Fcators Affecting Vulnerability and Assessment of Needs Assignment

Fcators Affecting Vulnerability and Assessment of Needs - Assignment Example Risks factors responsible for individual’s vulnerability entails such attributes such as highblood pressure, unsafe sex, underweight, heavy alcohol and tobacco consumption, unsafe drinking water, poor sanitation and hygiene. Vulnerable mothers are one of the major and most vulnerable American groups. Many interventions are continuously put in place to improve the welfare of such vulnerable mothers. This entails access to housing, proper diet and health care facilities. This also entails educating school children on proper nutrition and facilitating their immunization requirements. Meeting the needs of vulnerable individuals has always been an uphill task. This is mainly because the problems of such individuals are intertwined and do not exist as independent entities. Drugs and substances abuse has always been the major causative problem with vulnerable mothers, infants and highly abusive persons. Drugs and substances abuse plays a major in enhancing vulnerability of individuals in the U.S. apart from its many health related side effects, it also exposes individuals to many other risks such as HIV and AIDS. Its heavy usage leads to addiction leaving individuals incapable of functioning properly if not under its

Developing management skills Essay Example for Free

Developing management skills Essay By reading the Southfield Case, one can quickly realize that there is definitely lack of direct communication and goal expectations between both Mark Sanders, Vp of account services and Frank Belby, Reginald manager. I believe, there was a lack of supportive communication between Mark and Frank since in the case it was mentioned that Belby viewed professional guidance from Sanders as threatening and it usually caused Belby to distance himself from Frank, which it negatively resulted production. Based on the reading of chapter four of Developing Management Skills, there is a fine line between coaching and counseling and it is extremely challenging for managers to effectively perform both and in the same time make sure that they are not directly ignoring the other persons feelings and confidence. When Frank needed professional advice or when professional criticism was required, instead he mostly got coaching instead of counseling, which resulted in the distance relationship between them, which frank interpreted as a criticism attack on his character. Furthermore, we also learn that in one incident Mark had intervened in a problematic situation between Frank and one of his customers and was able to save that clients contract. By not allowing Frank to resolve the situation, Mark is stretching his duties far too thin and does not allow other employees to delegate effectively, which results in low productivity over all. Based on chapter four readings, the best relationships are based on congruence, which one cannot really find between Mark and Frank’s relationship. Frank is not being clear about his expectations from Mark. It was mentioned in the case that Frank didn’t get the promotion partially because he never directly communicated to frank that he wanted the promotion.

Contemporary Theories of Crime

Contemporary Theories of Crime According to the history and development of the criminological theory, the knowledge of crime theory has a tendency to include the past criminological theory that has been developed before. For example the labeling theory has a great influence from Chicago school, Durkheim theory and concepts, and symbolic interactionism (Plummer) Theory has the particularity of being the subject of constant renewal, like most of the knowledge in our society. One way of expressing this characteristic is by Thomas Kuhn in his book: structure of scientific revolutions. What he express in his theory is how the knowledge considered as â€Å"normal science†, is in a continuum spiral, according to how theory explains reality inside the framework of paradigms. Once these paradigms reach a point in which they cannot explain reality, normal science reach the point of a crisis. To explain this crisis the paradigms of the normal science must change, summarizing what is usable by the anterior normal scien ce and adding the new knowledge in form of paradigms that explains reality (Kuhn). This is exactly what happens with criminological theory, but still, besides all the progress theory has done, crime is still something hard to attach to a whole theory, and the combination of theory perspectives seems to be the most viable way to express the phenomenon of crime. On the contemporary criminological theory, one the perspectives that has a good approach to the actual context of crime is labeling theory. The labeling theory refers to the attachment of labels to a specific person in society according to the role he has on it. For example someone who commits a crime is recognized by the group of people around him as a criminal. But is not only the person who commits a crime, someone who is accused of committing a crime, doesn’t necessarily have committed that crime, but still he gets the label. Labeling theory refers to the identity that other people confer to one person. This identity is expressed as a label. The labels are stigmas inside society[1] that people must carry. This leads to the other part of the theory. Labeling theory, besides confer a stigma to the members of a society, also tries to explain another aspect of criminological behavior by opening the possibility of change in criminal behavior[2]. The stigma is hard to remove, but this theory proposes a way of reintegrating the members considered abnormal[3]: shaming is the process in which the person submit himself to a treatment or circumstance in which he resigns socially to crime, allowing him to reintegrate to society as a normal subject. The support of this theory is that bring an enormous quantity of material observation in other aspects of society, providing and using the concepts that society uses to determine the subjects inside it. For example the use of labels that are not only related to crime. Another contemporary theory with a wide perspective and more accurately related to actual crime is the environmental theory. This theory has a very situational approach to crime, because it is based on the characteristics that a special place must have for crime to be something executed. Crime occurs within the intersection of a space, time, a motivated offender, an attractive target, and lack of guardianship (Francis T. Cullen). The approach of this situational context has also the inclusion into theory of the daily activities of society, demarking the situation and the possibility of decrease crime by nullifying the situations in which crime can be committed, according to the routine people has. This theory has an opening to set crime as something different from the theories used before the 60’s. The possibility of seeing crime as something that may happen in every context, changes the relations of a stigmatized person to a situational expression of crime. Crime becomes the main subject of study, not the context[4] or the person who commit crime. When in this theory it is said that the focus is on crime, still a lot of concepts and ideas are part of the theory. For instance, the influences of Chicago school of mapping and characterizing crime zones. One contemporary expression of the applications of this theory is the broken windows theory[5]. The third analyzed theory in this text is the Developmental theory. This theory proposes the approach on how crime is explained by the whole history of one subject, group, and society. Crime is attached to every life expression that has happened since birth. Having a research of the main aspects of one person’s life, the individual expression and social values get mixed as the theoretical approach explains crime. This mixture of social and individual behavior is what allows this theory to be one of the most wider and contemporary (Paris). This theory is most applied to young people[6] and it takes into account the perception of the people who commits crime and the people who are victims of a crime. As other contemporary theories, there is possibility of change in the criminological behavior, allowing the criminal to be a normal individual. Some authors explain three ways in which this theory is applied to specific situations. The first one is the continuity of behavior in life course. The second one is that life course behavior might change or continue during time and on its characteristics. And the third one is that the life course behavior continues and changes. This theory is a multiple perspective to analyze crime, by studying the things to take into account to set an idea of how crime develops inside society by the life course of individuals, making a reciprocal analysis of the individuality and collectivity. All together These three theories provide a wide range of analysis, if the three of them are put together there are a lot of factor that would be covered by these theories. Still is not like just mixing the three theories. Each theory has a valid point and perspective to take into account. For example, the developmental theory takes into account the life course, which is an abstraction of the material and real life of the people. It is really a manifestation of the influence of all the material aspects under the mirror of time. This approach is quite accurate to study specific phenomenon because the analysis is deeper in context and it show the influences of society altogether with the individual tendencies. The approach of this theory at certain ages is what restrains this theory to be used. Because of its focuses on age, their analysis perspective loses weight when it is tried to be used in studying different groups, and in the theory itself. This loss of weight is because one of the main cores of this theory is the social development related to biological development. One of the tendencies of these three theories is to provide an option to explain how crime can be changed. Proposing a solution, like the shaming theory[7], or proposing new safety procedures to secure the environment. All these three theories keep the opportunity of becoming a normal[8] citizen or member of a society. Still, besides of the solutions proposed, the praxis of a theory can be very different from what the expectations are. One of the characteristics of these theories, is that are short in context matters. This means that theoretical explanations are only based as maximum to a nation level[9], provoking that many of the structural and contextual representations in politics, economics, culture, education, etc., in the world, cannot be part of the theoretical analysis. But still these representations have their manifestations even in small communities. This is impossible to not take into account macro-tendencies, but it is possible just to focus in micro-tendencies, even if this does not explain a complete context. Labeling theory, as the developmental theory, is not a completely sentence of explanation, but the analysis perspective that is valuable of this perspective is precisely the idea of a label. With the consent or without it, people always make judgments and make labels to identify other people, and to be identified among society as an individual. What criminological theory does is to focus on the labels related to crime. This is a much attached way in which theory explains reality with constructions of reality from society. One of the characteristics of this theory is also that label is just a value granted for the people participant in society, and because of that, according to the social capital[10] and possibilities of change that people have, they might change their label at will. Another fact of this theory, but no so attached to social reality is one of the manifestations of this theory, because of the idea of shaming, not because is not possible, but because is sometimes a motor to commit more crimes in certain contexts. The environmental theory has the possibility of treating crime as a situation with a specific context and circumstances that must be accomplish for the crime to be committed. The focus on the crime as a main subject allows this theory to be the bond for the combination of the other three theories, increasing the possibility of explanation and praxis that these theory have in total. These theoretical perspectives allow taking into account the elements of developmental theory, and use them together in the same explanations or theory. Of course in this conjunction of works, the aspects that restrain developmental theory must not be taken into account. The same goes for the labeling theory. Environmental theory has the possibility of being the connection between the individual perspective of crime in labeling and developmental theory, but at the same time it takes into account the idea of generality prescribed in both. Together with the perspective that environmental theory uses of situational context, crime becomes a definition with a lot of defined perspectives. Using the idea of label and the identity factor to set inside society, and as a representation to the outside society, the idea of crime explains one side of the individual behavior, by the representation that people has during a certain act. The environmental theory explains the event expressed as crime according to the material context in which people lives, but also making reference to another expression of behavioral crime conduct. Using some perspectives of the developmental theory, the factor explained before is part of a whole construction of life, providing a deeply analysis of a crime event, circumstance, conduct, behavior, context, social representation, and manifestation. Contexts and explanations The idea of the scientific revolutions explained at the beginning of the text, is to express one of the situation in which crime theory can be expressed more attached to explain reality. In case of the criminological theories, the perspectives are as many as a bunch. In the whole package of theories, the time has played a main role to develop each theory as the knowledge in crime situations and circumstances becomes wider. But there is a moment, and had happened before, that theory needs a new view and perspective. The citations and influences of the theories in the XIX are immersed in the theories of the XX, and now the contemporary theories are making improvements to explain by new paradigms the new circumstances that involve crime in our society. This, according to Kuhn’s idea, is the traditional process of making the scientific revolution. That is why is importance to pose a new circumstance that provokes a crisis in the criminological theory. Using these three theories may provide a great angle of perspective to analyze a concrete situation. But still the theories are short when it comes to practice. For example: the Mexican context. At first sight is a country like any other, but their main economic and political relations are with United States. The country has a first sight corruption; the police[11] are one of the main actors in these situations and are colluding with the narco[12]. The country is subject of constant violence, but the government is unable to solve the situation, because of the illegal trades and agreements that had surpassed the government power politically and economically. This is at macro-scale, but a micro-scale is almost the same, with the addition that is the poor people who gets involved in this violent context to have something to eat every day. So, how can these three theories make an approach to the context of Mexico? Evidently the crime is on one of the highest rates of Mexican history nowadays. But what is the work of the criminological theory when the established law steps aside and leaves the path to the everyday survival law? Criminological theory must be applied to the context in which it must[13]  be an explanation that requires a reaction from people. Criminological theory as it is right now, does not have the possibility of explaining the events that are happening in the world like Islamic State, Mexico’s violence, Ukraine war, and more. Criminological theory is being insufficient for the fast and changing environment in the world. The implications are every time wide in economy, politics, culture, etc. Using the actual theories to explain crime[14] may explain some aspects of reality, but recovering just the important aspects of each theory does not lead to a complete explanation and possibility of chang e of the real context. Being transdisciplinary is one of the new paradigms that criminological theory can use. Not closing the explanations of the criminal world to just the criminal theory. The possible revolution that criminology as a theoretical science can have is to be at the time of the context. References: Francis T. Cullen, Robert Agnew, Pamela Wilcox. Criminological theory: past to present. New York: Oxford university press, 2007. Kuhn, Thomas. Estructura de las recoluciones cientificas. Mexico: Fondo de Cultura Economica, 2006. Paris, Jessica. Environmental criminolgy and crime prevention. n.d. http://legacy.usfsm.edu/academics/cas/capstone/2010-2011/criminology/paris-environmental criminology intel led policing.pdf?from=404. 29 09 2014. Plummer, Ken. Labeling theory. University of Essex, United Kingdom, 29 09 2014. http://www.sjsu.edu/people/james.lee/courses/soci152/s1/ajreading10labeling.pdf . 27 09 2014. [1] According to the criminological theory, this is focused on crime. [2] This is an implication that this theory has when is applied to explain crime. The results vary, because of personal behavior, situations, and social strains. Even, instead of reducing crime, these implications can even increase it. [3] Those who are consider criminals. [4] This does not mean that context is not taken into account. [5] The maintaining and safety control of urban environments may be a big influence to stop crimes. [6] There is a graphic that represents the main ages in which crime occur that set the age of 10 as the beginning and 20 when the young people stop committing crime. [7] Emphasize on social punishment to provoke shame. It focuses on the behavior on the offender. [8] According to the establishments of what normal is, and also if crime is considered as something abnormal. [9] Contextually, this is a big spectrum, but the political tendencies, economics, society and culture, in which crime is a subject of constant representation, are bigger than the idea of a nation. [10] Explained deeply in â€Å"Two concepts of social capital: Bourdieu vs. Putnam† By Martti Siisiasen, Department of Philosophy, Trinity College, Dublin Ireland. From: http://c.ymcdn.com/sites/www.istr.org/resource/resmgr/working_papers_dublin/siisiainen.pdf [11] The public force that most stop the crime and apprehend the offenders. [12] Production and commerce of drugs, and traffic of people. [13] The using of this word emphasizes a moral reaction against crime. This must be included as a factor that may change according to the context. [14] Under the look of a moral conception of good and evil.

Comparison of XTO Energy and Devon Energy Companies :: Energy Business Companies Workforce Essays

Comparison of XTO Energy and Devon Energy Companies Company Background XTO Energy Inc. is a premier domestic natural gas and oil producer engaged in the acquisition, exploitation and development of quality, long-lived gas and oil properties. The Company, whose predecessor companies were established in 1986, completed its initial public offering in May 1993. Its properties and activities are concentrated in Texas, New Mexico, Arkansas, Oklahoma, Kansas, Wyoming, Colorado, Alaska and Louisiana. Competitive Environment XTO operates in the lower-cap oil and gas business. They compete directly with larger independent companies like Devon Energy, Anadarko, and Apache. XTO’s main focus is acquiring established, long-lived properties, which are low in risk, and apply the best technology possible to maximize production. Structure Based on interviews with management, we found that XTO’s management style encourages innovation. Employees are encouraged to ask for forgiveness and not permission. We’ve learned this semester through lecture and readings, that this management technique empowers employees and gives them the autonomy they like and the freedom to create. Employees that work under this type of management style are not faced with the possibility of loosing their jobs if they make a business decision that turns out to have negative consequences. Employees are free to innovate and take pragmatic risks. The company culture at XTO is described as laid back and relaxed. XTO believes that major oil and gas companies are unable to implement this type of culture due to their size. Since XTO is smaller, the company is able to deploy a much different policy from what the majors employ. As the company rapidly grows, this relaxed practice has become a concern for XTO’s management. The compa ny has recently grown so much that they’ve had to pull back slightly on the relaxed atmosphere. Management has been working with Human Resources to increase the amount of structure within the company. It remains to be seen if this policy will stifle company innovation. XTO’s main focus in managing people has been to adapt and adhere to employees’ interests and skills. If an employee becomes unproductive or disinterested with her current job accountabilities, management will find alternatives for the employee first before termination. Management will transfer an employee to a business unit where she may have the best opportunity to excel, and where her skill set and interests will be most utilized - an alignment with the â€Å"best practices† concept studied in this course.

John Gokongwei †Cebu Pacific

John Gokongwei is the founder of Cebu Pacific, a Filipino airline company started in 2005. Cebu Pacific is one of the most recognised airline companies in the Philippines. John Gokongwei is a great rags to riches story of how he started entrepreneurship out of poverty. He also is a active philantrophist and donates millions to various charities around the Philippines. John L. Gokongwei Jr. Who is he? â€Å"Call it trite–but, believe me, success can be achieved, through hard work, frugality, integrity, responsiveness to change–and most of all, boldness to dream.These have never been just easy slogans for me. I have lived by them† Gokongwei Jr. , John L. , Commencement Address (AdMU), 27 March 2004. What made him a leader? The qualities that Gokongwei possesses made him a successful business tycoon. He is a type of person who is a risk-taker; he was never afraid to take the next steps for his empire to grow. He is an optimistic person, failures and mistakes were ne ver a barrier for him, he always try to have a healthy attitude towards failure, it’s a part of being an entrepreneur which is clearly stated in his quote: Achievements Mr. John L.  Gokongwei, Jr. , serves as President of JG Summit Capital Markets Corp.Mr. Gokongwei served as Chairman and Chief Executive Officer of JG Summit Holdings, Inc. from 1990 to 2001, which he founded. Mr. Gokongwei served as the Chairman of the Board and Chief Executive Officer at Oriental Petroleum And Minerals Corp. from 1994 to 2002. He founded Universal Robina Corp. in 1954. He served as Chief Executive Officer and President of Digital Telecommunications Phils Inc. for JG Summit Holdings Inc. He served as Chief Executive Officer of Universal Robina Corporation, Robinsons Land Corp., JG Summit since 2001. He was primarily responsible for the overall direction and development of JG Summit Group of Companies which he founded in the mid-fifties. He founded Robinsons Land Corp. in 1980 and has been i ts Chairman Emeritus since January 1, 2002. He has been Chairman Emeritus of Universal Robina Corporation since January 1, 2002. He has been Chairman Emeritus at JG Summit Holdings Inc. , since January 1, 2002. Mr. Gokongwei is the Founder of Universal Robina (Cayman), Ltd and has been its Chairman Emeritus since January 2002.He serves as the Chairman of Gokongwei Brothers Foundation, Inc. and Great Pacific Life Assurance Corporation. He served as Chairman of JG Summit and Universal Robina Corporation. He served as Chairman of the Board of Robinsons Land until December 31, 2001. He has been Deputy Chairman of United Industrial Corporation Limited since 1999 and Non-Executive Deputy Chairman of Singapore Land Ltd. since 1999. He has been a Director of Manila Midtown Hotels and Land Corporation since 1973, Gokongwei Brothers Foundation, Inc. , since 1992, Cebu Air, Inc., since December 1995, Litton Mills, Inc. , since 1978, Robinsons Land Corp. , since 1980, Southern Negros Developmen t Corporation since 1982, Universal Robina Sugar Milling Corporation since 1987, Robinsons Inc. , since 1987, United Industrial Corporation Limited since July 27, 1999 and Singapore Land Ltd. since 1999.Mr. Gokongwei has been a Director of A. Soriano Corp. since May 21, 1980 and JG Summit Petrochemical Corporation since 1994. He serves as a Director of Universal Robina Corp. , Universal Robina (Cayman), Ltd. , JG Summit Holdings Inc., JG Summit Capital Markets Corporation of JG Summit Holdings Inc. , PGPI, Oriental Petroleum and Minerals Corp. , First Private Power Corporation and Bauang Private Power Corporation. He served as a Director of Digital Telecommunications Phils Inc. , from May 1993 to October 26, 2011. He served as a Director of Philex Mining Corp. from 1993 to September 2008. Mr. Gokongwei received an Master's degree in Business Administration from the De La Salle University in the Philippines in 1977 and attended the Advanced Management Program at Harvard University, B oston, Massachusetts, USA from 1972 to 1973.

ACT Scorers How to Perfect Your Score

Guide for Top SAT / ACT Scorers How to Perfect Your Score SAT / ACT Prep Online Guides and Tips Are you already scoring well on the SAT and getting a 1400 or above (2100 in the 2400 scale)? This puts you in a special class, and your strategy for improving your SAT score will be very different from the average students'. Having made the improvement myself, I’ll show you how you can aim for a perfect SAT score too. Why Strategies for Top Scorers and Average Scorers Are Different Where you are on the learning curve absolutely affects what you’ll learn next. Learning to walk as a baby is very different from learning to run in middle school, which is again very different from learning to run in pro marathons. Strategies that are central when you’re doing poorly suddenly stop working when you’re doing well. The main reason for this is that gaining points when you’re an average scorer is more about increasing your skill, whereas gaining points as a top scorer means adapting to the exact shape and format of the test. Completely new strategies are needed, and I’ll show you those SAT strategies right here! My Own Experience as a Top Scorer When I first started studying for the SAT, I was already scoring a 1400 (equivalent to a 2100 on the 2400 scale). As defined above, this definitely qualifies me as a top scorer, and no doubt I was thankful to score even that much. I wanted to score higher though, so I picked up the most popular books: Kaplan, Princeton Review, you name it. I noticed one thing very quickly: All the books are aimed, in a fuzzy way, at average SAT scorers. If you were scoring 400-600 on each section, the material they presented could help you. Kaplan went over basic content like the general idea of geometry areas, but they never spent time talking about how to ace the hardest math questions. In fact, I noticed that many of Kaplan’s hardest math questions had errors, revealing that the book writer wasn’t the best at math. Likewise, Princeton Review was full of test-taking tactics, but they revolved around eliminating just one or two answers or skipping questions. If I’m aiming for a high score, I can’t afford to skip questions or just guess after eliminating a single answer. It dawned on me that the reason most sources were completely unhelpful to my situation was that as a top scorer, my path to improvement was much different than that of the average scorer. Upon realizing this, I began to sit down and spend dozens of hours thinking about the unique situation that we top scorers are in. Not very many resources target us. We suffer from a unique set of issues compared to the average scorer. And most books are written by people who are barely better test takers than us. After really thinking through the issues for many hours, I came up with a set of strategies. These strategies have worked well for me, my classmates, and my tutoring students. Today, we have proof through tens of thousands of our students at PrepScholar that these strategies universally work for top scorers. Let me show you how this strategy works for you! The results of applying my top-scoring strategies: a perfect score. Strategies That Work for Average Scorers But Won’t Work for You First, we will go over strategies that work for average students but will likely stop working once you cross that magical 1400 threshold (30 out of 36 on the ACT or 2100 on a 2400 SAT scale). I’ve picked the most common and helpful strategies for average students that totally stop working for top students. These strategies are alsogood first steps at illustrating how strategies in general can change as your skills change. Learning General Content When you’re scoring 500 in each section, it’s a pretty good idea to do a general review of all your skills. Review circles, rectangles, algebra, and so forth. Average scorers likely have general deficits in their subject knowledge of subjects. However, if you’re a top scorer, learning general content doesn’t work well for you. This is because, as a top scorer, there will likely only bea few areaswhereyou have deficits, and, even in these areas, your deficit will be slight. Unlike average scorers, you won’t be missing serious knowledge across a vast set of skills. This means that learning general content will be a lot less effective than focused study. If you’re a top scorer, you’ll want to hone in on weaknesses rather than gloss over broad topics. The key to thisis identifying exactly which areas are missing and doing a strong push to eliminate those few specific weaknesses. To use another analogy, an average scorer is like a lawn filled with lots of weeds. The best way to remove all the weeds is to spray herbicide everywhere. But as a top scorer, you only have a one or two clumps of weeds in your lawn. The best strategyfor you is just to see where the weed clumps are and target only those areas topull the weeds out. Question Skipping In Jekyll and Hyde, the same man transforms between a good Dr Jekyll and an evil Mr Hyde. In the same way, question skipping is the most powerful of strategies for a low scorer, but it can be harmful to a high scorer. If you’re scoring low, knowing how to skip makes a world of difference. Suppose you have 30 minutes to do 30 math problems. Tenof those problems are really easy, tenare medium difficulty, and tenare hard. If you’re not great at math, trying all 30 is crazy. You probably won’t get the medium and hard questions, and you’re spread thin for the easy questions if you try to answer one question per minute. You might get five problems correct. Instead, question skipping will save your day. If you focus all 30 minutes on the ten easy problems, you’ll spend a careful three minutes on each and probably get all the easy ones. This means you’ll get ten problems correct instead of five, doubling your score. However, if you’re scoring high, you are afforded no such luxury to skip. You have to do all the problems. Once your section score gets above 600, skipping questions starts becoming harmful. A 600 (say in Math) means that you are only allowed to get about ten questions wrong out of 50. If you skip even two or three questions in the entire section, you will already have used upa good part of your quota of tenquestions. With a low margin for error, you need to squeeze every problem for all the points it’ll give you by at least trying it and eliminating some answers. Thus, even at 600, there is no room for skipping. Note: when I say skipping here, I don’t mean leaving the question blank! The New SAT and ACT have a guessing reward, so you never leave the question blank. Skipping here only refers to not spending time on a question. These are the two biggest strategies that work for average scorers but not top scorers. Hopefully, now you have a bit of understanding for why the strategies are different. Just like a 3rd grader needs to learn different math than an th grader, you now need to learn new strategies. Skipping: works for average scorers and hopscotch, but not high scorers Strategies That Stay the Same Before we get into top-scorer specific strategies, I want to emphasize a few strategies that will stay the same. Not everything changes between a toddler learning to walk and a pro marathoner trying to break the time limit. Some things are the same for both of them: like being healthy and exercising. Likewise, top scorers have a few strategies in common with average scorers. In fact, we have alist of strategies that work for all test-takers, regardless of where you are scoring. There are many strategies that are still useful for top scorers like doing realistic practice, understanding your mistakes, not getting in your own head, and so forth. Some of these strategies are worth repeating: Putting in the Time You absolutely still have to put in the time to improve. Just like the old saying in sports goes, no pain, no gain. High scorers come in two camps. The first camp has already put in dozens of hours of SAT study by the time they read this, and they have no fear of putting in even hundreds of hours naturally. If you’re in the first camp, good for you. Work comes easy to you; you should target at least a hundred hours more of studying, and you can skip to the next section. The second camp is students who typically find studying hard. At this point, they may have put less than five hours into studying. They might have scored high because they’re â€Å"naturally smart†, but they haven’t studied a lot. I’ve been in this camp too, so I understand, but I have some advice for you. First, you absolutely can’t think of the SAT as a test of how smart you are. While you may feel good that your initial score was high, if you don't study you'll quickly get discouraged when your score doesn't improve. You might become prone to thinking that you’re just not that smart, and there’s nothing you can do about it the opposite of the truth! It’s much more effective to think of the SAT as not testing how smart you are right now, but how much you work. Thinking of the SAT as a test that reflects hard work isn’t just a useful mindset, it’s also true. After training thousands of students, I consistently find that those who put in more time score higher, even students who were already starting out with high scores. As motivation, you have to realize that, as a high scorer, it is even more important to put time into studying. First, you have less room to improve, so improvements will come harder. You can’t just learn some skipping strategy and raiseyour section score 50 points. Those 50 points will come from your sweat and tears. You need to work extra hard. As additional motivation, you have to really want it from inside. Not your mom, not your teacher, but you need to really want it. Choose a goal, either a school or a score, and convince yourself that it’s important. Then, set a specific amount of time that you want to study and goals for how much to study each week. Every week, see how you’re doing against the goals. Doing Realistic Practice Realistic practice has always been important, but as a top scorer, having real tests is even more critical. Like I said before, improving as a top scorer is all about understanding every contour, flaw and detail of the test. This process is incredibly test specific. Molding yourself into a perfect SAT test taker is way different than molding yourself into the perfect ACT taker. At the high score extremes of the test, all the flaws and quirks become magnified. The ACT always has more time pressure, but when you’re aiming for a perfect 36 on the Math section, you suddenly find yourself under immense time pressure to solve Math Olympiad-level problems. The SAT is known for being tricky, but when you’re aiming for an 800 on Math, you can suddenly end up losing substantial points for missing just a couple of very subtle definitions. When you’re a top scorer, improvement becomes very format-specific. The layout, timing, andfeel of the test all start mattering much more than general math or reading skills. Thus, it’s absolutely critical that you practice on actual SAT or ACT tests given the past. It’s OK to or drill on imperfect problems, but when you actually take a practice SAT or ACT for evaluation and learning, make sure you use a real test you haven’t seen before and make your setting as realistic as possible. Ideally, you’d usethe same exact timings for sections and breaks, and you’d do the entire practice test all in one sitting. At this point, everything matters. Power Strategies for Top Scorers Up to this point, we’ve been talking only about strategies for average scorers. First, we talked about strategies that won’t work for you anymore, and then we went over strategies that you can still use. In this section, we show the jewels, the unique power strategies for top scorers that will get you substantial further improvements. To reiterate, this section is for top scorers whom we define as students who score 700 or more in each section already. To understand top scorer strategies, I will explain the standard pattern of weaknesses that I see in top scorers. The standard pattern for top scorers is that they’re missing points for exactly three reasons: Content Gaps These are small, isolated areas of knowledge that the top scorer hasn’t mastered yet. A top scorer by definition can’t have minor gaps in all areas, and they can’t have major gaps in any area. Therefore, a top scorer may only have minor gaps in a small set of areas. Identifying these gaps, and whether they even exist, will itself take work. Carelessness Top scorers tend to be content masters, but carelessness doesn’t respect knowledge or intelligence. Carelessness can afflict anyone. No matter how good your math is, you’ll never get a question right if you miswrite a 2 as a 3. Time Trouble Top scorers need to answer all questions, and they need to not be careless. On top of that, the SAT and ACT are timed tests. Add this together, and all top scorers suffer from time trouble. That is to say, all top scorers run out of time, and mastering these tests is all about running out of time just as you get everything correct. Folks, take a look at the list above. For the vast majority of top scorers, this list covers all the reasons they score less than they’d like to. Attack Strategies The method that I will show you, the method that works, will go in tactically, surgically, and eliminate each one of the weaknesses above. The method doesn’t optimize for a fast bump in score at the start instead, it'sa surefire, robust way to completely eliminate all sources of error that a top scorer will have. My method is based on the concept of isolate and eliminate. The idea is that we will attack each of the reasons above, one-by-one, until you’re free of errors. Attacking Content Gaps First, we want to eliminate content gaps. To isolate content gaps, we will purposefully not focus on time issues for the moment, Thus, during this phase, you will give yourself double the usual amount of time to do problems. For example, give yourself 60 minutes to do a 30-minute section. We will also purposefully focus away from carelessness. For all questions where you can identify carelessness as the reason you answered a question incorrectly, you can ignore it. This only includes questions where you understand everything but literally misread a number or bubbled in the wrong letter. Carelessness does NOT include misinterpreting a confusing word or making a wrong judgmentcall. These cases are bothreal content issues and not carelessness. With these allowances, take your first practice test. That is, go through one full practice test, and give yourself double the time allowed (split into multiple test sessions if need be). Then, go through every single question you got wrong. The ones that were due to carelessness ignore for now. For all other questions, write down the reasons you didn’t get it. List all possible contributing reasons. For example, if you didn’t apply a sphere surface area formula correctly you should write: Did not understand surface area Did not remember surface area formula 3D geometry Since you’re a top scorer, you shouldn’t get many questions wrong, and you should only have a very short list of reasons at the end. Tally up the reasons, and look at the top 2-4 reasons. These are your content gaps that you need to solve. For each of the top content gaps, come up with a couple of training methods you can use to solve the gaps. Each training method should take at least an hour so you’re not looking for quick fixes. To continue the example above you would write: Did not understand surface areas (4 problems) Training: Review difference between surface and volume (1 hour) Training: Read calculus section on surface areas (2 hours) Training: Google â€Å"Surface area questions† and try a number of them (1 hour) Did not remember surface area formula Training: Create flashcards for 20 most popular surface areas and memorize (2 hours) Training: Open calculus textbook and use calculus to re-derive all above surface areas (3 hours) 3D Geometry Weaknesses Training: Read 3D Geometry Section (1 hour) Training: Do math textbook 3D geometry exercises, complete the three most difficult questions you find (1 hour) Training: Hunt for five 3D Geometry Problems on the SAT and solve each at least two different ways (1 hour) Then, implement your plan. Do all the steps you promised yourself in the time you promised, and then try again with another practice test. Keep on doing this until the number of content mistakes you make has decreased substantially. A good rule of thumb is that you want to eliminate 75% of your content mistakes by repeating the process above or spend 40 hours studying, whichever comes first. Note about PrepScholar: You can do the above method yourself. In fact, I just told you how to identify your errors, come up with the right training, and eliminate your mistakes. However, you might want a program to do it for you. In that case, it’s exactly what PrepScholar Online Prep is for. Our software automatically detects the questions you get wrong, how often you get them wrong, and why you get them wrong, so you don’t have to do the hard work yourself. As you go through practice tests, ask yourself: Are you seeing a reduction in content gap mistakes due to your training? If so, what parts of your training were most effective? How can you do more of this in the future? If not, why did you continue to make the same content mistakes despite training? Why was the training not effective? Improving your standardized testscores is hard work, both in terms of effort and intelligence. You have to put real time and thought into reflecting why you got questions wrong to improve. This deep thinking is a part of testprep that can’t be bypassed by any tricks. You need to spend effort and creativity to find why your training is working or not. Note about PrepScholar: While no one can do all the hard thinking for you, sometimes you can enlist the help of vetted professionals. PrepScholar Online Tutoring tutors are trained in the exact method above. They will help you think of training strategies and reflect on why certain strategies are working or not. Attacking Carelessness Now that you’ve finished attacking content mistakes, the second stage is to attack carelessness. You can blend this in with attacking content, but it’s best not to combine attacking carelessness with attacking time trouble. The method for attacking carelessness is the same as above. Give yourself more time than usual, and notice which problems you’re making careless mistakes on and what caused you to be careless. Somequestions you may want to ask yourself when you answer a question wrong include: Did you not read the question properly? Did you misread a number you calculated because your work was too messy? Did you know the correct answer but filled in the wrong bubble by mistake? When I started training for the SAT, I thought carelessness was an unchanging personality trait. I thought I was doomed to make a certain number of careless mistakes. It turns out that carelessness is something you can controlandcombat by having better habits.If you apply the right methods and safety checks, you’ll rarely be careless. For example, if you make it ahabit tobrush your teeth nightly or buckle your seat belt, you’ll find that very rarely do you forget to do these things. Since you have the luxury of extra time, you should try to adopt two habits. The first habit is double-reading each question and underlining keywords before you even begin working on the problem. A lot of carelessness comes from not reading the question correctly. For example, if you see the question: How many even integers are between -3 and 14 inclusive? I would read it twice, and then underline the question as follows: How many even integers are between -3 and 14 inclusive? Each of the underlined words, if misread, could lead to a disastrous misinterpretation of the problem. â€Å"Even† can be easily misread to meanodd or all integers. â€Å"Inclusive† is underlined to remind you that you should include the number 14 in your calculations. The second habit is to re-read the question one last time before filling in the answer. I learned this trick from a top scorer in my test competition days, and it has worked wonders for me and students I’ve taught it to. The idea is that, if you misinterpreted a problem, that misinterpretation will be obvious on your final reading of the problem. To recap:In order to reduce careless mistakes, read the question twice before you start working on it, and underline the keywords. Then, once you've figured out the answer, read the question through one last time to make sure you've understood it perfectly. You can develop your own habits based on introspection of what causes your careless mistakes. For example, if you make arithmetic mistakes, double-check each line, or show more of your work. If you keep in mind that the solution to carelessness can be method-based, you can use these methods to solve all your careless mistakes. However, what if some careless mistakes persist even if you use a lot of methods designed to catch carelessness? What if you’re careless in choosing which line to look at when looking at author intention? Or you’re careless in remembering which idiom is correct? You should understand that these are not careless mistakes, but mistakes of content. Remember, if a mistake persists even after a slow, careful reading of the problem, you canassumethat it’s not really carelessness, but rather a content problem. In the case of persistent problems, I would re-read the section here on carelessness as well as try to identify underlying content issues. Time Trouble Now that you have gotten rid of sufficient content and carelessness problems, it’s time to tackle that final problem all top scorers have time trouble. Generally, this refers to the feeling that you can do better if you had more time. The SAT and ACT are designed with strong time constraints. In fact, you're doing something wrong if you ever find yourself ending a section even a minute early. Up until now, you’ve been giving yourself double time (or more) so you can hone in on your content or carelessness issues. Now you can practice reducing your time. A good way to do this is to reduce your time by 20% each practice test and make sure your mistakes aren’t shooting up. Every time you repeat a 20% reduction, if your mistakes stay the same, then you’re good. For example, for a 50-minute section, start by giving yourself extra time: 100 minutes. If you’re doing well at 100 minutes, reduce this to 80, then 64, and then finally 50 minutes. Inevitably, you’ll need to start developing your own timing strategies to deal with the lower time. Many of these strategies will be ad-hoc. You’ll think of them, try them, and they’ll work. The best students are good at introspection, coming up with strategies, and evaluating whether those strategies work. Here are the two most common and helpful strategies for improving your time management: Rush Through the Easy Questions If a question is clear, go through it fast, but still apply your carelessness prevention habits (diligence) to ensure you get it right. When you’re at the top it’s a fight between diligence and time, and you want to do a bit of both. A common strategy is to reduce your time by 50% on easy questions, spend the standard amount of time on normal questions, and increase your time by 50% on hard questions. For example, suppose you have a 60-minute math section with 60 questions. Each question should take 60 seconds to do this is the standard time. For easy questions, you should target 30 seconds, for medium questions, you should target 60 seconds, and for truly hard questions, target 90 seconds. It makes sense to play with the cutoffs for difficulty and timing to see what works best for you. Skip and Come Back Everyone gets stuck on questions. I’ve scored 99.9th percentile on my SAT and ACT, and I routinely get stuck once or twice per section. If you allow getting stuck to cost you five minutes, you’ll be hosed. If you find that, after spending 90 seconds on a problem, you aren’t getting an answer, try your best guess and mark the question with a â€Å"G† (for guess). This means at the end of your first pass-through of the test, you’ll need to have some extra time. Use this extra time to come back to the guesses. Guesses aren’t the only problems you should come back to. There are certain hard questions that will take a while to double-check, which is not worth doing on your first pass-through the test. For these questions, you can mark them with a â€Å"C† and come back to them later as well. The general reason to skip and come back is because not finishing a single pass-through of every question is highly damaging. Not looking at two or three questions guarantees you won’t get those questions right. Thus, you want to at least touch all problems, and leave a few minutes at the end to come back. You should play around with the strategies above. Look at how double-checking reduces carelessness but increases time. Look at what sorts of markings you should make and how many passes you should make through your test (hint: it’s probably more than one). As you decrease your time, you’ll find these strategies continue to work well and allow you to maintain the same score at 1x standard time. Wrap Up The strategy guide above will carry you far, and likely all the way, if you follow it fully. To recap, I’ll touch upon a few points again. The first is that, for top scorers, losses come mainly from three sources: content gaps, carelessness, and time issues. By isolating each item, you’ll be able to solve each of them with much higher consistency. While you’re doing this, you should still maintain a few strategies that work for all scorers. Two strategies worth repeating are using real practice questions and putting in the time needed to really improve your score. Next Steps Now that you know which strategies a top scorer should use, there is no reason not to get started as soon as you can. If you’re self-studying, you should immediately try to apply the strategies above and also useour blog for further advice. You may also be interested in checking out PrepScholar Online Prep as it does all of the above for you, in optimal ways. For example, we know that you’re a top scorer, and we won’t give you strategies that only work for average students. We’ll emphasize strategies that work especially well for top scorersand give you tips for timing and diligence. Best of all, we’ll identify your exact content gaps which is the hardest and most important information for top scorers like you to know. Click below and you can try us out risk-free for 5 days! Further Reading Since you're already a top scorer, you're probably aiming for a perfectstandardized testscore. Check out our guides to getting a perfect score on the SAT and a perfect score on the ACT,written by our resident full-scorer on both tests. Want to know what it takes to get into the most competitive colleges? Learn how to get admitted to Harvard and other Ivy League schools from a Harvard alum. Need some practice tests to help with your test preparation?We have free and official practice tests for the SAT and the ACT.

Jesus Christ Is Known As Jesus Of Nazareth Religion Essay Essay Example

Jesus Christ Is Known As Jesus Of Nazareth Religion Essay Essay Example Jesus Christ Is Known As Jesus Of Nazareth Religion Essay Essay Jesus Christ Is Known As Jesus Of Nazareth Religion Essay Essay Jesus Christ non subsequently than 4 BC 26-36 AC is known as Jesus of Nazareth a adult male that is the cardinal figure of Christianity, which regards him as the Messiah foretold in the Old Testament, and most Christian denominationsA believe that he is the Son of God who rose from the dead.A Islam considers Jesus as a prophesier and messiah.A Some other faiths besides revere him in his ain manner. As a fact, He came into this universe as an ordinary adult male, was considered a prophesier among the people and killed as a condemnable, but now His followings consider him as a great King.A It should be noted that the Old Testament contains many prognostications that Messiah have come and He will give people freedom.A The Jews thought that he had come to give them freedom from Roman domination.A But when Christ came, many wondered why he does non retrieve the land of Israel? It happened because Jesus has come to convey even greater freedom than people have dreamed.A He came to do everyone free from the power of Satan and wickedness. It can be said that Jesus preached us about penitence in the face of the oncoming of the Kingdom of God. Jesus began to learn that the Son of God will badly endure and decease on the cross and that His forfeit is the nutrient, all necessary for ageless life.A Furthermore, Christ confirmed and extended the Law of Moses: demanded from all, for their whole being to love God ( in changeless penitence, and so to love his fellow existences ( all people ) as himself, and, eventually, to love themselves as God s creative activity and HisA image ( through Communion ) . However, we should non love the universe and everything in the universe ( that is non excessively attached to the values of the material universe ) and do non fear those who kills the organic structure, because they can non kill the psyche. Furthermore, His instruction was supplemented by assorted miracles and praised as a prophesier and therapist incurable diseases.A He raised the dead, sit the storm was turning H2O into vino , He saturated 5.000 people by five loaves and many others. We all know the narrative about how people turned away from God, violated His bid, when they were in the Garden of Eden.A As a consequence of noncompliance in the lives of people came to transgress, enduring, disease, poorness, grief.A I strongly believe that Jesus came to liberate us from the rule of wickedness and Satan, as we can read in the Bible: So if the Son makes you free, be free so A ( John 8:36 ) . As a fact, the Bible tells us that the first people turned away from God and wittingly committed a sin.A As a consequence of people fall, Satan has legitimate authorization in the world.A He is the beginning of all agony that occurs on Earth.A Some people blame God in it.A But, in my sentiment, this is incorrect. Every individual is doing a pick voluntarily.A The Bible tells us that the Satan as a stealer comes and kills us: The stealer comes merely to steal and kill and destruct ( John 10:10 ) . That is who the beginning of the expletives and bad lucks in our lives.A He destroys the happy households ; he steals our wellness and prosperity.A And his ultimate end is to kill good individual in us, as described in Understanding the Bible. As a regulation, people are seeking to contend the effects of their jobs ; non believing about that kind should be rooted.A The root of the job is that Satan and wickedness came into the universe of people on it.A This is why Jesus came to earth: I came that they might hold life and have it copiously A ( John 10:10 ) . But this leads to a inquiry: how did Jesus Christ set us liberate? A In the Old Testament, people who transgressed should hold to give an animate being ( turtle, caprine animal, calf ) .A And the blood of these victims, a adult male could cover his sin.A But the blood of animate beings could non sublimate adult male from wickedness, it merely covers them. Humanity was needed a perfect sacrifice.A The adult male who had no wickednesss, merely this adult male could deliver us from Satan s power and pay the perfect monetary value for our sins.A This victim was Jesus.A He has decided to voluntarily come into this universe to pay the monetary value for our freedom ( Surely he hath borne our frailties and carried our sorrows: yet we did respect him stricken, smitten by God, and profaned.A But He was wounded for our evildoings, bruised for our wickednesss, the penalty for our peace was upon Him and by His chevrons we are healed ( Isaiah 53:4-5 ) ) , as stated in The English Standard Versi on Bible: Incorporating the Old andA New Testaments with Apocrypha. It should be noted that in the consequence of Jesus Christ activity we no longer necessitate to endure from the wickedness, depression, fright, disease and rejection. Jesus wants us all to hold experienced his emancipating force and receive forgiveness of wickednesss through repentance.A Let Jesus into your bosom, inquire forgiveness for your wickednesss and be free from it and Satan s power will no longer hold power your life. I think by this peculiar victim Jesus is of import for every human being. The importance of this victim is difficult to overrate ; He gave us a opportunity to redemption.