Pilot Fatigue and Stress Essay Example | Topics and Well Written Essays - 2500 words

Pilot Fatigue and Stress - Essay Example In order to reduce the impacts of these problems, an Aviation Safety Program is developed from the perspective of an airline operator, with a great emphasis on how to successfully implement the safety program. The discussion about pilot fatigue and stress is as old as aviation itself. This problem has been given a serious consideration because of the monumental destruction it could cause. Some of the deadly plane crashes recorded in the history of aviation were as a result of the pilots losing concentration on their jobs, which is one of the characteristics of pilot fatigue and stress (Ragan 33). Therefore, to save lives and protect their businesses, airline operators have been working hard to fashion out an efficient safety strategy that would give confidence to their airlines in the eyes of the passengers (Ragan 21). Many studies have been carried out and different safety programs have been implemented. But the question still remains: what is the best approach to completely curb the menace of pilot fatigue and stress? Hawkins (49) analyzed three main kinds of pilot fatigue and stress: though they appear not separable from one another, since it is practically difficult to identify which of the fatigue is currently affecting a pilot’s performance at a particular period. These are muscular, mental and skill fatigue. As its name implied, muscular fatigue arises from over-exertion of physical power, which might cause serious pain in both arms’ and legs’ muscles. But this kind of fatigue could easily be cured by taking some rest or/and by application of balm. Mental fatigue occurs as a result of mental stress from to much brainstorming and exhaustion, while skill fatigue is defined as a gradual decline in performance owning to the pressure from a work that constantly requires concentration and high level of skill (Hawkins 49). If not handled properly, both mental and skill fatigue could lead to nervous breakdown; and

The UK Pension System: Overview of Changes

The UK Pension System: Overview of Changes The aim of this essay is to perform an analysis of the UK pension system, understanding its foundation and working. The core focus is to assess the statement the UK pension statement is fatally flawed and requires that we make fundamental changes in the way we save for old age, by referring to the Pension Commission Reports, and the relative proposals that have been made recently. The essay provides an introduction to the pension system, before tackling the issues that make the system troublesome and flawed. Detailed analysis of the reports, including the Pension Act 2007 and 2008, are used as evidence of various issues with the current setup, and the proposals are judged to see if they will provide the necessary changes to improve the system in the coming years. The generic understanding of the term pension is the arrangement by which people who are no longer in employment are provided a form of income. It can also be considered as a form of savings, in which one accumulates funds without any taxes, to utilise later as retirement income (Blake, 2006). The chief difference between pension and a severance package is that the former is paid in regular instalments, while the latter is paid as lump sum at the time of departure from employment, or shortly thereafter. Where pensions are granted at the time of retirement from the workforce, they are referred to as retirement plans or superannuation. The flexibility of the retirement plan is that it can be set up by employers, insurance companies, government or trade unions, to cater for the needs of the workforce upon its exit from employment due to reaching the maturity age that is pre-decided as the point to move out. This is normally at 60 years, although recent changes have pushed it to 65 years (Blake, 2006). Pension is referred by different names in different countries; the Americans call it a retirement plan, in Australia it is known as superannuation, and in the UK it is regarded as pension scheme (Blake, 1997). Types of Pensions In order to analyze the pension system objectively in light of the documents, it is important to understand the different types of pensions. There are three common types of pension in practice around the world (Blake, 2006). These are: Employment-based pensions: Often regarded as a deferred form of compensation, this is primarily an arrangement between the employer and employee, aimed at providing a steady income to the employee once they are no longer in employment due to reaching maturity or retirement age. Both employer and employee make regular contributions to this fund during the period of employment. Social / State pensions: These are funds created by national governments for the benefit of their citizens and residents. Contributions into these funds are made by the nationals of the country throughout their working life, and the benefits they end up receiving after retirement are based on the contribution history. Two known examples of this type of pension are National Insurance (NI) in the UK and Social Security in the United States (US). Disability pensions: A more specialised form of pension that is designed to provide a regular payment if the member suffers a disability. In some cases, social pensions contain a disability clause which ensures a regular income to individuals should they have to retire earlier than normal, in the event of some disability. Determination of Benefits Pension or retirement plans can be classified into two main types, on the basis of the benefits that they provide: defined benefit plans and defined contribution plans. The defined benefit plans follow a traditional set formula for calculating the benefits that a member will receive after retirement. It takes into account the individuals salary and years of employment (Blake, 2006). There are variances in the salary level taken; some plans take an average of the salary over the period of employment, others take the final salary as the determining value. The defined benefit plans also have a provision for early retirement; this allows employers to let go of workers who are close to the retirement age by offering supplemental benefits to the payout that will received. These benefits are paid till the time of actual retirement age being reached. The benefit for employers is that they can hire younger workers at lower pay to handle the workload. Defined benefit plans are composed of unfunded and funded plans. In unfunded plans, there no assets set aside and the benefits are paid out through the workers contributions and taxes. Funded plans use investment vehicles to place funds in, at the present time. Benefits are paid out of the return on investment that is made in the future. However, since the return is not known, the level of benefits that will be given out is also unclear (Blake, 2006). The defined contribution plans provide a payment at retirement based on the contribution made by the member during the time of employment. The contributions are maintained in an individuals account, with the amount being invested in a fund or the stock market. Returns made from the investment are credited back to the individual (Blake, 2006). The risks of the investment made are approved by the individual, with no responsibility held by either the employer or the sponsor. However, the administrators of the fund selecting the investment options are held responsible to a certain degree to ensure accountability. Additionally, defined contribution plans allow workers to decide the amount that they wish to regularly add to their retirement package, in addition to the contribution made by the employer. Pensions in the UK The UK Pension Provision can be divided into three main categories: state pensions, occupational pensions, and individual or personal pensions. The states main aim is to ensure some form of basic pension provision as a preventative measure against poverty in old age. The retirement age currently stands at 60, but is under plans to be raised to 65, and be equalised for men and women (Blake, 2003; DWP, 2009). The UK state pension dates back to the early 1900s, when it was introduced as Old Age Pension. The qualifying age at the time for receiving this benefit was 70, and there was means test that needed to be cleared prior to any payments being released (Blake, 2003). The state pension is made up of three elements: basic state pension (BSP), additional pensions and pension credit.BSP is also known as state retirement pension (SRP), and is a contribution based plan. The benefit that an individual receives is based on their NI contribution history (Budd Campbell, 2000). Additional pension relates to schemes that the government introduced to provide extra provision to the nationals, in addition to BSP. This includes the graduated retirement benefit, state earnings-related pension scheme (SERPS) and state second pension (S2P). The graduated retirement benefit ended in 1975 and the SERPS was ceased in 2002. The current S2P follows the basic principles introduced by SERPS, by taking into account the individuals NI contributions and providing benefits where earnings are below the low level identified by the state. The additional pension schemes are voluntary and individuals can opt out of making contributions to it. Pension credit was introduced in 2003 and is a means tested benefit that aims to lift a majority of retired people out of poverty. The benefit is paid after the individual reaches the age of 60, and their income from savings is below a certain level. Those with some form of savings doubly benefit when they reach the age of 65, with a second provision of the scheme kicking in, known as Savings Credit (Blake, 2003). The occupational pensions are administered by employers to provide benefits to their employees after they retire. These can be defined benefit or defined contribution schemes run by the employers, or an arranged third-party. Typically, the UK occupational schemes are jointly funded by both employer and employee, where employees contribute around 6% of their gross salary into funds that invest into equity, and provide a return of that investment to the individuals account for the future (Budd Campbell, 2000). The third category of UK Pension Provision is personal pensions. This is when individuals make arrangement with a provider like an insurance company, to make regular contributions in a scheme, similar to occupational pensions (Blake, 2003). Like the other plans, the contributions are made by the individual throughout their working life, with benefits of pension being released after retirement. The process of these benefits being released can vary; in some cases, the provider purchases a pension plan prior or at retirement for the individual. Challenges to Pensions The most important challenge faced by most nations, including the UK, is the aging of the population. With birth-rates slowing down and life expectancy increasing, a larger percentage of the population is elderly. This means that the ratio of workers to retirees is growing, meaning there are less individuals each year earning and contributing to the pension system, while there are more beneficiaries being registered each year. The current system is normally referred to as pay as you go (PAYG), in view of how it is funded and utilised (Blake, 2003). This challenge is harder to address with individuals seeking to look for alternatives to ensure a better lifestyle after retirement for themselves, than the bigger picture of a nation with a large portion of retirees falling below the poverty level. Another challenge faced is the reduction in investment into private pensions. Employers have cut the contributions they had been making as a response to the current business climate (Budd Campbell, 2000). This means that the amount available or due to be available for retirees in the future will be lesser than initially forecasted, ending up with further disparity between the need and provision of the benefits at that stage. The complexity of the UK pension system has made it harder for changes to be implemented effectively, resulting in more patch-up than complete reforms. This complexity has given rise to a sense of despair among the workforce on the ability of the state to cater to the demands of the citizens, and offer solutions that are viable and feasible in the long-run. Pensions Commission Formed in 2002, the Pensions Commission was a public body in the UK that did not come under any governmental department, but reported to the Secretary of State for Works and Pension (Pensions Commission, 2007). Its sole aim was to review the system of private pensions and savings in the nation, and make recommendations as it saw necessary on whether changes needed to be made for the future. The changes were primarily linked to the voluntary contributions made by individuals and organizations. The Commission published two reports, in 2004 and 2005. The reports provided a detailed analysis of the UK pension system at the time, its evolution over time should it remain unchanged, and recommendations on steps that were needed to formulate a new policy that was more in line with the future demand (Pensions Commission, 2007). The UK compared to the rest of Europe With limited accessibility to data from current years for the pension schemes in Europe, an analysis of a survey conducted during the late 90s shows some interesting information, highlighting the plight of the UK pension system, and the drastic need of reform in the present age (Blake, 2006). It was discovered that on the whole, 57% of the workforce in the UK who were in paid employment contributed towards a pension. This is the voluntary contribution that occupation pensions allow. The data of European Union (EU) workers showed that 79% of the contributed to a pension plan. This disparity shows the resulting imbalance in benefit payments and contributions for the UK, as well as a defining reason for a high percentage of pensioners falling below the poverty line (Blake, 2003). When the comparison was done for self-employed individuals, it was discovered that 59% of men and 47% of women in the UK contributed to a pension scheme. However, this pales in comparison to the 73% and 72% of men and women, respectively, in the EU who contributed to a pension plan (Blake, 2003). This is an addition to the point stated earlier, that signifies the growing income equality setting into the social system in the UK, and is a reflection of the divergence of income among workers. On the organization front, more employers have changed their schemes in the UK, requiring individuals to fend for themselves, and be more responsible for the provision of pension. The state has taken a backseat, to become more of an enabler and regulator (Blake, 2006). However, with increasing concerns from the citizens, the UK government in the last few years has started to investigate changes to the current system, in hope of bring improved benefits in the long run. The Turner Report In 2005, the Pensions Commission published the Turner Report, after its exhaustive research of the prevalent pension system in the UK. The report was aimed at providing the government a course of action with recommendations on steps that needed to be taken to bring a radical shift in the contributory habits, as well as the structure in place for the pension system (Pensions Commission, 2007). One of the recommendations from the report as linked to combating the population ageing challenge faced by the system. It was of the view that the retirement age be increased so that the contributory workforce numbers are improved to supplement the needs of the pensioners (Pensions Commission, 2007). Also, the age for receiving maximum benefits should be changed so that these are only available to older nationals, with others needed to invest into private pensions as a means of supplementing their retirement income. Another recommendation was for the formation of a National Pension Savings Scheme (NPSS), a semi-compulsory contribution scheme that offered individuals a set choice of investments within a constrained range of investment options (Pensions Commission, 2007). The creation of such a scheme would allow UK workers to enjoy supplementary retirement benefits without any reliance on employers to act as sponsors. However, sceptics have argued recently on the viability of such a scheme to be cost-effective or the governance policies for it to remain efficient and reactive to the changing financial conditions domestically and internationally. The National Pensions Debate The work of the Pensions Commission and the resulting Turner Report gave the UK government a wake-up call on the needs for change in the pension system. The first steps towards reform were taken in the step of opening the debate to the public. The focus of such a step was to involve the citizens into the process of deciding what was needed, as they were the chief beneficiaries of the system. The National Pensions Day, organised on 18 March 2006, brought together thousands of UK nationals on a uniform platform, to share their views and offer alternatives, in terms of the reforms needed to be auctioned by the government to have a lasting effect on the pensions system (DWP, 2009). As well as a coordinated public event through internet link-up, the UK government used an online survey to grasp a broader understanding of the mindset held within the nation on the delicate nature of the current pensions system. From the input gained due to the debate and the report produced by the independent Pension Commission, the UK government took two initiatives; it published two white papers to cover the proposals that it believed were compulsory to implement for positive change to come into the system (DWP, 2009). The first white paper, titled Security in Retirement: towards a new Pension System, outlined the governments proposals that were designed to revamp the pensions system provided they met with the requirements set within personal responsibility, fairness, simplicity, affordability and sustainability (DWP, 2009). After having formulated and published this white paper, the government brought together key business leaders and organization figureheads to offer consultative advice on the reforms that were being proposed. This collective arrangement was a means of ensuring minimum barriers to the process of change for the long term. The second white paper was titled Personal Accounts: a new way to save, was published by the government proposing the setup of a new national system of low cost personal accounts. The ideology here was to introduce a habit of saving among the UK nationals and residents, which would help in providing income after retirement. This time, the government proposed a period of public consultation on the matter, wanting to address any queries and reservations from the audience that would most be affected by it (DWP, 2008). Having gained a major consensus towards the auctioning of these reforms, the Government moved ahead with the implementation process. The process however was long-term oriented and phased, in order to allow the change to be effected positively and have long term benefits for the nation. The Pensions Act 2007 The reforms proposed to the state pensions system in the first white paper were transformed into law by this act. The changes proposed covered three key areas: the Basic State Pension (BSP), the State Second Pension (S2P) and the qualifying conditions set out for both (DWP, 2009). Some of the key changes are: The qualifying years for receiving full BSP was 39 for women and 44 for men. Effective 2010, this would be reduced to 30 for both. The annual cost of living component in BSP was linked to prices in terms of increases. This would be changed to link with earnings from 2012, provided the fiscal position allowed affordability. Easing the conditions for contribution to BSP, so that everyone can build up some entitlement, instead of those meeting the tough qualification process. From 2010, introducing national insurance credits in relation to S2P, essentially for those individuals who suffer from long term disabilities and those who have caring responsibilities, allowing them to build up some additional pension entitlement. However, one major change that was proposed linked with the issue of the ageing workforce. For long term affordability of the state pension system, it was decided necessary to implement a gradual increase in the state pension age for both men and women. The important part of this change would be the pace at which the increase has been proposed. The period for this increase was between 2024 and 2046; with the age being increased to 68 by the end of this term (DWP, 2009). The Pensions Act 2008 In continuation to the proposed reforms that were deemed necessary after the commission investigation and public debate, this act put into law most of the actions advised in the second white paper. The aim here was to encourage greater private pension saving, so that individuals were not solely reliant on the state to meet their living costs after retirement (DWP, 2009). Some of the key changes of this act are: Automatic enrolment of eligible workers into a qualifying workplace pension scheme, with effect from 2012. What this means is that workers would have to take a decision not to be part of the pension scheme provided by the employer. If any such decisions have not been made actively by the worker, he or she would be enrolled automatically to the workplace pension scheme. A minimum of 3 per cent contribution by the employer to the employees pension account, based on the earning band. This was as a supplement to the 4 per cent contribution that would be made by the employee, and the almost 1 per cent in tax relief provided by the government. 2012 would see the introduction of a new low cost savings vehicle, named as the National Employment Savings Trust (NEST). This scheme is aimed at the medium and low earners, with low charges and simplicity. The Process of Reform When analysed against the pension systems in the developed world, the prevailing UK system has shown serious flaws that have increased over time. The key factor to consider here is the ageing population. While this factor is prevalent in other developed nations running state pension systems, the problem seems less influencing for a few reasons. Canada and Australia have a lower population and a higher percentage in the active workforce. The US being the largest economy in the world has a significant pensioner population, but its higher rate of immigration has allowed it to have a workforce that contributes heavily to the pension system. The UK, however, seems in neither of these areas. It has a significant portion of its workforce nearing the retirement age in the coming decade. With immigration being tightened, the number of foreign workers entering to contribute to the pension system is not as high as required (Butler, 1997). The above point, however, points a serious flaw in the PAYG system, where the current working individuals contribute in the present day, to pay the benefits of those already retired, expecting the same for themselves when they move out of the employment age bracket. The example can be referred to as a bucket of water with a hold in the bottom. There is little accumulation, as water flows out, and the inflow is a slow stream. The need for an understanding to be developed in the public for being more responsible towards their individual needs in retirement is important. Taking personal responsibility during the working age will in turn help avoid a large number of pensioners falling below the poverty line later. Additionally, a supporting but steady role of the employer in terms of contribution to pension schemes for the employee is a step forward. Superannuation schemes in Australia have been following this model for a number of years, with new changes allowing more flexibility to the employee to choose their investment vehicle, but restricting access to the funds till retirement age (Blake, 1997). The recent financial crisis too has impacted the pension system in the UK, as most schemes had invested in several schemes and stocks that have since fallen in value or collapsed. This has resulted in a write-down for many pensioners, furthering emphasizing the failings of the government to provide better protection to pension plans. The state of economy and its stability, therefore, becomes an important factor in the overall effectiveness of the pension system in the United Kingdom. The underlying message in the reform is an acceptance of the drawbacks existing in the pension system of UK, and taking steps to rectify it. Its main aim is to introduce the concept of savings among the public, by offering simplified processes to include more of the working population in the contribution to the state plans, as well as to individual and organizational plans, thereby diversifying the sources of income after retirement. With the reform commencing in 2010, the outlook remains positive. With public involvement in the decision-making process, it is likely that the changes under implementation will be accepted without much resistance. However, critics still argue over whether there is going to be a lasting effect once all variations are completed. One of the most important factors in this would continue to be the economic condition and the sustainability of stability shown.

Great Expectations: Changes in the Character of Pip :: Great Expectations Essays

Changes in the Character of Pip    Great Expectations, by Charles Dickens is a fascinating tale of love and fortune. The main character, Pip, is a dynamic character who undergoes many changes through the course of the book. Throughout this analysis the character, Pip will be identified and his gradual change through the story will be surveyed. The main character, Pip, is a gentle character. His traits include humbleness, kindness, and lovingness. These traits are most likely the cause of his childhood poverty. In the beginning of the story, Pip is a mild mannered little boy who goes on with his own humble life. That, though, will change as he meets Magwich, a thief and future benefactor. Pip’s kindness goes out to help the convict, Magwich when he gives food and clothing to him. Magwich tells Pip that he’ll never forget his kindness and will remember Pip always and forever. This is the beginning of Pip’s dynamic change. Throughout the novel, Great Expectations, the character, Pip gradually changes from a kind and humble character to a character that is bitter, then snobbish and finally evolves into the kind and loving character which he was at the beginning of the story. In order to make more money Pip’s uncle sends Pip to a psychotic old lady’s house named Mrs. Havisham. Mrs. Havisham is a mean and nasty character who constantly bickers at Pip and tells him of his unimportance. Pip continues to be mild mannered and respectful to Mrs. Havisham yet he begins to see that he will never get ahead in life just being nice. Mrs. Havisham uses Pip as sort of a guinea pig to take out her passion of revenge against men. She does this by using her daughter, Estella to torment Pip.   Pip’s first and only love is Estella. Estella is very mean and nasty to Pip.   Although he receives verbal abuse from Estella, he continues to like her and will not stop liking her, he sees the good inside of her and will not stop until the good comes out. In contrast to her treatment of Pip as a child when she had called him a common laboratory boy with coarse hands and thick boots, she tries to explain to him that emotion is something that she is incapable of feeling. The fact of that is evidence of his illusion, not her cruelty. Great Expectations: Changes in the Character of Pip :: Great Expectations Essays Changes in the Character of Pip    Great Expectations, by Charles Dickens is a fascinating tale of love and fortune. The main character, Pip, is a dynamic character who undergoes many changes through the course of the book. Throughout this analysis the character, Pip will be identified and his gradual change through the story will be surveyed. The main character, Pip, is a gentle character. His traits include humbleness, kindness, and lovingness. These traits are most likely the cause of his childhood poverty. In the beginning of the story, Pip is a mild mannered little boy who goes on with his own humble life. That, though, will change as he meets Magwich, a thief and future benefactor. Pip’s kindness goes out to help the convict, Magwich when he gives food and clothing to him. Magwich tells Pip that he’ll never forget his kindness and will remember Pip always and forever. This is the beginning of Pip’s dynamic change. Throughout the novel, Great Expectations, the character, Pip gradually changes from a kind and humble character to a character that is bitter, then snobbish and finally evolves into the kind and loving character which he was at the beginning of the story. In order to make more money Pip’s uncle sends Pip to a psychotic old lady’s house named Mrs. Havisham. Mrs. Havisham is a mean and nasty character who constantly bickers at Pip and tells him of his unimportance. Pip continues to be mild mannered and respectful to Mrs. Havisham yet he begins to see that he will never get ahead in life just being nice. Mrs. Havisham uses Pip as sort of a guinea pig to take out her passion of revenge against men. She does this by using her daughter, Estella to torment Pip.   Pip’s first and only love is Estella. Estella is very mean and nasty to Pip.   Although he receives verbal abuse from Estella, he continues to like her and will not stop liking her, he sees the good inside of her and will not stop until the good comes out. In contrast to her treatment of Pip as a child when she had called him a common laboratory boy with coarse hands and thick boots, she tries to explain to him that emotion is something that she is incapable of feeling. The fact of that is evidence of his illusion, not her cruelty.

Language Acquistion Theories Essay

Bridging two worlds : Reading comprehension , figurative language instruction , and the English language learner ‘ Name University Introduction Many students in American schools today speak English as a foreign language . The English language learner (ELL ) finds that English contains words and phrases that may seem confusing because of the disparity between the literal and figurative meanings . These words and phrases are used in everyday conversations by native speakers but ELL students find them hard to decode not only because of their figurative meanings but because of the various meanings one figurative word or phrase could contain depending on the context by which it is used . The inability to interpret figurative language â€Å"leads to a breakdown in text comprehension which , in turn can frustrate readers and discourage them from continuing the reading task (Palmer Brooks , 2004 ‘ Figurative language instruction The article discusses the case of Alejandro , an ELL student , to illustrate how and why ELL students find it difficult to understand figurative language in English . His teacher found Alejandro to be timid and withdrawn in class because of a lack of confidence in communication with the language . As a result , he disliked reading and writing although he developed literal listening skills . The results of his Figurative Language Interpretation Test confirmed his weakness in interpreting figurative language . His teacher then designed a scaffolding plan involving several instructional strategies which include the following : â€Å"explicit instruction , connections to the real world , dialogue in context , modeling and independent practice , visualization and the use of the native language (Palmer , Miller Leclere , 2006 . The first step of the strategy involved a 3-step process by Simmons Palmer (1994 ) for finding meaning in figurative language . The teacher first identifies the figurative language in a written text , determine if the literal meaning in the text makes sense , then find the intended meaning of the figurative language expression . Through a series of questions the teacher leads the student towards the intended meaning . A fourth step is added to the 3-step process wherein which the figurative sayings are connected to real-life experiences of the student . Teachers define the various forms of the figurative language and contextualize them . Daily interaction and practice with the student , through both oral and written activities , are encouraged for the student to gain command of the newly-learned concepts . Another helpful strategy might be drawing both literal and figurative interpretations of the figurative expressions . Most children certainly relate more to visual imagery in figurative language . Finally , the primary language of the students should also be encouraged instead of dismissed during the teaching process . Second language students who study in bilingual programs perform better than those in non-bilingual programs . It also encourages students to understand the differences between their two languages , especially with regard to figurative language . Conclusion The strategies explained in the article look simple enough and can be practiced by any teacher handling classes with ELL students . They are practical and have been proven effective . The steps outlined in the article have actually†¦

Microeconomics: concepts, analysis, and applications Essay

Southwest Airlines is an organization in the Airline industry and it has remained to be a competitive leader in this industry since its inception. It is the America’s largest low-fare carrier and domestically it serves huge number of customers than any other Airline. This organization operates more than three thousand flights daily. Southwest Airlines operate under an environment with intense competition; however, its marketing strategy has helped the organization to have a competitive advantage over its competitors. In all southwest Airline marketing communications, it positions itself in America as the only short-haul, low-fare, point-to-point, high frequency carrier that is fun to fly. Once the organization enters into a particular market the following changes are experienced; economic mini-boom occurs, tourist traffic increases and air fares go down. Airline industry is highly volatile, however southwest airline has remained relevant in the industry and also profitable eve ry year meaning that it has been profitable for a period of 31 years. For most of year 2000, the organizations 9 billion dollars market capitalization is more than the combined market capitalization of every other Airline in United States. Southwest airline market strategy has ensured cost efficiency thus increasing the profit margins for the organization. Some of the most marketing strategies adapted by this organization include: using smaller airports which are less congested thus saving time, flying one type of aircraft only, and eliminating seating assignments and meal service. Even though southwest airline has been using these same marketing strategies, no other airline has been able to clone southwest’s success productively (Freiberg & Freiberg, 1996). In order to secure its market position successfully, southwest airline has been forced to be extremely cost-efficient. In this regard, southwest has designed a business model which uses short-hauls, single aircraft type, hub -and -spoke versus point-to-point, secondary airports all aimed at reducing the costs. Most organizations in the airline market utilize information technology like a platform aimed at sharing information from a given unit of business to another. However, southwest airline upholds a different approach. Southwest has strengthened the on-site operations agents’ roles who are entrusted with the responsibility to turn around every flight of southwest as fast as possible. In the airline market the operations agents have a responsibility for handling 3 to 5 flights at any one time but southwest strategy ensures that their operations agents are responsible in handling one flight turnaround. Southwest has established a culture where even pilots are willing to assis t in loading luggage so as to help in getting away in time thus saving time. This demonstrates flexible job boundaries existing throughout the whole organization where any individual is very ready to pitch in wherever needed (Lauer, 2010). Avoiding delays is the key to profitably running an Airline with turning around the planes. In the airline industry market, in a case where a delay is experienced in the airline market, they try assessing whether this was as a result of led by the ramp agents, baggage handlers, refuellers or any other functional department. However in Southwest airline delays are recoded to be team delays. Through being less precise concerning the delay cause and assessing performance through metrics which matter to the consumers. In this regard southwest focus more on learning ways of avoiding a repeat of such instances in the future compared to accountability. Airline industry in United States has experienced high price in regard to intra-Texas air travel and southwest was envisioned and was able to respond to this issue through coming up with the suitable solutions. Southwest provides a travel product which is in built around flights which are targeted to particular ticket pricing and demographics that is simplified in order for the passengers to realize what they actually getting for their money paid. Before the entry of southwest Airline into the airline market, passengers and business travelers were used to be pampered, paid full price however in the end they ended up being disappointed. Southwest strategies usually gave insomnia to other normal executives from the Airline industry. Southwest strategy shows an organization which is very unusual and very devoted towards their consumers and employees (Lauer, 2010). A niche exists in the Airline market where southwest Airline has extensive potential of future growth. Southwest has been built on foundation of strategic management. This strategy has helped this organization in taking it into a new level of superiority and expanding of the airline’s market. Therefore southwest possess an agg ressive strategy, planned to be a constant success (Lauer, 2010). There are definitive and clear boundaries between employees working in diverse functional areas in most Airlines. Most workers are able to interact well with their fellow peers however ignore those others who are below them in the organization hierarchy. In cases where there are delays employees tend to blame those who are lower in hierarchy than them for the delay. However, in south west they have created a culture where all employees treat others with respect despite of their levels in the organizational hierarchy (Lovelock, 1992). All employees acknowledge the distinct responsibilities played in keeping planes flying by different functional departments. Therefore everyone’s contribution to the organization contributes to the success of the organization and thus every individual is respected and acknowledged. This respect by all employees of the organization helps in appreciating the contribution of one another to the organization and there is a tendency to act productively in achieving the larger organizational goals (Bahreini & Willis, 1988). Southwest Airlines has utilized the following ten relationships in generating extraordinary performance; investing in front-line leaders, outstanding business relationship, hiring and training for relationship excellence, using conflicts in building relationships, using broad performance metrics, bridge work-family divide, creating the positions which span boundaries, partnering with the unions, build the supplier relationships, highly flexible job descriptions and using highly flexible job descriptions. These all ten organizational relationships are exceedingly complementally; however they only generate benefits when they are all utilized and implemented. In this regard these relationships work in unison and not in isolation. Substantial benefits of these relationships can be realized only all ten are present. This in turn realizes both negative effects and positive effects. The negative effects will be that it will necessitate making various changes on many fronts concurrently to a ttain it. On the other hand, the positive effects are that an organization which follows lead of southwest airline company and establish strong organizational relationships can accomplish great success. However, the outcomes of using the ten relationships as in the case of southwest can be both long lasting and impressive. Therefore, any company can improve efficiency and quality of its performance through adapting these relationships to its own specific needs (Tadajewski & Brownlie, 2008). Leadership in southwest Airlines is a distribute process. Senior management team is popular in the public arena however most of the actual work is performed by the supervisors who with frontline employees on a daily basis. Southwest Airline in reality has more supervisors per frontline worker compared other all other Airlines, and the organization succeeds at training these supervisors in providing leadership on issues occurring on daily basis. Supervisors in Southwest present the bulk of the organization’s counseling and coaching. Southwest also makes a conscious and deliberate effort of hiring employees who are excellent in working as a team (Lauer, 2010). This organization also endeavors at enhancing team building skills through offering their employees training for relational competence. In other organizations, there is an attempt of retaining and attracting high performers, but southwest instead of hiring the elites it gives high priority while hiring to those individuals who are capable of integrating with other team members smoothly. Therefore, this organization recruits individuals who uphold right attitudes and then offer them with the necessary experience and skills they require to succeed. Southwest has distinct labor relations and this has helped to eliminate occurrences of employees strikes in the organization. An Airline industry is an oligopolistic market where every seller supplies a huge portion of entire products which are sold in the marketplace. Since the cost of setting up a business is normally very high the number of the organizations entering in this market is usually low. Organizations in this market are able to control over the prices that they charge. Therefore, when one organization offers fair prices than others, then its competitors also usually introduces similar promotions. Southwest has been facing excess competition from other airlines however through exemplary marketing strategies an Airline that paying for jet fuel using a personal credit card and borrowing tools has grown to be a record-breaking profitable Airline company. Southwest was one of the factors that led to end of the airline industry regulation, therefore getting rid of the barriers facing those entering the industry and also encouraging competition. Southwest was primarily responsible for keeping, Love, midway and Hobby airports open (Stone, 1980). Southwest is still the leader in the airline industry and it is a no-frills carrier. In this regard, this Airline offers no reserved seats, no catering and no first-class. The primary goal of this organization is making air travel affordable to those individuals who could not afford it previously and not profit maximization. Southwest makes profit on average if only the last five seats on a plane are filled. This Airline as a regional carrier is unique. Southwest is popular among the passengers since they carry their customers’ non-stop from point A to point B. southwest provides no interline connections with the other airlines, except for Icelandic Air connections. This helps in wise use of time since airplanes are not delayed by ticket counter lines or connecting travelers. Their strategies have also helped in reducing the unemployment rates in United States. This is because in a case where an airplane spends exceedingly twenty minutes at the gate this will increase the loca l rates of unemployment (Pride & Ferrell, 1995). In conclusion, southwest employs marketing strategies which helps in ensuring that the organization is the most popular among the passengers. The southwest also has a culture of respecting all their stakeholders despite their hierarchy or role in the organization. All southwest employees’ works as a team and they are very motivated which improves their job satisfaction and productivity in the organization. All these marketing strategies highly contribute towards the success of southwest Airline Company. References Bahreini, M. H., & Willis, J. F. (1988). Microeconomics: concepts, analysis, and applications. Redding, Calif.: CAT Pub. Co.. Freiberg, K., & Freiberg, J. (1996). Nuts!: Southwest Airlines’ crazy recipe for business and personal success. Austin, Tex.: Bard Books. Lauer, C. (2010). Southwest Airlines. Santa Barbara, Calif.: Greenwood. Lovelock, C. H. (1992). Managing services: marketing, operations, and human resources (2nd ed.). Englewood Cliffs, N.J.: Prentice Hall. Pride, W. M., & Ferrell, O. C. (1995). Marketing: concepts and strategies (9th ed.). Boston: Houghton Mifflin. Stone, M. (1980). Marketing and economics. New York: St. Martin’s Press. Tadajewski, M., & Brownlie, D. T. (2008). Critical marketing: contemporary issues in marketing. Chichester, UK: Wiley. Source document

The Plague Essays - Plague, Absurdist Fiction, The Plague, Epidemics

The Plague Essays - Plague, Absurdist Fiction, The Plague, Epidemics The Plague SSUMMARY: PART 1 The first part of The Plague, by Albert Camus, begins in describing the large French port called Oran which is on the Algerian coast of Africa. The smug town is inhibited by people largely concerned with business. The normal flow of the town is abruptly interrupted by thousands of rats coming out of the sewers and dying. The concerned town people are delighted to find an end to the disgusting rats, but are then faced with a more severer problem. A fatal fever has swept the town. It takes government officials quite a while, but a state of plague is proclaimed. A doctor by the name of Dr. Bernard Rieux, who was recently separated from his wife due to another illness, has taken on the task of treating the plague. SUMMARY: PART 2 In part two of The Plague, the town of Oran is taken over by the illness. Everything is different now that Oran can't interact with the rest of the world. The town was put into exile. Auxiliary hospitals are opened to hold all the victims of the plague. The death toll rises from 302 deaths a week to 137 deaths a day. Many people lose close ones who have fallen from the plague. A somber tone has taken over the town. No one smiles anymore. Dr. Rieux continues with his work, but finds it hard when supplies run short. After a much respected Catholic priest gives a sermon blaming the plague as a punishment for the people's sins, a man named Tarrou starts work to try to aid the government in dealing with the destruction. Tarrou forms sanitary squads, with volunteers as workers. The hot summer weather scorches Oran and inhabitants fond it hard to cope. Many manage by going to cafes for alcohol. Security must be heightened since many are trying to escape the plague. SUMMARY: PART 3 In part three of The Plague, conditions in Oran get considerably worse. The summer heat is still unbearable, and the lack of rain brings clouds of dust over the town. As the number of victims from the plague increase, the room for the bodies decreases. Soon the number of coffins is insufficient as well as burial-places. When this occurs the government first begins burying mass bodies in large ditches, covering each layer with quicklime and soil. Later the authorities decide to make use of the crematorium and streetcars which haven't been working since exile. They put the deceased into the cars and bring them to be burned. The number of public servants helping with the plague also becomes low. Although, since others were losing their office jobs, they soon replaced the lost workers. Some jobs besides the sanitary squads were grave diggers and stretcher-bearers. Time in Oran Has seemingly stopped. Inhabitants that previously were only concerned with their own problems of being secluded from loved ones, now realize they are in the same boat as everyone else. When a curfew is enforced to lower crimes such as the burning of houses and escapes, Oran seems lifeless at night. The plague is killing the town. SUMMARY: PART 4 In part four of The Plague, conditions are still awful in Oran. Dr. Rieux is working harder than ever. He gets only four hours of sleep, and he and his fellow workers are always exhausted. When someone is diagnosed with the plague, they usually always die, so Dr. Rieux's job has changed from curing people to diagnosing them. Oran's inhabitants are getting restless. Numerous riots and various crimes occur daily. Although the number of deaths were no longer increasing many people close to Dr. Rieux died. After delivering a second, less hostile sermon, Father Paneloux came down with the plague. Another doctor that worked with Dr. Rieux, named Dr. Richard, died as well. A horrible death from the plague was a son of a magistrate. He was given an experimental serum that cured later patients, but just prolonged his suffering. That serum, was acclaimed as the reason for the decrease of deaths. Also the serum was accounted for the strange cases where people recovered from the plague. One posi tive occurrence at the end of part four was the appearance of rats again. They were

How to Build an SAT Study Plan 4 Sample Schedules

How to Build an SAT Study Plan 4 Sample Schedules SAT / ACT Prep Online Guides and Tips To do well on the SAT, you’ll need to have an SAT study plan. This plan tells you what, when, and how to prep for the SAT. It also helps you manage your time so that you’re not focusing too much (or too little) on certain topics and skills. In this guide, we give you four SAT study plans to choose from, based on your SAT score goals. Before we dive into those, though, let’s go over the benefits of having an SAT study schedule and the preliminary steps you'll need to take to get your SAT plan off the ground. Feature image: danyeela/Flickr What Are the Benefits of a Study Plan for SAT Prep? Everyone who takes the SAT should have a study plan. But what exactly can an SAT plan do for you? For one, an SAT study plan lets you balance your schedule so that you’re spending enough time prepping for the SAT but not overworking yourself.For example, if you’ve got two months until your test date, an SAT plan tells you how many hours per week you must study so that you’re prepping regularly but not squeezing in too many study hours each day. An SAT study schedule also tells you when and how to study the topics you must master to get a high score. If you're not sure where to start with algebra, for instance, a good plan will show you when and how to study all major algebraic concepts you need to know for the test. Likewise, an SAT plan should give you time to review and strengthen any content weaknesses you have. Finally, a solid SAT study schedule indicateswhether you’re improving. By studying consistently for several weeks or months, you’ll be able to determine whether your SAT score is in fact getting higher, as well as whether you’re getting more questions correct in your weaker areas. The easiest way to check your progress is to use official SAT practice tests(we'll tell you how to use these later). As you can see, an SAT studying schedule can greatly benefit you. With a plan, you’ll not only be able to manage your prep time better but will also be able to use your time more effectively to hone the skills and study the content areas you struggle with the most. What’s more, you can use your plan to help you track your progress and see whether you’re improving your likelihood of getting the SAT score you want. Getting Started on Your SAT Study Plan: 5 Preliminary Steps Don't jump into an SAT study schedule without a plan! These five preliminary steps will help you gather the info and materials you need to choose the right SAT plan for you. Step 1: Set a Target Score First and foremost, you'll need to set an SAT goal score. A goal score is the score most likely to get you into all of the schools you’re applying to. To get your goal score, you must find the 25th and 75th percentile SAT scores for each of your schools (excluding any safety schools). But what does these numbers mean? And where can you find them? The 25th and 75th percentile scores represent the middle 50 percent of scores for admitted applicants, or the average range of scores. A75th percentile score means you’re scoring higher than 75 percent of admitted applicants to a school, while a 25th percentile score means you're scoring higher than only 25 percent.The best way to keep track of your schools' SAT info is to make a chart (or downloadour pre-made chart). Once you've got a chart,get on Google and search for â€Å"[School Name] PrepScholar." Then, click the link to your school’s â€Å"Admission Requirements† page.On this page, you'll see a table listing your school's 25th and 75th percentile SAT scores. For example, here is the SAT score table for theUniversity of Hawaii at Manoa: Repeat this process for each of your schools until you’ve got all 25th and 75th percentile scores in your chart. Then,choose the highest 75th percentile score in your chart; this will be your SAT goal score sinceit’s the one most likely to get you into all of your schools. Let’s say I am applying to the University of Hawaii at Manoa, UC Davis, the University of Oregon, and the University of Washington. Of these schools, the highest 75th percentile score is 1420 (for the University of Washington). This means my SAT goal score would be 1420. Step 2: Find Your Baseline Score The next step is to get your baseline score. This score is essentially your starting point; it’s the score you’d get on the SAT at this very moment, without any prep. To find your baseline score, take an official SAT practice test. Official tests are the best resources for getting a baseline since they’re the most similar to the SAT.As you take your practice test, try to recreate real testing conditions as closely as possible: take it in a quiet room, usean SAT-approved calculator, and follow the official section time limits. Once you finish, use your test’s scoring guide to calculate your scores for each section as well as overall (out of 1600). Your total score- that is, your Math and Evidence-Based Reading and Writing (EBRW) scores combined- will be your baseline score.So ifI earned a 630 on Math and a 600 on EBRW, my baseline score would be 1230. Your baseline score is your starting point in SAT prep. Step 3: Calculate How Many Hours You’ll Need to Study Next, use the info you got in steps 1 and 2 to calculate the approximate number of hours you’ll need to studyto raise your current score to your target score.To do this, subtract your baseline score from your goal score. Then, match the difference you get to the numbers below to see how many total hours you'll need to prep for the SAT: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours 200-330 point improvement: 150 hours+ As you can see, the bigger the point increase you want, the more hours you’ll need to study. In my example from steps 1 and 2, my goal score was 1420 andmy baseline score was 1230. The difference between these two scores is 190 points. Using the conversions above, I find that 190 points translates to about 80 study hours. Step 4: Choose a Test Date When taking the SAT, always choose a test date that: Gives you ample time to prepare for the exam Fits well with your schedule Ensures your scores will get to your schools in time Let's look at time first. The amount of time you’ll need for SAT prep will vary depending on your baseline and goal scores.Simply put, the more hours you need to study, the more time you should give yourself before your test date. Generally, anywhere from three to six months of study time should be enough. However, you might find you have less (e.g., a month) or more (e.g., a year) time than this. In any case, try to find a time frame that lets you easily fit in the total number of hours you need to study. Secondly, pick a date that works well with any obligations or commitments you have (personal, school, or otherwise). For example, if you’re starring in a school play in April, a spring SAT probably wouldn’t work as well for you as a summer or fall SAT would. Lastly, if you’re taking the SAT as a senior, choose a date that's guaranteed to get your scores to your schools before yourcollege application deadlines. If your scores arrive after the deadlines, your application could get disqualified. In general, seniors (who aren’t applying early actionor early decision) should be safe with all fall test dates and likely the December test date- but not anything later! Step 5: Gather Study Materials It's important to gather all of your study materials before you begin prepping for the SAT. This way you won’t waste any study time trying to find resources you can use. Official SAT resources are by far the best ones to use.Luckily, the College Board has released many free prep materials online. Here's what we recommend using in your prep: Official SAT practice tests:These full-length tests are exactly like the real SAT in terms of structure and overall content. They're the closest you can get to taking the SAT without actually taking it! Official practice questions: You can accesstons of practice questions for all SAT sections through the College Board website. Each question comes with a question difficulty and detailed answer explanation to help you understand how to find the right answer. The Official SAT Study Guide: This is the official SAT prep book, covering everything you need to know about the format of the exam, what's on it, and how to study for it. There are also plenty of sample questions you can work through. The best part is that the College Board has uploaded the entirety of the book to its website, making it entirely free to download! Khan Academy:A free partner website with the College Board, Khan Academy offers thousands of official practice questions, answer explanations, and video lessons for the SAT. Furthermore, there are many high-quality, unofficial SAT resources you can buy. Our guide to the best SAT prep books offers a look at which prep books are worth investing in. As a reminder, always be a little pickier with unofficial resources since many are low quality and don’t contain realistic SAT practice questions. We give each of our four SAT study plans four stars. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 4 SAT Study Plan Options for You to Choose From Now that you’ve finished all preliminary steps for your SAT plan, it’s time to find the plan that’s right for you. Below, we give you four SAT study plans to choose from. These plans differ in both length of time (e.g., one month, three months, etc.) and intensity (that is, the total number of hours you’ll need to study per week). Each SAT study plan gives you an overview of what to study for the week and comes with suggested time frames.These guidelines tell you (approximately) how much time you should spend on each activity. That said, you are welcome to tweak them if you feel you need more or less time with a certain topic. Remember, a good SAT prep plan willadapt tofit your needs. If you're stronger at math and want more study time for Reading and Writing, it's OK to replace some of your Math prep time with Reading and Writing prep. Just know that by changing content focuses or time frames, you'll likely need to shift other days' topics or make up for missed time on other days. Ultimately, what's most important is that you're getting in the total number of study hours you need. Now, let's take a look at our study plans. We offer the following four programs: A three-month program of medium intensity (80 hours) A three-month program of low intensity (40 hours) A six-month program of medium intensity (150 hours) A one-month program of high intensity (40 hours) SAT Study Plan 1: 3-Month Program, Medium Intensity This moderate, three-month SAT plan aims to get you as many as200 pointson test day. To reach this goal, you'll need to study a total of 80 hours, or six and a halfhours per week.Since you'll be spending several hours a week prepping, this SAT plan is best if you're studying over the summer and taking the SAT in the fall. As with any plan, you may spread out your hours however you like each week. Those studying in the summer should try to prep fairly regularly- two or three days a week is ideal. On the other hand, if you’re currently in school, it may be easier to study mostly on weekends. In the end, just do what works best for you! To be successful, always start with the foundation. Month 1: The Basics This month is all about familiarizing yourself with the SAT's structure and content. Week 1: Get to Know the SAT 1. Take a practice test to get your baseline score. If you haven’t taken an official SAT practice test yet, use this time to take one and get your baseline score. Try to take the test in a quiet room without distractions so that you’re getting an accurate representation of your current SAT abilities. Suggested Time: 4 hrs 2. Score your test and analyze your results.Calculate your baseline score and take some time to see what kinds of questions and content areas you struggled with on the test. Suggested Time: 1 hr 3. Learn the format of the exam. To do well on the SAT, you’ll need to understand the format of the test, including what kinds of concepts it tests and how these concepts are given as questions. Suggested Time: 1.5 hrs Week 2: Focus on Reading 1. Learn the Reading test format. Know what kinds of passages and questions there will be and how much time you’ll get. Suggested Time: 2.5 hrs 2. Figure out the best passage-reading strategy for you. Take a couple of Reading practice tests (you can use official practice tests) to test out different reading strategies. When finished, choose the strategy that gave you the highest score. Suggested Time: 2.5 hrs 3. Try out Reading practice questions with the strategy you’ve chosen. Put your strategy to the test and aim to get better at it the more you use it. Suggested Time: 1.5 hrs Week 3: Switch to Writing Language 1. Learn the Writing and Language test format. Understand how it’s different from Reading, what kinds of questions it asks, and what sorts of grammar and stylistic rules you’ll need to know. Suggested Time: 2 hrs 2. Review core English grammar topics and punctuation rules.Go over standard English conventions and familiarize yourself with the kinds of errors you’ll see on the SAT. Suggested Time: 2.5 hrs 3. Find the best passage-reading strategy for you. This strategy might differ from the one you use for the Reading section. To figure out which one you like most, take some Writing practice tests, using a different strategy each time. Stick with the one that gives you the highest score. Suggested Time: 2 hrs Week 4: Move Toward Math 1. Learn the Math test format. Understand the differences between the No Calculator and Calculator subsections as well as the differences between multiple-choice questions and student-produced responses. Suggested Time: 2 hrs 2. Review basic math concepts. Start by reading our guide to integers andour advanced guide to integers. Then, check out our fundamental guide to fractions, ratios, and proportions. Suggested Time: 2 hrs 3. Go over major algebraic concepts, including: Linear functions Single-variable equations Systems of linear equations Algebra plays a key part on SAT Math, so you’ll need to know what it is and how it looks on the SAT. Suggested Time: 2.5 hrs You can't do well on the SAT without strategy. Month 2: Strategies For this month, you'll study additional concepts you need to know and learn basic test-taking strategies that'll help you attack questions effectively on test day. Week 5: Learn More Math 1. Get to know other SAT Math concepts, specifically those in the realms ofadvanced math and problem solving and data analysis. Topics include: Statistics Reading data tables, bar graphs, histograms, and scatterplots Quadratic and nonlinear functions and equations Exponential functions and equations Polynomials Coordinate geometry (points, lines and slopes, etc.) Plane and solid geometry (lines and angles, polygons, solid geometry, etc.) Trigonometry Suggested Time: 2.5 hrs 2. Memorize important formulas.Get down the main formulas for SAT Math. Suggested Time: 1 hr 3. Practice SAT Math questions and drill difficult topics. As you practice, check your answers and analyze your mistakes so that you can see which concepts you need to study more. Suggested Time: 3 hrs Week 6: Start Strategizing 1. Learn key SAT Math strategies, including plugging in answers and plugging in numbers. In addition, learn how to pace yourself and practice guessing strategically on Math. Suggested Time: 2.5 hrs 2. Learn key SAT Reading strategiesand Writing tips. Understand what to look for in different question types and how to rule out incorrect answer choices. Also, study possiblevocabulary words. Suggested Time: 2.5 hrs 3. Practice Math, Reading, and Writing questions. Put your strategies to the test with realistic practice questions for each section of the exam. Suggested Time: 1.5 hrs Week 7: Check Your Progress 1. Take an official practice test. You'll use this score to see how much you’ve improved since your baseline test.As always, try to recreate a real SAT-testing environment as you take the test. Suggested Time: 4 hrs 2. Score your practice test and determine your weaknesses. Look at your results to get a clearer idea of what you’ve improved and what you’re still struggling with. Over the next month, you'll primarily study the weaknesses you find in this test. Suggested Time: 2.5 hrs Week 8: Hone Your Essay-Writing Skills 1. If you’re planning on taking the optional SAT Essay, use this time to go over the basic format of the essay.Understand what kind of writing you'll need to do and how long your essay should be. Suggested Time: 2 hrs 2. Readofficial practice SAT Essay prompts.This will give you a broad idea of the kinds of topics you might see on test day. Learn how prompts are usually worded and look at sample responses, too. Suggested Time: 1.5 hrs 3. Write a few practice essays.Once finished, grade yourself using the official SAT Essay rubric. You can also get another person to grade your essays and offer suggestions for improvement. Suggested Time: 3 hrs Test day is coming up, which means it's time to start reviewing. Month 3: Review Practice Almost done! In this last month, you’ll focus mainly on reviewing and practicing what you've already studied. This means there will be no new content to learn. Week 9: Strengthen Your Weaknesses 1. Use high-quality practice questions to drill any major weaknesses you still have. For example, if you’re struggling to get trig questions right, review the basic concepts you need to know and test yourself with more trig questions. Suggested Time: 6.5 hrs Week 10: Check Your Progress 1. Take your third and final practice test.This will give you a last-minute look at what kinds of weaknesses you still have at this point. Suggested Time: 4 hrs 2. Score your test and closely analyze your results. Are there any areas you really need to improve these next two weeks? What confuses you or eats up your time? Learn what's holding you back and then attack it head-on. Suggested Time: 2.5 hrs Week : Practice Still-Difficult Concepts 1. Spend all of your time reviewing and practicing difficult concepts.Use practice questions to try out what you've learned and to ensure you’re making progress on the concepts you struggle with the most. Suggested Time: 6.5 hrs Week 12: Review as Needed 1. Keep reviewing concepts or strategies you still need to work on- but don’t overdo it. This week should feel more relaxed than other weeks. As you study, focus on staying calm and confident. Don’t study the day before the test or the day of your test; you’ll need this time to give your brain a break and calm your nerves. Suggested Time: 6.5 hrs (with 0 hrs on test day and the day before the test) SAT Study Plan 2: 3-Month Program, Low Intensity Compared to the plan above, this SAT schedule is slightly more relaxed and instead targets those looking to make smaller gains- anywhere from 70 to 130 points. With this plan, you’ll study a total of 40 hours, or only about three and a half hours per week. This plan is ideal for those studying for the SAT during the school year, though you can also use it during the summer. If you're any having trouble finding time to prep during the week, try opting for Saturdays and Sundays. You need to go back to the basics if you want to do well on the SAT. Month 1: The Basics This month familiarizes you with all of the main parts of the SAT, including how it’s structured, how it’s scored, and what kinds of Reading and Writing content you’ll need to know. Week 1: Find Your Baseline Score 1. Take a practice test and score it.Although this test will likely exceed your weekly number of study hours, it’s important to get it done so you can see where you’re currently scoring. Once you finish the test, score it to get your baseline SAT score. Suggested Time: 4 hrs Week 2: Get to Know the SAT Format 1. Analyze your baseline test’s answers from the previous week. Just getting your baseline score doesn’t illuminate your weaknesses and strengths. Take some time to go over each of the answers on your practice test, and see if you can re-solve any questions you missed without relying on the answer explanations. Suggested Time: 2 hrs 2. Learn the format of the exam. You need to understand the format of the SAT to know how to attack it on test day. This means getting to know the question types, what kinds of topics are tested, and how the sections are arranged. Suggested Time: 1.5 hrs Week 3: Focus on Reading 1. Learn the Reading test format. Go over the different kinds of passages and question types on SAT Reading. Suggested Time: 1.5 hrs 2. Figure out the best passage-reading strategy for you.Try out different strategies with a variety of Reading passages and question sets. Give yourself 13 minutes to get through each passage and question set. Once finished, calculate the number of questions you answered correctly to determine which strategy gave you the highest score. Suggested Time: 1 hr 3. Practice answeringReading questions with the strategy you’ve chosen. You’ll need to understand how your passage-reading strategy works and how you can use it effectively on test day. Suggested Time: 1 hr Week 4: Switch to Writing Language 1. Learn the Writing and Language test format. Go over the basics of what’s on this section, how it differs from Reading, and what kinds of passages and questions it has. Suggested Time: 1 hr 2. Review core English grammar topics and punctuation rules. SAT Writing is all about channeling your inner editor, so be sure to familiarize yourself with all of the major grammar and punctuation topics tested. Suggested Time: 1.5 hrs 3. Practice the graf-by-graf method for reading passages. This method is the best one out there for Writing section passages, so be sure to try it out on a couple of SAT passages to get a feel for how it works. Suggested Time: 1 hr Time to get calculating! Month 2: Math Strategies Next up, you’ll get to know the SAT Math section, what it tests, and how to strategize for it. You’ll also learn key Reading and Writing strategies. Week 5: Move Toward Math 1. Learn the Math test format. Know what kinds of question types and math topics to expect. Also, understand the difference between regular multiple-choice questions and student-produced responses, or grid-ins. Suggested Time: 1.5 hrs 2. Review basic math concepts. You must have a basic knowledge of integers (make sure to also read our advanced guide to integers) as well asfractions, ratios, and proportions. Suggested Time: 2 hrs Week 6: Learn More Math 1. Go over common algebraic concepts, such as linear functions, single-variable equations, and systems of linear equations. Since algebra plays a huge part on the Math section, you’ll need to understand how it's tested and how to solve these types of problems. Suggested Time: 1.5 hrs 2. Review other major math concepts, mainlyadvanced math and problem solving and data analysis. Additional topics you should know include the following: Statistics How to read data tables, bar graphs, histograms, and scatterplots Quadratic and nonlinear functions and equations Exponential functions and equations Polynomials Coordinate geometry (points, lines and slopes, etc.) Plane and solid geometry (lines and angles, polygons, solid geometry, etc.) Trigonometry Suggested Time: 1.5 hrs 3. Memorize important SAT Math formulas.Focus primarily on the formulas you won't get to see on test day (though it’s a good idea to memorize all of them!). Suggested Time: 30 mins Week 7: Practice Reading Writing 1. Learn key SAT Reading strategiesand Writing tips.Specifically, you should know how to answer different question types and how to rule out an incorrect answer. Suggested Time: 1 hr 2. Practice SAT Reading and Writing questions. Drill Reading and Writing questions until you’re comfortable with your passage-reading strategies. If you have extra time, learn some of the most common SAT vocabulary words, too. Suggested Time: 2.5 hrs Week 8: Practice Math 1. Learn key SAT Math strategies. These include plugging in answers, plugging in numbers, and the process of elimination. Suggested Time: 1 hr 2. Practice SAT Math questions. Test out the strategies you’ve learned and try to drill questions on topics you struggle with. Use the correct answers to guide your thinking if you’re having trouble understanding how to solve something. Suggested Time: 2.5 hrs You won't get the SAT score you want if you don't practice, practice, practice. Month 3: Review Practice This month is all about making sure you understand the major concepts tested on the SAT. Week 9: Check Your Progress 1. Take an official practice test. Make sure to recreate a real testing environment as closely as possible. When finished, score your test to see how much you’ve improved since your baseline test. Suggested Time: 4 hrs Week 10: Strengthen Your Weaknesses 1. Use high-quality practice questions to drill any major weaknesses you still have at this point. For example, if you don’t understand how to answer big-picture questions on Reading or coordinate geometry questions on Math, focus on getting those concepts down pat. Suggested Time: 3.5 hrs Week : Practice Still-Difficult Concepts 1. Spend time reviewing difficult concepts until you can correctly answer practice questions on these topics. Keep using the strategies you’ve learned and review any other topics as needed, such as vocabulary words, formulas, etc. Suggested Time: 3.5 hrs Week 12: Review as Needed 1. Continue going over any topics you still need to study before test day- but don't overdo it. Your goal now is to feel calm and confident on test day. Keep reviewing any topics, question types, etc., you struggle with and then relax the day before test day. Suggested Time: 3.5 hrs (with 0 hrs on test day and the day before the test) You'll know you're almost done with this next SAT plan when these kittens are nearly full-grown cats. SAT Study Plan 3: 6-Month Program, Medium Intensity For this medium-intensity plan, you’ll study 150 hours over the course of six months- that’s six or six and a half hours per week. This plan can give you a maximum score increase of 330 points. So if your baseline score is far from your goal score, this is a perfect plan for you! I highly recommend this plan to high-achieving sophomores, as it gives you a head start on SAT prep and dramatically raises your potential to get a high score on your first SAT attempt (which should ideally be in the fall of your junior year). Juniors can benefit from this plan, too, by using it to prepare for a spring or early summer SAT. What's especially great is that you can spread out your study sessions across the school year, helping you to avoid overwhelming yourself with school work and test prep. Week 1 Week 2 Week 3 Week 4 Month 1 Find Your Baseline Score Take an official practice test (4 hrs) Score your test to determine your weaknesses (2.5 hrs) Understand Structure Learn the SAT format (3 hrs) Learn the Reading test format (3 hrs) Understand Structure Learn the Writing and Language test format (3 hrs) Learn the Math test format (3 hrs) Learn How to Read Find your preferred passage-reading strategy for Reading (2.5 hrs) Find your preferred passage-reading strategy for Writing (2 hrs) Study vocabulary (2 hrs) Month 2 Learn Math Content Review basic math topics and formulas (3 hrs) Build algebra foundation (3.5 hrs) Learn EBRW Content Review English grammar and punctuation topics (3 hrs) Build reading comprehension knowledge (3 hrs) Learn More Math Content Build problem solving and data analysis foundation (3 hrs) Build advanced math foundation (3 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Month 3 Learn EBRW Strategy Learn how to eliminate wrong answer choices and practice (3 hrs) Practice other EBRW strategies (3 hrs) Learn Math Content Strategy Build additional topics foundation (2.5 hrs) Practice plugging in answers and numbers (2.5 hrs) Practice other Math strategies (1.5 hrs) Focus on Your Weaknesses Practice Math and EBRW topics and question types you struggle with (6 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Month 4 Review Practice Practice Math and EBRW topics and question types you struggle with (6 hrs) Learn the Essay Format Learn the Essay format (2 hrs) Practice writing essays (4 hrs) Review Practice Practice Math and EBRW topics and question types you struggle with (6.5 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Month 5 Review Needed Math Concepts Review any Math topics you’re still struggling with based on your practice test results (6.5 hrs) Review Needed Reading Concepts Review any Reading topics you’re still struggling with based on your practice test results (6 hrs) Review Needed Writing Concepts Review any Writing topics you’re still struggling with based on your practice test results (6 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Month 6 Review Needed Concepts Review any Math or EBRW topics you’re still struggling with based on your practice test results (6.5 hrs) Review Needed Concepts Review any Math or EBRW topics you’re still struggling with based on your practice test results (6 hrs) Check Your Progress Take a practice test (4 hrs) Score the test and review your answers (2.5 hrs) Prep Lightly Review Practice any topics or question types you want to review and get some rest before test day (6 hrs) SAT Study Plan 4: 1-Month Program, High Intensity For this quick, high-intensity plan, you’ll spend 40 total hours, or 10 hours a week, studying for the SAT. By the end, you'll be able to raise your baseline score by up to 130 points. In order for this plan to work, however, you must be willing to put in the time and effort to study each week. One month isn’t a whole lot of study time, especially if you’re trying to make gains of more than 100 points, but it’s certainly doable if you know how to use your time wisely. For more tips on studying for the SAT in a month, check out our step-by-step guide. Week 1: Study Structure 1. Take a practice test.First and foremost, you’ll need to have a baseline score. Make sure to take the test in a quiet room without distractions. Suggested Time: 4 hrs 2. Score your test and analyze your results. To figure out what areas you struggle with the most, look closely for any patterns in your mistakes. Suggested Time: 1 hr 3. Learn the SAT format. Go over what’s tested, all question types, and how it’s scored. Suggested Time: 2 hrs 4. Learn theReading test format.Get a feel for what the Reading section tests and what kinds of passages it contains. Suggested Time: 1 hr 5. Learn theWriting and Language test format. Get to know the Writing section by learning how it differs from Reading and what kinds of passages it includes. Suggested Time: 1 hr 6. Learn theMath test format. Familiarize yourself with the topics it tests, its No Calculator and Calculator sections, and the differences between multiple-choice questions and grid-ins. Suggested Time: 1 hr Make sure you understand the structure before focusing on content. Week 2: Concentrate on Key Content 1. Reviewcore English grammar topics andpunctuation rules. You’ll need to know a variety of grammar rules for the Writing section, so memorizing these is critical for a high Writing score. Suggested Time: 2 hrs 2. Review and practice core math concepts. These include the following: Integers (we also have an advanced guide to integers) Fractions, ratios, and proportions Algebra (linear functions, inequalities, equations, systems of equations) Advanced math (nonlinear functions, polynomials) Problem solving and data analysis (statistics, how to read graphs) Suggested Time: 5 hrs 3. Memorizeimportant SAT Math formulas. Knowing these formulas will give you a leg up on test day. Suggested Time: 1 hr 4. Choose and practice a passage-reading strategy for Reading. To choose one, practice different strategies using official SAT Reading tests. The one that gives you the highest score is the one you should use on test day. Suggested Time: 2 hrs Week 3: Strategize Check Your Progress 1. Practice thegraf-by-graf method for reading passages on SAT Writing. This is the best strategy for Writing passages since it is less time consuming than others and easy to learn. Suggested Time: 1.5 hrs 2. Learn key Math, Reading, and Writing strategies.For Math, the best ones to know are how to plug in answers and how toplug in numbers. For Reading and Writing, learn how to eliminate incorrect answer choicesand when to choose â€Å"No Error.† Suggested Time: 4 hrs 3. Check your progress by taking a practice test.Once finished, calculate your score to see how much you’ve improved since your baseline test and to determine where your weaknesses lie. Suggested Time: 4.5 hrs Week 4: Review Practice 1. Go over any SAT topics, question types, or strategies you want to practice more. You’ll need to get down the most important concepts if you hope to do well on test day, so focus on any glaring weaknesses you still have. Don’t study the day before the test, though, as you should take some time to rest your brain a bit! Suggested Time: 10 hrs What to Remember When Choosing an SAT Study Plan Before choosing an SAT schedule, set a target score, take a baseline practice test, choose a test date, and gather all of the materials you'll need for your prep. This will help you find an SAT study schedule that's perfect for you and your goals. But which plan will work well for you? In short, the best SAT study plan for you is the one that'll help you reach your goal score on test day. As you consider what plans might work for you, keep the following points in mind: Consider your obligations. Choose a study plan that doesn’t interfere with any major commitments you have. For example, if you have sports practice every day after school, opt for a plan that lets you get in all of your prep hours over the weekend. Stick to a regular schedule. The plan you select will be most effective if you stick to a regular schedule each week. This means you should try to study on the same days each week and for the same number of hours. Customize your plan- but don’t forgo critical steps. We encourage you to tweak our SAT plans to better fit your study needs. However, you should still follow the general order of steps we’ve given you so that you don’t skip crucial information or practice. Don’t overwhelm yourself. Study plans can be heavy, but they should still be doable. Don’t choose a plan that’ll require you to pull all-nighters every week- exhausting yourself won't get you the score you want! With that, I wish you the best of luck with your SAT study plan! What’s Next? Want more guidance on SAT study plans?Get tips on how long you should study for the SAT and learn how many times you should take the SAT. Looking to get a perfect 1600?Read our expert guide to getting a perfect SAT score, written by a real full scorer! Taking the ACT?We've got a separate guide to help you come up with your own ACT study plan today (coming soon)! Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Telling Time Lesson With Worksheets

Telling Time Lesson With Worksheets Children usually learn to tell time by first or second grade. The concept is abstract and takes some fundamental instruction before children can grasp the concept. You can use several worksheets to help children learn how to represent time on a clock and how to decipher the time on analog and digital clocks. The Fundamentals The concept of time may take some time to grasp. But, if you use a methodical approach to explaining how to tell what time it is, your students can pick it up with some practice. 24 Hours in a Day The first thing that will help young students learn about time is if you explain to them that there are 24 hours in a day. Explain that the clock divides the day into two halves of 12 hours each. And, within each hour, there are 60 minutes.   For an example, you can explain how there is an 8 oclock in the morning, like when children are getting ready for school, and an 8 oclock at night, usually associated with bedtime. Show the students what a clock looks like when it is 8 oclock with a plastic clock or another teaching  aid. Ask the children what the clock looks like. Ask them what they notice about the clock.   Hands on a Clock Explain to children that a clock has a face and two main hands. The teacher should demonstrate that the smaller hand represents the hour of the day while the larger hand represents the minutes within that hour. Some students may have already grasped the concept of skip counting by 5s, which should make it easier for children to understand the concept of each number on the clock representing 5-minute increments. Explain how 12 at the top of the clock is both the beginning and end of the hour and how it represents :00. Then, have the class count out the subsequent numbers on the clock, by skip counting by 5s, from 1 through 11. Explain how the smaller hash marks between numbers on the clock are minutes.   Go back to the example of 8 oclock. Explain how oclock means zero minutes or :00. Usually, the best progression for teaching children to tell time is to start in larger increments, like start with children only identifying the hour, then move to the half-hour, then the quarter hour, and then intervals of 5 minutes.   Worksheets for Learning Time Once students understand that the small hour hand represents the 12-hour cycle and the minute hand points to 60 unique minutes around the clock face, they can begin practicing these skills by attempting to tell the time on a variety of clock worksheets. Blank clocks worksheetTelling time to the nearest 5 minutesTelling time to the nearest minuteTwo worksheets for filling in random times:  Worksheet 1  and  worksheet 2Fill in the digital times for analog clocksMiscellaneous time worksheets Other Teaching Aids Engaging multiple senses in learning helps support understanding and providing manipulatives and hands-on experiences enhance  the learning experience. There are many plastic-type clocks that are available to help children learn time concepts. If you cant find mini plastic clocks, have your students make paper clocks using a butterfly clip. When a child has a clock to manipulate, you can then ask them to show you various times. Or you can show them the digital time and ask them to show you what it looks like on an analog clock. Incorporate word problems into the exercises, such as it is now 2 oclock, what time will it be in a half an hour.

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 7

Philosophy - Essay Example This means that laws of nature work with other events to act as forerunners that necessitate every occurrence. Soft determinism, also known as compatibilism, is the conviction that the ideas of determinism and free will are compatible (Loux 38). Therefore, one can believe in determinism and free will and still be logically consistent. Here, according to American philosopher William James, free will is the liberty to act according to one’s motivation. However, he also points out that an individual can do their will but cannot control what they will to do. On the other hand, hard determinism, also known as metaphysical determinism, agrees that determinism is true but not compatible to free will. Therefore, free will, according to hard determinism, is non-existent. Hard determinism positions itself relative to other determinism forms in which the future is necessitated in its entirety. Question Two Epistemology, also termed as the theory of knowledge, is a subdivision of philosop hy that deals with the scope and nature of knowledge (Nelson 1). Epistemology examines the theory of the limits, nature and origin of knowledge by focusing on its meaning, acquisition and the degree to which an entity can possibly be known. Epistemology discusses three kinds of knowledge, which are â€Å"knowledge by acquaintance†, â€Å"knowledge how† and â€Å"knowledge that†. For example, it is mathematically â€Å"known that† 1+1=2, and people also â€Å"know how† to calculate sums. Then, there is the aspect of knowing an activity, a thing, a place or a person (Boyle 86). The disagreement between empiricism and rationalism is concerned with the extent to which people are dependent on sense experience in their effort to acquire knowledge. While empiricists opine that the definitive source of all knowledge and concepts is sense experience, rationalists hold that significant ways exist in which knowledge and concepts are acquired independently of sense experience (Duncan 611). In rationalism, the most significant knowledge draws from using reason. This, therefore, means that rationalism verifies a priori, or â€Å"prior knowledge† as most significant kind of knowledge. Both Spinoza and Descartes associated using reason with mathematics. They both believed in seeking metaphysical truths whose reliability can be likened to mathematics. There is a metaphysical tendency in rationalists, since they portray notions like essence and substance. Rationalism also agrees with theology, which can be seen in Spinoza’s and Descartes’ thought that the existence of God can rationally be demonstrated (Boyle 114). Empiricism, which is hostile to religion and metaphysics, aligns itself with natural sciences. Empiricism, therefore, believes that knowledge stems from experience, and any notion not based on experience is questionable. Empiricists like Hume, Berkeley and Locke do not believe in innate knowledge. They opine tha t it must be from experience, either from the five senses or reasoning through the brain (Duncan 610). The innate knowledge thesis states that there is knowledge of various truths in certain subject areas, say, S, as part of human rationale nature. However, empiricism about a certain subject does not agree with the analogous version of the innate knowledge thesis. Question Three Ethics is the discipline of moral righteousness of human acts as guided by the

Accounting (International Financial Reporting) Research Paper

Accounting (International Financial Reporting) - Research Paper Example Up to three members may be part time members. After 2 July 2009, IASB members are appointed for an initial term of five years, renewable for further three years.† (IFRSs in your pocket, 2010) Business firm can present its financial statement in the same format as their counterparts in other countries. It makes comparisons easier. This is especially useful for the investors to make investment decisions. The basic difference between GAAP and IFRS is that GAAP is a rule based accounting system and on the other sense IFRS is principle based system. In rule based accounting like GAAP, one needs to follow the rules specified for each of the business transaction while recording the transaction in accounts. Sometimes, the accountant foresees the effects of the accounting transaction on the end result and tends to interpret the rules with the objective of presenting good numbers to the public. Many scandals including Enron depict the loopholes in the present GAAP system which lacks a transparent system. In IFRS, a principle based accounting systems, which records the transaction in a transparent manner, which shows the true nature of each transaction. Also the consolidation of accounting concepts like IFRS makes the comparison of financial reports easier for the investor community. The transparency provided by IFRS help will them to make wise investment decisions. Mirza, A., Holt, G., & Orrel, M (2010). International Financial Reporting Standers (IFRS) Work Book. John wely and sons. Retrieved November 30, 2010, from

Cultural and social experiences - Body image Essay

Cultural and social experiences - Body image - Essay Example The essay "Cultural and social experiences - Body image" discovers the concept of body image in the fashion. Examining the importance of body image and how it relates to society creates a specific association with society, culture and the associations which are made among individuals who are searching for different ideologies about how to approach their personal identity. The concept of fashion and body image in society links together through the use of mass media and the associations as a part of the cultural order. This begins with fashion and dress becoming a way in which one operates with their body and how one shows their level of health. The concept of fashion becomes associated with society specifically because of the fashion system that is surrounding fashion and dress. These are interrelated to the ideas of body image through the structure of fashion and the importance of the body in defining how the body should look. When associating with fashion, there is also a specific l ink to one being a part of the right social order while defining identity, personality and a sense of attractiveness within society. The belief of attractiveness comes from the definition of what beauty means, specifically which correlates with the ideas of fashion and how these link to society. The definition of beauty and links to social order come from fashion and further with the beliefs that are created from fashion and dress. The ideology of human beliefs and values comes from not only the ideologies. that an individual has within the family or experience. The environment of culture and social order also creates different standards about what one believes and the self – image which they carry. The association is one which is created from the psychological beliefs that are a part of society and the way in which this builds and develops with needs for a culture to hold specific standards. The individual then creates the same beliefs based on the influences from society, s pecifically which come from industries, media and other components within society. The result is an understanding of attitudes and values that are surrounded around a consumer society and which create an understanding that fashion builds a sense of identity, value and belief in one’s role within society (Porter, 2000:15). The Body in Society and Psychology The structure and beliefs within society and culture are furthered with the way in which the body image becomes linked to psychological beliefs about the body. The concept of fashion is one which has a specific link to body image and what it means to be beautiful. The image begins with adornments, fashion statements and dress that define the latest trends in society that one will look the best in. This is followed with models that are required to have a thinner figure or which have to be fit at a certain level. This creates a sense of what it means to have the right body image and figure while discounting other images that are within society. The result is the concept of idealizing the different factors that are stressed in society and from the fashion that is a part of the main image. As this occurs, there is a sense of internalization that occurs with women and men with what it means to look beautiful and in the best fashions (Thompson, 2001: 91). There are a variety of examples that lead to the internationalization of what it means to be thin and the pressures which come from the models in fashion that all have the same look. Figure 1 shows a series of models that depict the ideology of remaining thin while