What Can You Expect on SAT Test Day A Complete Guide

What Can You Expect on SAT Test Day A Complete Guide SAT / ACT Prep Online Guides and Tips When test day’s just around the corner, what final steps can you take to feel prepared? This guide will go over exactly what happens on the day you take the SAT so that you don’t have any surprises. Read on to learn what will happen at your test center, along with an overview of the materials you need to bring. Finally, we’ll discuss some strategies you can use to deal with nerves and feel confident going into the SAT. To start, let’s discusswhat will happen when you arrive at your test center to take the SAT. SAT Test Day: Arrival What can you expect to happen between the time you get to your testing center and when you start in on your first section? First off, you’ll want to arrive at your testing center - probably your high school - between 7:30 and 7:45. The doors will open at 7:45 and close at 8:00 AM unless your admission ticket says otherwise. A closed door means no more entry, so arriving late is not an option. Once you enter the school or testing center, you’ll likely be greeted by a few helpers signing people in and directing students to their testing rooms. You’ll show your admission ticket and ID and then find your testing room. You may have to store your bag or jacket in a locker or other designated area; other testing centers simply let you put your things under your desk. Once everyone’s checked in and taken their seats, your test proctor will pass out your testing materials, like your SAT booklet and answer sheet, and begin to give instructions. You’ll spend some time filling out identifying information, like your name and contact details, as well as listening to instructions about timing and how to bubble in your answer sheet. Depending on how long it takes everyone to get settled, all of these preliminaries will take about 30 minutes to an hour. Arriving atyour testing room will likely be the easiest part of a challenging morning, but is there anything extra you can do to ensure an easy-going start to your day? Tips for Arrival Perhaps the most important thing you can do that Saturday morning is arrive on time. Getting to your testing center between 7:30 and 7:45 is ideal. Much earlier, and you might work yourself into a nervous wreck as you sit around in the parking lot. Any later, and you’ll be rushing in late or, worst case scenario, miss your test completely and have to reschedule. So how can you ensure a punctual arrival? First, set your alarm early enough to give yourself the time you need to get ready (and actually get up when it rings, rather than playing a game of chicken with your snooze button). Second, figure out how long it takes to get to your testing center and what the traffic situation is like around 7:00 AM. Hopefully, it will be smooth sailing on a Saturday morning. And third, make sure you’re confident about navigation, both in terms of how to get to your testing center and how to make your way around the building. Again, for most students, this should be easy, as they’ll be testing at their local high school. If you’re going somewhere unfamiliar, though, then you might do a test journey a few days before. Getting lost on the morning of the SAT is not a nightmare you want to experience! In addition to ensuring you get from point A (your home) to point B (your desk for the next 3 to 4 hours) smoothly, you should also make sure to listen to all your proctor’s instructions. Fill out your answer sheet correctly so there’s no delay with your scores. Don’t open your test booklet until told to do so. And, of course, make sure your cell phone is packed away and definitely turned off. After everyone’s seated and gotten through the first round of instructions, it’s finally time for the main feature: taking the SAT. What should you expect for the next few hours? The day of the bubble sheet is finally upon you. SAT Test Day: Taking the Test Finally, you’re ready for the main event - actually taking the SAT. There’s no exact start time for the test; instead, it depends on how long it takes for everyone to get settled and your proctor to get through instructions. That means that students will start in on their first sections between 8:30 AM and 9:00 AM. For simplicity’s sake, you might expect that you’ll start testing at 8:45. Your proctor should instruct you in everything, from when to open your test booklet to when to put down your pencils. Most proctors also give you a five or ten minute warning, usually writing on the board when your section’s almost over. Once you start testing, you’ll pretty much be focused in for the next three hours, or four with the essay, with just a few short breaks in between some of the sections. Here’s the exact structure to expect: Start with the 65-minute Reading section. You’ll get five passages with a total of 52 questions. Take a short break of 10minutes. You can stretch, drink water, have a snack, and use the restroom. You can’t use this time to check your cell phone or charge any electronics. Sit back down, and start in on the 35-minute Writing and Language section. After Writing, your proctor will instruct you to move onto the 25-minute Math No Calculator section. At the end of the Math No Calculator, you get a second, shorter break of five minutes.At the end of this break, get out your calculator for the next section. Get to work on your 55-minute Math section. For this section, you can use yourcalculator. At this point, you’ve been testing for three hours. It will be sometime between 11:40 and 12:10. If you’re not taking the essay section, then you’re all finished with the SAT! You’ll wait for the proctor to collect your test booklets and, when instructed, you’ll be free to go. If you are taking the essay section, then you’ll have a very short, two-minute break and then get started on this 50-minute section. After time has been called, then you’ll be all finished with the test. Tips for Taking the Test Assuming that you’ve already spent time prepping for the SAT, there are a few other things you can do as you’re taking the SAT to perform your best. Simply familiarizing yourself with its exact structure and format, for instance, will reduce any distracting surprises and help you know how to manage your time. You should listen to your proctor’s instructions, but ideally, they’ll just be a repeat of everything that you already know. Make sure that you only work on the designated section and don’t flip through the book. College Board is very strict with its guidelines; if a proctor sees you jumping ahead, then your scores could be completely canceled. I once worked with a student who flipped through the pages and ended up having her scores canceled. Since College Board isn’t very forthcoming with its communication, she didn’t actually know her test had been invalidated for a couple of months! Don’t let this happen to you. Another way you can make the most of your test-taking experience is to take advantage of your break times. Even though they’re short, they’re valuable opportunities to get up, move around, and re-energize. Just looking and moving around will reduce eye strain and get your blood flowing. Make sure to stay hydrated and eat a healthy snack to fuel all that mental exercise. Also, make sure to use one of the first two breaks if you need to use the restroom - you won't be allowedto leave the room between the second Math section and the Essay. Finally, make sure to be aware of your rights and speak up if your testing center doesn’t honor them. You’re entitled to a quiet testing space and two break times (or three with the essay). If there are issues, or you don’t get your breaks, speak up!The SAT is meant to compare students on an equal playing field, so testing conditions should be fair across the board. Once you’ve gotten through the hard part of actually taking the SAT,how is your test day going to conclude? It's almost time to celebrate... SAT Test Day: Finishing Up Your end time depends on whether or not you’re taking the essay section of the SAT. If you’re not, then you’ll be finished after three hours, sometime between 11:40 and 12:10. You’ll wait for your proctor to collect all materials and then be free to leave the room. If you are taking the 50-minute essay section, then you’ll have a short break after Math and be all finished around 1:00 PM. As with the students who already left, you’ll close up your test booklet and wait until your proctor collects everything. Once you’re given the green light, you can leave the testing center, turn your cell phone back on, and go home or out for ice cream sundaes. Your final step? Celebrating the fact that you finished the SAT! Tips for Finishing Up There are just a few things to keep in mind as you finish up your test. First, don’t leave until instructed to do so. College Board is stringent about test confidentiality, so you don’t want to encounter any issues. Make sure your proctor has collected all test materials and told everyone it’s time to go. On a similar note, you shouldn’t immediately start talking about the test with your friends. College Board prohibits discussing test questions and can cancel your scores if they heard that you publicized specific questions in person or online. These guidelines around confidentiality are another reason that you shouldn’t turn your cell phone on until you’ve left the testing center. If you’re not taking the essay section, make sure to respect those students who are still in testing mode. Quietly gather all your belongings and leave the testing center before you start cheering about having finished. When you are finally done, congratulate yourself on all your hard work! You should receive your scores online in about three weeks. Now that you know exactly how your morning will proceed on test day, let’s rewind to the days and weeks leading up to the test. To begin, what materials do you need to bring to the SAT? Pockets are your friend on SAT test day. What Do You Need to Bring to the SAT? There are a few essentials that you absolutely must bring to the SAT (hello, admission ticket), as well as some other items that could enhance your testing experience. These are the critical materials: printed admission ticket, acceptable photo ID, Number 2 pencils, a calculator, and an eraser. Additionally, you should bring a drink, along with some energy-boosting snacks. Some people like to bring a watch to keep track of time, but I wouldn’t necessarily recommend it, as there’s no way of knowing whether it matches up exactly with the clock the proctor will be using. If it helps you, go for it; if it’s distracting, then leave it home. Finally, you may want to bring a bag that will help keep everything organized. It’d be nice to know exactly where your calculator is, rather than having to rummage around in a black hole of apurse(story of my life) for the things you need. In addition to packing an organized bag, what else can you do to prepare everything you need for the SAT? Prepare Your Bag the Night Before With a 7:45 arrival, you’re looking at an early wake-up the morning of the SAT. I highly recommend getting everything packed and ready to go the night before. Make sure you’ve printed out at least one copy of your admission ticket - two is even better, just in case. Printers apparently have a built-in autodestruct feature if you try to use them right before an important deadline, so don’t wait to print out your ticket at the last minute. Calculators can also be unpredictable tricksters, so make sure that yours is in full working order and has a fresh battery with hours of life ahead of it. You might even bring a backup battery. You should place your calculator somewhere that’s easy for you toaccess between the No Calculator and Calculator math sections. As for drinks and snacks, opt for something wholesome and sustaining, like mixed nuts and fruit, over something that will just make your energy spike and then collapse. Think whole grains and protein, rather than sugar. Your brain’s actually using up a lot of energy answering all those grammar and math questions; fuel up just as you would for a work-out. Finally, don’t bring any prohibited technology or anything that makes sounds. Make sure your cell phone is off and out of sight by the time you enter the testing center. Apart from packing your bag with everything you need the day before, what else can you do to feel prepared for the SAT? How can you get in the right headspace for test day? How to Feel Confident for SAT Test Day Everyone feels nervous going into the SAT. It’s an important test day, and you’ve probably been experiencing weeks, if not months, of anticipation. While some adrenaline can actually help you focus and do well, too much stress could distract you from the tasks at hand - and just be unpleasant besides. So how can you achieve that sweet spot of focused but in control, aware of the high stakes and confident about achieving your goals? Read on for a few tips for staying in control so you can show up to the SAT feeling good. Let Yourself Relax the Day Before Rather than spending the day before your SAT with an all-day cram session, let yourself take a break and relax. You may spend an hour or two reviewing those last minute tricky concepts and strategies, but otherwise, you should trust that you’ve done everything you could at this point to prepare. Instead of over-studying, use the day before to let the work you’ve done sink into your consciousness. Spend your time taking care of yourself with activities that make you happy, like spending time in nature, journaling, listening to music, reading inspiring quotes, or hanging outwith friends (just not too late!). Choose activities that bring you peace of mind, as well as ones that reduce stress - like exercise. Fun fact: "power posing" for two minutes can change your body chemistry and enhance your confidence. So try doing your best Wonder Woman before the SAT! Establish an Exercise Routine It’s a well-supported factthat exercise reduces stress and enhances mental clarity. If you don’t already have a physical outlet, make it a priority to find one that suits you, whether it’s sports, walking, running, lifting, swimming, or yoga. Exercising for just half an hour about three to five times a week can significantly reduce anxiety. While exercising won’t completely eliminate nerves before the SAT, it will help reduce them, especially if you’re prone to test-taking anxiety. Plus, meeting physical goals can further fortify your confidence in your ability to overcome challenges.Even though you’re busy studying for the SAT and school, making the time to take care of your physical health will only improve your mental game. Exercise can also help you sleep better, a helpful side effect before you take this early morning test. Studies have shown that "blue light"is great during the day, but disastrous for sleeping. Dim the lights and step away from screens before bed to improve your sleep. MakeSleep a Priority Getting enough sleep is always important to our well-being, especially so before the intensive SAT. The night before, try to go to bed early. That means actually turning off the lights and trying to sleep, rather than inadvertently adding three extra hours of pre-sleep cell phone and laptop time. Of course, worrying about the SAT can make it hard to sleep that well. If you have a night of tossing and turning, you can still do well on the test and just crash afterward. Still, you can set the conditions for quality sleep by getting into a calm space Friday night. Step away from the cell phone, make some herbal tea, and even try turning off all sources of "blue light" in your room so you can sleep and wake up refreshed for your early morning alarm. Resist the Snooze Button What’s almost as stressful as the SAT? Running totally late in the mornings when you have to be somewhere important. As discussed above, you can’t be late for the SAT, as doors will close on you at 8:00 AM. Just as printing your admission ticket and packing your bags the day before will help you have a smooth morning, so too will leaving yourself enough time to get ready in the morning. You might leave yourself a checklist of everything you need to do, which hopefully is a short list comprised of getting dressed, brushing your teeth, and remembering your bag of pencils and snacks. Don't give into the temptation of the snooze button; just get up as soon as you can after your alarm goes off the first time. That way, you'll also have timefor the most important meal of the day. Grab a bananafor breakfast or a snack on SAT test day. Not only are they yummy, but studies have shown that bananas make peoplehappier! Eat a Nutritious Breakfast Exercise and sleep have a big effect on your mood and feelings, just like the food you put in your body. Processed and sugary foods, like muffins and tons of cereals, might give you an energy rush and then leave you feeling sluggish and hungry. Foods with protein and whole grains are a safer bet - eggs, whole wheat toast, oatmeal, vegetables, and fruits are all good options. If you’re someone who’s just not hungry that early in the morning, I still recommend trying to eat something, or at least bringing along enough snacks to recharge during your test breaks. You don’t want to be distracted by a grumbling stomach or, as discussed in the next point, an itchy wool sweater. Wear Comfortable Clothes and Layers Another way to take care of your physical state is to wear comfortable clothes and prepare for fluctuating temperatures in your classroom. By wearing layers, you can prepare for a room that’s too warm or too cold. Wear clothes that are comfortable - you’ll be sitting at a desk for three to four hours - and that make you feel confident. All of the above considerations - exercise, sleep, breakfast, clothes - will help you take care of your physical state and, indirectly, your mental and emotional state as well. You can also use mental strategies to boost your confidence and reduce stress before the test. For instance, don’t underestimate the power of â€Å"positive self-talk.† Think positive! Identify Negative Thoughts, and Replace Them with Positive Ones If you’re thinking the SAT is a scary, horrible test that will make or break your entire future, then it totally makes sense that worry and stress would immediately follow. Our thoughts and our feelings are inextricably linked. Even if we’re not consciously aware of a worry, we might still experience a nagging sense of anxiety because that concernis sitting in the back of our mind. If you’re stuck in negative thoughts about being a bad or slow test-taker, then these worries may act as self-fulfilling prophecies. But if you can reframe your negative thoughts in more positive and productive ways, then you may feel and, as a result, perform even better! Instead of ruminating about running out of time on the math section, for instance, think instead about all the ways that your prep has helped you improve. Instead of assuming that missing one Reading question means you tanked the entire section, think about how the next questions are opportunities to do better. If you can identify thoughts that cause you distress, you may be able to change unhelpfulthoughts patterns and, consequently, your feelings about taking the SAT. Let your inner dialogue sound like the words of encouragement you might give to your best friend. The nice, reassuring things you’d say to him or her are the same kind of pep talk you should give to yourself. Positive thinking may help you feel better, and feeling better may help you do better on the SAT. Be the tree! Embrace your growth mindset. Adopta Growth Mindset On a similar note, embracing a â€Å"growth mindset† (as termed by Carol Dweck in Mindset: The New Psychology of Success) throughout your SAT prep may help maximize your improvement. Rather than seeing your skills as fixed, and,therefore, unchangeable, you could embrace the idea that you can continuously learn and develop with effort and persistence. Maybe you didn’t understand quadratic equations when you started prepping, but you’ve mastered them now. Perhaps you kept running out of time on SAT Reading, but after trying out skimming strategies and taking numerous practice tests, you’ve gotten much faster and more efficient. By believing that you can improve and using failure as an opportunity to learn, rather than as a dead end, you can continuously grow and work towards your goals. This growth mindset will help if you encounter a difficult question or section or even if you decide to retake the SAT for a second or third time. Ultimately, you can achieve your SAT goals, along with your other academic and personal goals, by truly believing that you can and continuing to put forth your best effort, persistence, and preparation. What’s Next? Now you know what to expect on test day, but are you familiar with the exact structure of the test itself? Check out this guide for the start and end times of each section of the SAT, along with how many passages and questions you can expect to encounter in each. Have you registered for your test yet? These guides will help you choose your best test dates and figure out how many times you should take the SAT to reach your target scores. Are you interested in strategies for reducing stress and clearing your mind? Check out our article on mindfulness and how this practice can help improve your focus and sense of well-being. Want to improve your SAT score by 160 points?We've written a guide about the top five strategies you must be using to have a shot at improving your score. Download it for free now:

Rhetorical Analysis of E B. Whites The Ring of Time

Rhetorical Analysis of E B. Whites The Ring of Time One way to develop our own essay-writing skills is to examine how professional writers achieve a range of different effects in their essays. Such a study is called a rhetorical analysisor, to use Richard Lanhams more fanciful term, a lemon squeezer. The sample rhetorical analysis that follows takes a look at an essay by E. B. White titled The Ring of Timefound in our Essay Sampler: Models of Good Writing (Part 4) and accompanied by a reading quiz. But first a word of caution. Dont be put off by the numerous grammatical and rhetorical terms in this analysis: some (such as adjective clause and appositive, metaphor and simile) may already be familiar to you; others can be deduced from the context; all are defined in our Glossary of Grammatical and Rhetorical Terms. That said, if you have already read The Ring of Time, you should be able to skip over the stranger looking terms and still follow the key points raised in this rhetorical analysis. After reading this sample analysis, try applying some of the strategies in a study of your own. See our Tool Kit for Rhetorical Analysis and Discussion Questions for Rhetorical Analysis: Ten Topics for Review. The Rider and the Writer in "The Ring of Time": A Rhetorical Analysis In The Ring of Time, an essay set in the gloomy winter quarters of a circus, E. B. White appears not yet to have learned the first piece of advice he was to impart a few years later in The Elements of Style: Write in a way that draws the readers attention to the sense and substance of the writing, rather than to the mood and temper of the author. . . .[T]o achieve style, begin by affecting nonethat is, place yourself in the background. (70) Far from keeping to the background in his essay, White steps into the ring to signal his intentions, reveal his emotions, and confess his artistic failure. Indeed, the sense and substance of The Ring of Time are inextricable from the authors mood and temper (or ethos). Thus, the essay may be read as a study of the styles of two performers: a young circus rider and her self-conscious recording secretary. In Whites opening paragraph, a mood-setting prelude, the two main characters stay hidden in the wings: the practice ring is occupied by the young riders foil, a middle-aged woman in a conical straw hat; the narrator (submerged in the plural pronoun we) assumes the languorous attitude of the crowd. The attentive stylist, however, is already performing, evoking a hypnotic charm that invite[s] boredom. In the abrupt opening sentence, active verbs and verbals carry an evenly measured report: After the lions had returned to their cages, creeping angrily through the chutes, a little bunch of us drifted away and into an open doorway nearby, where we stood for awhile in semidarkness, watching a big brown circus horse go harumphing around the practice ring. The metonymic harumphing is delightfully onomatopoetic, suggesting not only the sound of the horse but also the vague dissatisfaction felt by the onlookers. Indeed, the charm of this sentence resides primarily in its subtle sound effects: the alliterative cages, creeping and big brown; the assonant through the chutes; and the homoioteleuton of away . . . doorway. In Whites prose, such sound patterns appear frequently but unobtrusively, muted as they are by a  diction that is commonly informal, at times colloquial (a little bunch of us and, later, we kibitzers). Informal diction also serves to disguise the formality of the syntactic patterns favored by White, represented in this opening sentence by the balanced arrangement of the subordinate clause and present participial phrase on either side of the main clause. The use of informal (though precise and melodious) diction embraced by an evenly measured syntax gives Whites prose both the conversational ease of the running style and the controlled emphasis of the periodic.  It is no accident, therefore, that his first sentence begins with a time marker (after) and ends with the central metaphor of the essayring. In between, we learn that the spectators are standing in semidarkness, thus anticipating the bedazzlement of a circus rider to follow and the illuminating metaphor in the essays final line. White adopts a more paratactic style in the remainder of the opening paragraph, thus both reflecting and blending the dullness of the repetitious routine and the languor felt by the onlookers. The quasi-technical description in the fourth sentence, with its pair of prepositionally embedded adjective clauses (by which . . .; of which . . .) and its Latinate diction (career, radius, circumference, accommodate, maximum), is notable for its efficiency rather than its spirit. Three sentences later, in a yawning tricolon, the speaker draws together his unfelt observations, maintaining his role as spokesman for a dollar-conscious crowd of thrill-seekers. But at this point, the reader may begin to suspect the irony underlying the narrators identification with the crowd. Lurking behind the mask of we is an I: one who has elected not to describe those entertaining lions in any detail, one who, in fact, does want more . . . for a dollar. Immediately, then, in the opening sentence of the second paragraph, the narrator forsakes the role of group spokesman (Behind  me  I heard someone say . . . ) as a low voice responds to the  rhetorical question  at the end of the first paragraph. Thus, the two main characters of the essay appear simultaneously: the independent voice of the narrator emerging from the crowd; the girl emerging from the darkness (in a dramatic  appositive  in the next sentence) andwith quick distinctionemerging likewise from the company of her peers (any of two or three dozen showgirls). Vigorous verbs dramatize the girls arrival: she squeezed, spoke, stepped, gave, and swung. Replacing the dry and efficient  adjective clauses  of the first paragraph are far more active  adverb clauses,  absolutes, and  participial phrases. The girl is adorned with sensuous  epithets  (cleverly proportioned, deeply browned by the sun, dusty, eager, and almost naked) and greeted with the music of   alliteration  and  assonance  (her dirty little feet fighting, new note, quick distinction). The paragraph concludes, once again, with the image of the circling horse; now, however, the young girl has taken the place of her mother, and the independent narrator has replaced the  voice  of the crowd. Finally, the chanting that ends the paragraph prepares us for the enchantment soon to follow. But in the next  paragraph, the girls ride is momentarily interrupted as the writer steps forward to introduce his own performanceto serve as his own ringmaster. He begins by defining his role as a mere recording secretary, but soon, through the  antanaclasis  of . . . a circus rider. As a writing  man ...  ., he parallels his task with that of the circus performer. Like her, he belongs to a select society; but, again like her, this particular performance is distinctive (it is not easy to communicate anything of this nature). In a  paradoxical  tetracolon climax  midway through the paragraph, the writer describes both his own world and that of the circus performer: Out of its wild disorder comes order; from its rank smell rises the good aroma of courage and daring; out of its preliminary shabbiness comes the final splendor. And buried in the familiar boasts of its advance agents lies the modesty of most of its people. Such observations echo Whites remarks in the preface to  A Subtreasury of American Humor: Here, then, is the very nub of the conflict: the careful form of art, and the careless shape of life itself (Essays  245). Continuing in the third paragraph, by way of earnestly repeated phrases (at its best . . . at its best) and structures (always bigger . . . always greater), the narrator arrives at his charge: to catch the circus unawares to experience its full impact and share its gaudy dream. And yet, the magic and enchantment of the riders actions cannot be captured by the writer; instead, they must be created through the medium of language. Thus, having called attention to his responsibilities as an essayist, White invites the reader to observe and judge his own performance as well as that of the circus girl he has set out to describe.  Styleof the rider, of the writerhas become the subject of the essay. The bond between the two performers is reinforced by the  parallel structures  in the opening sentence of the fourth paragraph: The ten-minute ride the girl took achievedas far as I was concerned, who wasnt looking for it, and quite unbeknownst to her, who wasnt even striving for itthe thing that is sought by performers everywhere. Then, relying heavily on  participial phrases  and  absolutes  to convey the action, White proceeds in the rest of the paragraph to describe the girls performance. With an amateurs eye (a few knee-standsor whatever they are called), he focuses more on the girls quickness and confidence and grace than on her athletic prowess. After all, [h]er brief tour, like an essayists, perhaps, included only elementary postures and tricks. What White appears to admire most, in fact, is the efficient way she repairs her broken strap while continuing on course. Such delight in the  eloquent  response to a mishap is a familiar note in Whites work, as in the young boys cheerful report of the trains greatbigBUMP! in The World of Tomorrow (One Mans Meat  63). The clownish significance of the girls mid-routine repair appears to correspond to Whites view of the essayist, whose escape from discipline is only a partial escape: the essay, although a relaxed form, imposes its own disciplines, ra ises its own problems (Essays  viii). And the spirit of the paragraph itself, like that of the circus, is jocund, yet charming, with its balanced phrases and clauses, its now-familiar sound effects, and its casual extension of the light  metaphorimproving a shining ten minutes. The fifth paragraph is marked by a shift in  tonemore serious nowand a corresponding elevation of style. It opens with  epexegesis: The richness of the scene was in its plainness, its natural condition . . .. (Such a  paradoxical  observation is reminiscent of Whites comment in  The Elements: to achieve style, begin by affecting none [70]. And the sentence continues with a euphonious itemization: of  horse, of  ring, of girl, even to the girls bare feet that gripped the bare back of her proud and ridiculous  mount. Then, with growing intensity,  correlative  clauses are augmented with  diacope  and  tricolon: The enchantment grew not out of anything that happened or was performed but out of something that seemed to go round and around and around with the girl, attending her, a steady gleam in the shape of a circlea ring of ambition, of happiness, of youth. Extending this  asyndetic  pattern, White builds the paragraph to a  climax  through  isocolon  and  chiasmus  as he looks to the future: In a week or two, all would be changed, all (or almost all) lost: the girl would wear makeup, the horse would wear gold, the ring would be painted, the bark would be clean for the feet of the horse, the girls feet would be clean for the slippers that shed wear. And finally, perhaps recalling his responsibility to preserve unexpected items of . . . enchantment, he cries out (ecphonesis  and  epizeuxis): All, all would be lost. In admiring the balance achieved by the rider (the positive pleasures of equilibrium under difficulties), the narrator is himself unbalanced by a painful vision of mutability. Briefly, at the opening of the sixth paragraph, he attempts a reunion with the crowd (As I watched with the others . . . ), but finds there neither comfort nor escape. He then makes an effort to redirect his vision, adopting the perspective of the young rider: Everything in the hideous old building seemed to take the shape of a circle, conforming to the course of the horse. The  parechesis  here is not just musical ornamentation (as he observes in  The Elements, Style has no such separate entity) but a sort of aural metaphorthe conforming sounds articulating his vision. Likewise, the  polysyndeton  of the next sentence creates the circle he describes: [Tlhen time itself began running in circles, and so the beginning was where the end was, and the two were the same, and one thing ran into the next and time went round and around and got nowhere. Whites sense of times circularity and his illusory identification with the girl are as intense and complete as the sensation of timelessness and the imagined transposition of father and son that he dramatizes in  Once More to the Lake.  Here, however, the experience is momentary, less whimsical, more fearful from the start. Though he has shared the girls perspective, in a dizzying instant almost become her, he still maintains a sharp  image  of her aging and changing. In particular, he imagines her in the center of the ring, on foot, wearing a conical hatthus echoing his descriptions in the first paragraph of the middle-aged woman (whom he presumes is the girls mother), caught in the treadmill of an afternoon. In this fashion, therefore, the essay itself becomes circular, with images recalled and moods recreated. With mixed tenderness and envy, White defines the girls illusion: [S]he believes she can go once  round  the ring, make one complete circuit, and at the end be exactly the same age as at the start. The  commoratio  in this sentence and the  asyndeton  in the next contribute to the gentle, almost reverential tone as the writer passes from protest to acceptance. Emotionally and rhetorically, he has mended a broken strap in mid-performance. The paragraph concludes on a whimsical no te, as time is  personified  and the writer rejoins the crowd: And then I slipped back into my trance, and time was circular againtime, pausing quietly with the rest of us, so as not to disturb the balance of a performerof a rider, of a writer. Softly the essay seems to be gliding to a close. Short,  simple sentences  mark the girls departure: her disappearance through the door apparently signaling the end of this enchantment. In the final paragraph, the writeradmitting that he has failed in his effort to describe what is indescribableconcludes his own performance. He apologizes, adopts a  mock-heroic  stance, and compares himself to an acrobat, who also must occasionally try a stunt that is too much for him. But he is not quite finished. In the long penultimate sentence, heightened by  anaphora  and  tricolon  and pairings, echoing with circus images and alight with metaphors, he makes a last gallant effort to describe the indescribable: Under the bright lights of the finished show, a performer need only reflect the electric candle power that is directed upon him; but in the dark and dirty old training rings and in the makeshift cages, whatever light is generated, whatever excitement, whatever beauty, must come from original sourcesfrom internal fires of professional hunger and delight, from the exuberance and gravity of youth. Likewise, as White has demonstrated throughout his essay, it is the romantic duty of the writer to find inspiration within so that he may create and not just copy. And what he creates must exist in the style of his performance as well as in the materials of his act. Writers do not merely reflect and interpret life, White once observed in an interview; they inform and shape life (Plimpton and Crowther 79). In other words (those of the final line of The Ring of Time), It is the difference between planetary light and the combustion of stars. (R. F. Nordquist, 1999) Sources Plimpton, George A., and Frank H. Crowther. The Art of the Essay: E. B. White.  The Paris Review. 48 (Fall 1969): 65-88.Strunk, William, and E. B. White.  The Elements of Style. 3rd ed. New York: Macmillan, 1979.White, E[lwyn] B[rooks]. The Ring of Time. 1956. Rpt.  The Essays of E. B. White. New York: Harper, 1979.

East African trade route Essay Example | Topics and Well Written Essays - 500 words

East African trade route - Essay Example Other effects of the trade routes include a cultural interaction from diverse traditions. The evidence to the effects of the trade routes includes the development of the Swahili culture and language. The historic period dates to the year 600 A.D. This paper will analyze the emergence and growth of the slave trade. The analysis context will entail the associated contribution of the trade routes to the history of Africa. The development of the power states in the East African cost emerged from the conquest of the Nubian population by the Axum kingdom (Shillington 191). The Axum king absorbed Christianity as a religion by converting. A later detest by Islam led to the fall of the Axum kingdom. This change followed by the spread of Islam along the states. A later development consisted of single caravans that supplied raw materials and merchandise to India through the Persian Gulf. As a result, the Portuguese spread Christianity to the African countries through the same trade routes (Gilbert & Jonathan 211). The Portuguese demanded manpower to work in Latin America states. This requirement activated the lucrative slave trade along the East African trade route. The trade attracted other states like the Dutch and the Brutish powers. The two states ventured into the East African route under separate mandates. The East African trade route served as a major operation line for nations from other continents. The water channel provided a direct route of caravans transporting gold from Zimbabwe and slaves from the coastline states. The trade route also served as a reinforcement channel for military expeditions from Goa in India. The British also used the trade route to conquer some of the African states like Kenya. The trade routes enabled the spread of Christianity by the Portuguese into the interior parts of Africa. The water channels aided in the expedition of African formerly referred to as the Dark Continent (Visonà 178). The history

Commercial Poultry Keeping Research Paper Example | Topics and Well Written Essays - 2500 words

Commercial Poultry Keeping - Research Paper Example It is also preferred to other protein sources since it provides white meat, which is less in cholesterol. Birds are the most popular stock kept in the world approximately 15.9 billion by 2009 since it is kept by most people in the household e.g. women, children, old men. In Kenya, they are around 30million where 25million are indigenous and 5million are exotic, in which 3.5million are layers and 1.5million are broilers. This therefore creates a gap of deficiency in poultry meat and eggs which to entrepreneurs, is a big opportunity gap to be filled up by meeting the the customers’ or market demand to provide these products in required quantity. Having carried out a thorough research about this opportunity after a long period of time and studied the trends in the market supply and demand for poultry products, I found it profitable to start up a commercial poultry farm situated in the capital city of Kenya, Nairobi. The company, ‘’KUKU COMPANY LIMITED’’ was started to keep broilers to provide the city’s population with sufficient and healthy value added poultry meat sold in a very health friendly, modern and classic butcheries. Company Location The company's production unit is located in the Kibera slums, Nairobi, the capital city of Kenya. Kenya is one of the countries forming the East African Community neighboring Tanzania, Uganda, Rwanda, Burundi, Sudan and Somalia. The dense population of this city provides a large customer base for the company products and therefore, a ready market for the same. The city is occupied by all different kinds of dwellers cutting across all social classes who largely consume poultry meat very often. The company has set out several selling outlet shops across the city in most of the busiest business centers to easily reach its customers. These shops also act as the distribution points for the the retailers across the city. Staffing Plan The company has been under the management of the founde rs who double as the owners as well as the managers. The company established a competitive edge through the expertise of its founders where James brought with him the existing relationship with the best suppliers of chicks and feeds in the city, Jacob brought with him his Agricultural knowledge of poultry production, Abel, an IT expert and a market strategist added his management information knowledge as well as knowledge about the market forecasting and capturing to beat other market commpeetiitoors coupled with my good understanding of food service management, sales record in business to business sales, and financial acumen, well have an edge over the town's other butcher shops and grocery stores within our niche market. We also have two laborers who help us with small manual duties as they come by in the production unit. In addition, we have a salesperson and a cashier at each of our five sales outlets across the city. Form and Benefits of the business This business is partnering based among James, Jacob, Abel and I who have been friends since childhood and decided to come together as entrepreneurs and help in solving food supply shortages to this Kenya. The benefits of this form of business are that it is very instrumental when raising capital, providing labor and in management from the same owner have acted has the managers since it was begun. A Chart of accounts Asset Accounts No Account title To increase Description/explanation of the account 101 Cash Debit The account balance as shown in the company records from customers but not yet deposited 102 Jim Hotels (accounts receivables) Debit Amounts owed to the company for products sold but not yet paid for 104 Feeds (supplies) Debit Cost of supplies that have not yet been used. 105 Land Debit Cost quire and

The impact of increased life expectancy on community health, locally and nationally Essay Example for Free

The impact of increased life expectancy on community health, locally and nationally Essay There is constantly a rise in the life expectancy in the US, due to the improved healthcare system. New diagnostic interventions, treatment techniques, incorporation of preventive strategies, and drugs have enabled to increase the quantity of life. Deaths from several diseases including cardiovascular, cancer, etc, continue to decrease. In the year 2003, the life-expectancy of an American was found to be about 77.6 years, whereas in the year 1990, it was 75.4. There continue to be a rise in the life-expectancy. There is also a difference in the life-expectancy between men and women. As in the year 2003, men live about 5.3 years shorter than women. However, individuals in the elderly group are more often affected with chronic diseases such as hypertension, cardiovascular disease, diabetes, musculoskeletal diseases, etc. The problem has become more severe than ever before. About 50 % of the individuals between 55 to 65 years are affected with hypertension, and 40 % have obesity. As the health and the quality of life of the Americans are currently poor, the pressure on the healthcare system has all the more increased. People are having a very poor lifestyle and do not follow proper dietary and exercise patterns, which could increase the risk of chronic diseases. One of the huge impacts has been on the costs of providing healthcare. Inflation needs to be a major consideration. Considering inflation, providing healthcare for a year of increased lifespan, can increase spending by about $ 20, 000 a year. In the 1970’s, this cost was about $ 7, 400. Is it justified to provide healthcare when the effect is going to be severe on public savings? The costs of providing healthcare to senior citizens have increased drastically. The incidence of chronic disease on elders is even greater, and it would be very costly to provide healthcare to manage chronic diseases. An increased life-span would also mean greater need for healthcare professionals belonging to various fields and various specializations. The demand for healthcare in the US has constantly been rising, and an increased lifespan would mean employing more staff especially to care for seniors with special needs. There has been an increasing demand for institutions that provide health education and also students who find the healthcare field promising and would pick up a career in such a field. However, the need for individuals to join the healthcare sector is high and hence, an increasing life-expectancy would create an even greater problem. As the US cannot meet with the demand for healthcare professionals by itself, it would have to obtain the resources from outside the country. These human resources require further training to ensure that healthcare is provided according to the US standards. References: Medical News Today (September 4, 2006). U.S. Health Care System Offers Good Value In Terms Of Life Expectancy Gains Despite Rising Costs, Study Finds, Retrieved on August 22, 2008, from Medical News Today Web site: http://www.medicalnewstoday.com/articles/50922.php Stobbe, M. (2006). U.S. Life Expectancy Hits All-Time High, Retrieved on August 22, 2008, from Breit Brat Web site: http://www.breitbart.com/article.php?id=D8ECEHUO0show_article=1

Our Neighborhood Drawbacks Essay -- essays research papers fc

My family and I live in a private zone in Visalia which has neat streets and attractive sidewalks decorating our neighborhood. In addition, we count with a secure playground area for our kids funny. It is surrounded by a high fence and has a soft carpet under the playground to protect our kids against fall downs. Many of our residents declare that is a pleasure to take a walk around our area. Laura, a woman who lives in front our home said: â€Å"It is a delight to walk to school every morning because I can enjoy our neighborhood beauty.† In addition, we have the advantage of the splendor during any season. For instance, we can see numerous leaves of different colors falling down in the autumn. Reds, browns, and oranges tones cover our streets. In the spring, everyone can take a leisure time under shades of flourishing gardens full of leafy trees. We are very proud of living in this beautiful area. Nevertheless, a large deserted lot near our locality brings out some annoying effects on the residents.   Ã‚  Ã‚  Ã‚  Ã‚  This unoccupied lot gives to the community a disagreeable look that contrasts with the beauty of our neighborhood. The owners send a person to the terrain once a year to clean it up, but waste cumulates quickly. Old mattress, useless tires, and worn-out shoes give our area a nasty aspect. In addition, some people who buy their provisions in a store located at the back of our vicinity leave shopping carts in this careless lot. Consequently, gangs take adv...

A discussion of equality and diversity issues in a teaching situation-CTLLS Essay

5. A discussion of equality and diversity issues relevant to the candidates teaching/training situation. Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably than others. Equality is about the rights of the learners to attend and participate regardless of age, sex, race, gender reassignment, disability, religion or belief, sexual orientation, marriage/civil partnership and pregnancy /maternity. Diversity is about recognising and being tolerant of different views which individual people have, in terms of cultural backgrounds and different lifestyle choices relating to any characteristics they may have. A diverse society is what we have as every individual has a different culture, belief and life experience to the next. Inclusion is about including all the learners in ‘relevant activities rather than excluding them for any reason either directly or indirectly’ (Gravells 2008). ‘Every learner has the right to expect that they will receive high quality learning appropriate to their needs and circumstances ion a safe and healthy environment.’ (Success for all: DfES 2002). Inclusive teaching and learning is possible when promoted. In order to achieve this I combine both the training cycle and the learning styles from Kolb and Fry. These include using Concrete experience, Abstract Conceptualisation, Active Experimentation and Observation and Reflection. Learners the mixing up of which produces the learning styles that best suits a learner, ie; Converger, Diverger, Assimilator and Accommodator. By ensuring the lessons accommodate all learning styles all learners will feel inclusion. Along with the learning styles I would include relevant resource materials . If a learner requires more intervention then I may need to include the following; additional classroom support, adapted or specific resources, peer support, varied presentation, content selection, reducing or increasing time for activities Along with my mentor Geri walker I have written the 5 day induction programme for new starters within the organisation. This includes lectures in subject matter using power point presentation and notes (abstract conceptualisation), Direct discrimination occurs when you treat someone unfairly due to at least the nine characteristics discussed. Indirect discrimination occurs when a working condition, environment or rule disadvantages one group of people or person more than another. As a teacher it is important that to give equal support, you must not discriminate and  must not show favouritism in any way. A teacher should not impose views and opinions on the learners. It is necessary to ensure that the learners show dignity and respect to others in the learning environment. A teacher must recognise that each learner is different and accommodate for those differences wherever possible in the classroom. You should demonstrate your commitment to equal opportunities through everything you say and do in your work with adult students.† (Daines, Daines and Graham, 1993). Geoff Petty states that: Differentiation is an approach to teaching that attempts to ensure that all students learn well, despite their many differences. Catch phrases which go some way to capturing this concept include: ‘Coping with differences’. ‘Learning for all’ or ‘Success for all’ People began to realise it was not just ability that could be â€Å"mixed’’ and that teachers had to cope with differences: learning style, age, motivation, prior learning and experience, gender, specific learning difficulties such as dyslexia, and so on. Consequently the term ‘mixed ability’ began to be replaced by the less vivid term: ‘differentiation’. It is important to work in partnership with the learner, get to know them, so that you can assess their ‘minimum core’ and what their learning needs are. If a learner knows what is expected from them and you tell them what to expect from you , successful learning can be achieved . This may be achieved by recognising the needs of a particular person or group of people. The learners within the sessions I teach include people with; learning difficulties, hearing impairments, those whose first language is not English, or those people who may require additional support with literacy, language, numeracy and ICT skills. The learners I teach come from different social and cultural backgrounds and during teaching I have had to respect the following and accommodate, prayer times, Ramadan and different beliefs to mine without impacting on others. I need to plan my sessions to enable all learners to take part and achieve their individual learning aims, taking into account how I communicate with learner (e.g. using appropriate vocabulary and terminology no abbreviations and jargon, my comments are not discriminatory or offensive or that my body language is appropriate. I need  to check that the resources used are non- discriminatory or stereotypical, suitable for the learners needs so that all the learners can participate. Teaching methods need to be varied and support all learning styles. The learning environment needs to promote inclusion ,e.g. for people with disabilities. The Kennedy Report (1997) stressed the importance of making learning accessible to all learners , focussing on people who may be disadvantaged due to social, economic or educational background. These create barriers to learning that may prevent adults from continuing developing their education e.g.lack of information, childcare support, basic skills and costs involved to study. References Daines, JW et al (2006) Adult Learning, Adult Teaching, 4th ed, Cardiff: Welsh Academic Press DfES (2002b) Success for All. London: HMSO Gravells, A, (2008).preparing to teach in the lifelong learning sector.3rd ed. exeter: learning matters Petty, G, (2004) Teaching Today: A practical guide,3rd ed. Cheltenham: Stanley Thornes Reisenberger A & Dadzie S (2002), Equality and diversity in adult and community learning – a guide for managers, Niacehttp://www.excellencegateway.org.uk/pdf/A1181.pdf Smith, M. K. (2001). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. Retrieved 17/3/13 from http://www.infed.org/b-explrn.htm.

Social Benefits of Audit

Audit emerges because society needed. Auditing has been a regular feature of organized human activity from the earliest times. Indeed evidence suggests that formal audit procedures existed in the economic activities of the most of the early civilization. With the advancement of development, audit emerges as a separate discipline & contributes to the economic & social advancement. Audits serve a vital economic purpose and play an important role in serving the public interest to strengthen accountability and reinforce trust and confidence in financial reporting. As such, audits help enhance economic prosperity, expanding the variety, number and value of transactions that people are prepared to enter into. However, in recent years, and in the light of corporate scandals, we have witnessed ongoing global demands for improvements in audit quality. Changes have been taken place to promote greater transparency in the audit and accountability in auditors but there are continuing demands for further improvements to be made. Definition of audit: The availability and use of resources is strongly influenced by the type of economic policies that entities implement. Modern audit is concerned with citizen’s economic and social benefits. In the jargon of economics, government actions typically ‘distort’ the operation of economies, compared with the benchmark of a competitive market economy, and assumed to be able to operate without any government intervention. Such actions can only be justified by auditor if there are benefits stemming from the action that outweigh its costs. Here is an example of such logic applied to education: To finance better-quality schooling for those who have the least educated parents, and who attend the worse schools, it may be necessary to raise taxes on other people. The basic economic insight that such taxation distorts incentives remains valid. Such policies should be implemented only to the extent that the (present) value of the long-run benefits of greater equity exceed the efficiency costs of funding them. [World Bank, World Development Report 2006 (Washington DC: World Bank, 2006) at page 22. Benefits and costs are typically measured using a money-metric. Education is typically valued in terms of additions to a person’s expected future lifetime earnings, placing a low value on education of people whose expected future lifetime earnings are low, and no value on people for whom such earnings are zero. The same tension can be found if we look at the economy as a whole. Neoclassical economics judges the benefits of economic policies in terms of maximizing the output of goods and services, as measured by the level and rate of growth of the country’s Gross Domestic Product (GDP). It is assumed that rapid economic growth will lift people out of poverty, and that private ownership and market competition are likely to be the best mechanisms for maximizing economic growth. (This belief is what underpins the advocacy of privatization of public enterprises and services, and liberalization of markets). If some people are left behind, or indeed made worse-off, by policies aimed at maximizing national output, then it is assumed that ‘winners’ can compensate ‘losers’, for instance via taxation and public expenditure ( though these instruments must be used in a way that minimizes so-called ‘distortions’). This might be described as a strategy of ‘first maximize the size of the pie, then hope that it will be sliced up in such a way that nobody is made worse off’. Note that this approach is indifferent as to whether the losers are people who are already very rich, or very poor. Each is equally deserving of compensation. Nor does it pay much attention to the likelihood of compensation actually taking place. If the policy measures are expected to produce the maximum possible extra output, then auditor will express opinion that is enough for them to be judged ‘optimal’. States enjoy a margin of discretion in selecting the means to carry out their obligations. However, in discharging their obligations for the realization of economic and social rights, states must pay regard to the following key points: the requirement for progressive realization; the use of maximum available resources; the avoidance of retrogression; the satisfaction of minimum essential levels of economic and social rights; non-discrimination and equality; and participation, transparency and accountability. These principles can be used as a framework for auditing economic policy. Role of audit to the social perspective: Governments are facing an ever? growing demand to be more accountable and socially responsible and the people are becoming more assertive about their rights to be informed and to influence governments? decision? making processes. Faced with these demands, the executive and the legislature are looking for new ways to evaluate their performance. Civil society organizations are also undertaking ? Social Audits? to monitor and verify the social performance claims of the organizations and institutions. Social Audit is a tool with which government departments can plan, manage and measure non? financial activities and monitor both internal and external consequences of the department/organization’s social and commercial operations. It is an instrument of social accountability for an organisation. In other words, Social Audit may be defined as an in? depth scrutiny and analysis of the working of any public utility vis? a? vis its social relevance. Social Audit has significant role in social development. Purpose of the Social Audit The purpose of conducting Social Audit is not to find fault with the individual functionaries but to assess the performance in terms of social, environmental and community goals of the organisation. It is a way of measuring the extent to which an organisation lives up to the shared values and objectives it has committed itself to. It provides an assessment of the impact of organisations non-financial objectives through systematic and regular monitoring, based on the views of its stakeholders. Salient Features The foremost principle of Social Audit is to achieve continuously improved performances in relation to the chosen social objectives. Eight specific key principles have been identified from Social Auditing practices around the world. They are: 1. Multi? Perspective/Polyvocal. Aims to reflect the views (voices) of all those people (stakeholders) involved with or affected by the organisation/department/programme. 2. Comprehensive. Aims to (eventually) report on all aspects of the organisation? s work and performance. 3. Participatory. Encourages participation of stakeholders and sharing of their values. 4. Multidirectional. Stakeholders share and give feedback on multiple aspects. 5. Regular. Aims to produce social accounts on a regular basis so that the concept and the practice become embedded in the culture of the organisation covering all the activities. 6. Comparative. Provides a means, whereby, the organisation can compare its own performance each year and against appropriate external norms or benchmarks; and provide for comparisons with organisations doing similar work and reporting in similar fashion. 7. Verification. Ensures that the social accounts are audited by a suitably experienced person or agency with no vested interest in the organisation. . Disclosure. Ensures that the audited accounts are disclosed to stakeholders and the wider community in the interests of accountability and transparency. The following figure depicts the principles of Social Audit and universal values: These are the pillars of Social Audit, where socio? cultural, administrative, legal and democratic settings form the foundation to operational social Audit. The Social Audit process is intended as a means for social engagement, transparency and communication of information, leading to greater accountability of decision? akers, representatives, managers and officials. The underlying ideas are directly linked to concepts of democracy and participation. The application of Social Audit at the village level holds tremendous potential for contributing to good local governance and increased transparency and accountability of the local bodies. Applying the Tool The six steps of Social Auditing are: 1. Preparatory activities 2. Defining audit boundaries and identifying stakeholders 3. Social accounting and book? keeping 4. Preparing and using social accounts 5. Social audit and dissemination 6. Feedback and institutionalization of social audit Stakeholder consultation, involving department functionaries and civil society, would be the forum for sharing the Social Audit plan. This consultation would clarify the issues important for Social Auditing, role of stakeholders, as well as commitments from them. The outcome of the consultation would be fed into the process of detailing out: the indicators to be monitored; which existing records are to be used; and how additional information would be collected. The next key step is to fix responsibilities for various activities. The activities include preparing formats for social account? keeping, compilation of data and reporting the same on a monthly basis (internal use). Managers of the department/programmes can use this information for monitoring as well as providing feedback for improving performance and overcoming bottlenecks. Ideally, Social Audit should be conducted regularly, and the method should be developed through a participatory relationship between the auditor and the organisations/departments. The following figure depicts the detailed steps followed in the social audit cycle.

9 Steps to Complete an Extended Essay that Meets All the Demands

9 Steps to Complete an Extended Essay that Meets All the Demands 9 Steps to Complete an Extended Essay that Meets All the Demands At the end of studying, every undergraduate student should write a definite number of academic papers of various origin. Amongst them is an extended essay. One of the most remarkable requirements for this assignment is its length, which makes 4,000 words. It counts towards your future IB Diploma. Accordingly, you cannot skip this assignment if you wish to obtain it. When a student composes an extended essay, he or she should conduct an independent in-depth research or investigation. The length of this academic assignment is terrifying. Nonetheless, it’s not that bad as you might think. Firstly, you should realize that this is a simple essay. It is just larger than commonly. Secondly, you are free to select the topic you wish. This is solely your choice. Therefore, you will not be forced to write on boring or too complicated topics. Remember your previous experience and compose this essay just as many others who have already dealt with. 1. Choose a Topic Correctly Depending on the discipline, you should choose a topic, which would be interesting to you. You have a huge advantage. You select the main theme on your own. See not to miss it! Choose something you enjoy. While making the final decision on your topic, be picky and careful. Your topic is supposed to be interesting but not overused. It should not be too broad or too narrow. Find the middle ground. The too vast theme will involve many sub-questions that might be too difficult to cover. If choosing a too narrow topic, you might get stuck with lack of information and utterly problematic terms of evidence to analyze. 2. Learn All the Demands It goes beyond all doubts that you are obliged to follow strict rules. The violation of any demand will cost you essential grades. Consequently, you should learn and memorize all demands to fulfill them correctly. 3. Prefer the Right Advisor It’s important to choose a suitable advisor. It would be perfect if you find a person who shares your ideas and interests. If you have a lot in common, your academic supervisor will provide you with reasonable solutions to your main issue. Moreover, the right advisor will be constantly encouraging you showing the best way of reasoning, planning, and fulfilling your research. 4. Mind the Outline You ought to be absolutely sure that your essay has a clear structure and flow. It should include the typical major sections – introduction, main body, and conclusion. Every section will require some special attention and heaps of energy. The best way to tackle these sections is to craft a proper outline. Your outline is expected to contain every part of writing. In such a way, you will have a visualization of your steps. You will know how and when to undertake this or that stage. Some students recommend creating a temporary outline because there may take place some changes during the writing process. 5. Express Your Originality Undoubtedly, you should illustrate the fullness of your creativity. You should have something original to say. Your style is restricted to the definite extent. Nonetheless, it’s compromise-free. Your supervisor will expect from you an authentic work. Therefore, everything is in your hands. 6. Write a Temporary Thesis It’s recommended to create a temporary thesis, just like an outline. This is a very long essay, which requires lots of time and efforts. You may dramatically change your final opinion on the researched question at the end of the writing. Therefore, it would be wise to create the thesis statement for a definite period of time. Afterward, you can easily adjust it. 7. Write the Rough Draft It’s essential to begin with a draft. It shouldn’t be perfect. Write it roughly to see the big picture and change it in the correct way afterward. Thus, you will avoid lots of mistakes. 8. Add All Necessary Elements After you write the main parts, add the title page, abstract, contents page, and cited works. Mind that they should be added and written in strict accordance with the assigned format. Afterward, revise your research. Find all errors and drawbacks. Eliminate them or replace. This is when you’ll be done with this complicated extended assignment. At you can buy extended essay online on any topic. Your extended essay will be written from scratch by academic experts.

Core and Periphery, Two Types That Make the World

Core and Periphery, Two Types That Make the World The countries of the world can be divided into two major world regions: the core and the periphery. The core includes major world powers and the countries that contain much of the wealth of the planet. The periphery has those countries that are not reaping the benefits of global wealth and globalization. The Theory of Core and Periphery Many reasons exist as to why this global structure has formed, but generally speaking, there are many barriers, physical and political, that prevent the poorer citizens of the world from participating in global relations. The disparity of wealth between core and periphery countries is staggering. Oxfam noted that 82 percent of the worlds 2017 income went to the richest one percent of people. The Core The top 20 countries ranked by the United Nations Human Development Index are all in the core. However, of note is the slowing, stagnant, and occasionally declining population growth of these countries. The opportunities created by these advantages perpetuate a world driven by individuals in the core. People in positions of power and influence around the world are often brought up or educated in the core (nearly 90 percent of world leaders have a degree from a Western university). The Periphery The population is skyrocketing in the periphery because of a number of contributing factors, including a limited ability to move and the use of children as a means to support a family, among others. Many people living in rural areas perceive opportunities in cities and take action to migrate there, even though there are not enough jobs or housing to support them. About one billion people now live in slum conditions, the UN estimates, and the majority of population growth around the world is occurring in the periphery. The rural-to-urban migration and high birth rates of the periphery are creating both megacities, urban areas with more than eight million people, and hyper cities, urban areas with more than 20 million people. These cities, such as Mexico City or Manila, have slum areas that can contain up to two million people with little infrastructure, rampant crime, no health care, and massive unemployment. Core-Periphery Roots in Colonialism Industrialized nations played a key role in establishing political regimes during postwar reconstruction. English and the Romance languages remain the state languages for many non-European countries long after their foreign colonists have packed up and gone home. This makes it difficult for anyone brought up speaking a local language to assert him or herself in a Eurocentric world. Also, public policy formed by Western ideas may not provide the best solutions for non-Western countries and their problems. Core-Periphery in Conflict Here are some examples of border clashes between nations of the core and the periphery: The growing fence between the U.S. (core) and Mexico (periphery) to prevent the entrance of unauthorized immigrants.The Demilitarized Zone between North and South Korea.Air and naval patrols on the waters between Australia and Southeast Asia and between the EU and North Africa to keep out unwanted immigrants.The UN-enforced border separating the Turkish north and Greek south of Cyprus, known as the Green Line. The core-periphery model is not limited to a global scale, either. Stark contrasts in wages, opportunities, access to health care, and so on among a local or national population are commonplace. The United States, the quintessential beacon for equality, exhibits some of the most obvious examples. U.S. Census Bureau data estimated that the top 20 percent of wage earners made up roughly 51 percent of all U.S. income in 2016, and the top five percent of earners made 22 percent of all U.S. income. For a local perspective, witness the slums of Anacostia, whose impoverished citizens live a stones throw from the grand marble monuments that represent the power and affluence of Washington, D.C.s central downtown. Although the world may be metaphorically shrinking for the minority in the core, the world maintains a rough and limiting geography for the majority in the periphery.

Not Listening to a Child as a Form of Neglect Essay

Not Listening to a Child as a Form of Neglect - Essay Example However, the real challenge is the application of past findings and integrating them in the participation of children for the sustainability of their rights. It is apparent from stereotypes and perceptions that the rights of children have been neglected hence impacting on the development of children. According to Lansdown (2005), listening to children's expressions and experiences at school, home or other environmental settings helps in raising their esteem, social skills, and cognitive abilities. Therefore, the more children are involved and engaged, the more they increase their competence, confidence and acquisition of other skills. It is important as a parent or for any responsible person to positively engage them through listening them, as it will contribute positively to their mental and psychological growth. Marginalized children and those who are vulnerable in society especially the looked after face a challenge in realizing their potential, thus they should be provided with support through participatory engagement and listening to their demands and needs (Howe and Covell 2005). Listening to children also helps challenge situations of violence, discrimination, injustices or other related threats therefore serving to protect children. Silencing children means that any injustices against them are kept in the dark, while the abusers get protected rather than the children. Jones and Welch (2010) affirm that, if children are encouraged to speak and are listened to, then it will rather be easier for any violations to be exposed.