of 500-750 word passages followed by several questions. Also,thanks to a recent change to the ACT,both tests feature paired passages. These are just the basic similarities of the two tests' Reading sections, but how specificallydo these two sections differ? The chart below shows the specifications for each test: SAT Reading ACT Reading Total Time 65 minutes 35 minutes # of Questions 5 passages, 52 questions 4 passages, 40 questions Passage Types 1 US/World Literature, 2 History/Social Studies, 2 Science 1 Prose Fiction/Literary Narrative, 1 Social Sciences, 1 Humanities, 1 Natural Sciences Question Types Main Idea, Vocab-in-Context, Inference, Evidence Support, Data Reasoning, Technique, Detail-Oriented Main Idea, Vocab-in-Context, Inference, Detail-Oriented SAT Reading Although the Sentence Completions and short passages have been eliminated, the remaining long reading passages look more or less the same as they always have, with a few exceptions: Inclusion of classic texts:As part of the plan to make the Reading passages more complex and therefore more similar to what you might read in school, the SAT Reading section now includes excerpts from texts from the Western canon, including stories and essays by famous authors, US founding documents, and other historically important works. Because these are often quite old, they tend to include more challenginglanguage. Evidence questions:One of the big changes to SAT Reading that you might've heard about is the addition of evidence questions, which ask you to indicate what part of a passage supports your answer to a previous question. As these questions are quite tricky, you'll definitely want to learn effective ways to approach them. Questions go in chronological order (for a passage):This is one aspect of the SAT Reading section that didn't change and that really sets it apart from the ACT Reading section, in which questions do not follow the order of the passage. Charts and figures in science passages:Two of the five SAT Reading section passages cover scientific topics and include charts and figures. Here's an example of the types of charts and data you'll see, taken from an official SAT practice test: ACTReading The big difference between ACT Reading and SAT Reading remains how you need to budget time. Also, while the SAT is more focused on analyzing specific points in a passage and understanding how the author constructs an argument, the ACT deals more withreading comprehension. Here are some of the key features of ACT Reading, in comparison with SAT Reading: Randomly ordered questions:SAT Reading tells you where to look for the answers to most questions, but one of the biggest challenges on ACT Reading is finding the information you need. The questions are ordered randomly and often do not give line numbers, which can makefinding specific details very tricky. Less time per question:The strict time constraint is the other challenge many students face on ACT Reading: you have roughly eight and half minutes per 10-questionpassage on the ACT,compared with 13 minutes per 10- to 11-minute passage on SAT Reading. SAT Writing/ACT English Section Of the three SAT sections, Writing underwent the biggest changes (though if you've taken the ACT, its new format is going to look familiar). The current SAT Writing and Language section uses the same passage-based format as the ACT English section. Here's an official example of an SAT Writing passage and the questions that follow: SAT Writing also includes more ofthe same grammatical concepts as ACT English,most notably of which is punctuation. SAT Writing ACT English Total Time 35 minutes 45 minutes # of Questions 4 passages, 44 questions 5 passages, 75 questions Content Tested Standard English Conventions: 20 questions (45%), covering sentence structure, conventions of usage, and conventions of punctuation Expression of Ideas: 24 questions (55%), covering development, organization and effective language use Usage and Mechanics: sentence structure (20-25%), grammar and usage (15-20%), and punctuation (10-15%) Rhetorical Skills: style (15-20%), strategy (15-20%), and organization (10-15%) Despite the massivesimilarities between the SAT Writing and ACT English sections, there are still some noticeable differences. Let's go through them one at a time. SATWriting and Language As I noted above, the SAT overhaul involved a complete redesign of the Writing section so that all of the questions are now presented in the context of reading passages.Here are other major changes to note: The Writing section is included in your Evidence-Based Reading and Writing (EBRW) score: With the current SAT, the Writing section is part of the same final section score as the Reading section is; this change returned the SAT to its original 400-1600 scale (as opposed to the previous 600-2400 scale). Slightly more focused on writing style:These days, SAT Writing has slightly more questions dealing with Expression of Ideas (writing style and argument) than it does targeting Standard English Conventions (grammar and sentence structure). Includes charts and graphs:Like the SAT Reading section, SAT Writing includes charts and graphs with its passages. However, there are only a few questions of this type per test. Some word choice questions involve challenging vocab:While word choice questions on the ACT are more focused on nuanced differences between common words, this type of question on the SAT sometimes tests knowledge of more traditional vocabulary words like those that wereincluded in old Sentence Completion questions. ACTEnglish Again, the similarities between these sections are much greater than their differences, but the ACT does emphasize slightly different skills than the SAT does. Here are the main features of the ACT English section and how they differ from the SAT Writing section: A lot more questions:ACT English has almost twice as many questions as SAT Writing. This doesn't necessarily make it more difficult, but it does necessitate a slightly different approach. Read our guide for more suggestions on how to approach ACT English passages. Slightly more focused on grammar and conventions:While the SAT has more questions about writing style, the ACT has theemphasis reversed: it's primarily focused on Usage and Mechanics questions, which coversentence structure, grammar, and punctuation. Big-picture questions:Though the two tests cover almost all the same material, ACT English hasone type of question that SAT Writing does not have: main idea questions. Both tests ask questions such as "What is the purpose of this passage?" on their Reading sections, but only the ACT includes these on the English section as well: SAT/ACT Math Section SAT Math is the section that remains the most similar structurally, but there were some pretty big changes in terms of its content. Like the ACT Math section, SAT Math now includes somemore advanced math topics, such astrigonometry and complex numbers, though there are only a few questions on these concepts. SAT Math questions are also closer to ACT Math questions in style: they're more straightforward and test the kinds of math you learn in school rather than more obscure topics. Here's an overview of the two Math sections: SAT Math ACT Math Total Time Calculator: 55 minutes No Calculator: 25 minutes 60 minutes # of Questions Calculator: 38 questions No Calculator: 20 questions 60 questions Topics Tested Heart of Algebra - 33% Problem Solving and Data Analysis - 28% Passport to Advanced Math - 29% Additional Topics in Math - 10% Pre-algebra - 20-25% Elementary algebra - 15-20% Intermediate algebra - 15-20% Coordinate geometry - 15-20% Plane geometry - 20-25% Trigonometry - 5-10% SAT Math The changes to SAT Math were designed to make it more similar to the tests you take in math class, meaning you're asked harder questions in a more straightforward way. Here are some of the key changes to note: Divided into a Calculator section and a No Calculator section:SAT Math is now split into two sections, one for which you're allowed to use a calculator and one for which you aren't. Don't worry about the No Calculatorsection too much, though, as it only requires basic calculations you can easilydo by hand or in your head. Heavily focused on algebra:As I mentioned above, one of the goals of the SAT was to make it more similar to what you learn in school and what you'll need for college. One part of this change was shifting the focus of the test toward algebra. Now, 61% of Math questions deal with algebra topics, including manipulating equations and expressions, writing equations to solve word problems, solving quadratics, and working with formulas. More data analysis: The proportionof data analysis questions has also increased. Almost one-third of SAT Math questions focus on manipulating ratios and percents, in addition to understanding graphs and charts. Very little geometry:With so much of the SAT Math section devoted to algebra and data analysis, there's very little room for geometry. In fact, only six questions ask about geometry and trigonometry, though the test still provides most of the common formulas you'll need. Still has grid-ins:Like the old version of SAT Math, the current Mathsectionhas 13 student-produced response questions, commonly known as grid-ins. These questions require you to write in your own answer instead of choosing one from the options given to you. ACT Math ACT Math stayed more or less the same, despite some tweaks to topic distribution. However, the changes to the SAT have created some new differences between the tests: Farmore geometry and trigonometry:If you like geometry, the ACT's the test for you. One-quarter to one-third of ACT Math questions deal with geometry or trig. However, unlike the SAT, the ACTdoesn't provide you with any formulas, so you'll absolutely have to know the common ones. A wider range of material:In fact, ACT Math tests more topics in general than the SAT does. You might see questions about logarithms, graphs of trig functions, and matrices- none of which appear on the SAT. SAT/ACT Science Section While there still isn't a Science section on the SAT, the College Board has attempted to incorporate these skills into the other three sections. According to the College Board website, "[the redesigned SAT]call[s] on the same sorts of knowledge and skills that students will use in college, in their jobs, and throughout their lives to make sense of recent discoveries, political developments, global events, and health and environmental issues." The current version of the SAT includes questions that ask you to analyze a chartorgraphin all three sections, as well as two reading passages on scientific topics. The ACT continues to have a lot more science questionssince it has a dedicated Science section. It also asks more complex questions than the SAT does, particularly with regard to experimental design. SAT Essay/ACT Writing Section The Essay is the one section for whichboth tests underwent a major overhaul.Moreover, both the SAT Essay and ACT Writing sections became more complex and are nowoptional. Ideally, the changes to the essay create results that better reflect your ability to understand and build arguments, though it remains to be seen how many schools will require the essay section onceit's optional for both tests. SAT Essay ACT Writing Total Time 50 minutes 40 minutes Optional? Yes Yes # of Prompts 1 prompt 1 prompt Scoring Domains Reading, Analysis, Writing Ideas and Analysis, Development and Support, Organization, Language Use SAT Essay The College Board shifted the SAT essay task from one that asks you to make an argument to one that asks you to dissect an argument. Take a look at the official sample prompt below to get a sense of the type of question you'll be asked on test day: Here are some of the main features of the redesigned SAT Essay section and how it differs from the old SAT Essay: You're given a text and asked to analyzethe author's argument:Unlike the prompt for the old SAT Essay,the current essay assignment asks you to read and and analyze an argumentative essay. You're thengraded on three skills: reading, analysis, and writing. They don't want your opinion: According to each SAT Essay prompt, it doesn't matter what your opinion on the issue is- rather, you need toexplain how the author makes his point. More similar to essays in English class and on AP tests:In keeping with the College Board's goal to make the SAT more accurately reflect the skills you learn in school, the SAT Essay task is now much closer to the types of essays you write in school. ACT Writing The Writing (essay) section is the only part of the ACT that underwent major changes. Nonetheless, it's remaining more similar to itsold format than the current SAT Essay did to its. Take a look at the official sample prompt below to see what you'll be asked to write about: Here are some key ways in which the ACT Writing section differs from the SAT Essay section: Asked to analyze three perspectives on an issue:Rather than simply laying out a question, the prompt gives you three perspectiveson an issue and asks you to evaluate them. Must argue your opinion:Like the previous ACT and SAT essay prompts, the current ACT Writing task requires you to argue your own position on the issue at hand. Need to generate specific examples:Since the prompt itself only provides perspectives on the issue, not facts, you'll need to come up with specific examples to bolster your argument. Caleb Roenigk/Flickr What Do These SAT and ACT Differences Mean for You? I've written an in-depth breakdown of how to decide whether you should take the SAT or ACT here if you want to read through it. But for now, here are the important takeaway points as you create a long-term study plan. Content Differences Between the SAT and ACT The redesigned SAT is much more content-based than the old SAT, so if you're planning to take it, make sure you understand exactly what will be on it. Also, keep in mind that the ACT still tests more grammar and math concepts than the SAT does. Check Whether You Need to Take the Essay Both the ACT Writing test and SAT Essay are optional, so before registeringfor either test, check whether you need to take the essay. Requirementsvary depending on the schools you're applying to. Even if you aren't sure where you want to apply, I recommend signing up for the essay anyway. What's Next? If you've decided to takethe SAT,check out our in-depth study guideas well as our expert guide to a perfect 1600 SAT score, written by a full scorer. On the other hand, if you think the ACT might be the test for you, try an official ACT practice test, calculate your goal score, and learn how to get a perfect 36 ACT score. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: