Guideline on How to Write a Autobiography

Guideline on How to Write a Autobiography How to Write an Autobiography for School You might think that if you are not a prominent figure, then there is no reason for you to write an autobiography. Nonetheless, it is an erroneous standpoint. Everyone has something unique about themselves and with some practical hints and valuable pieces of advice, you will surely write a gripping autobiographical essay. What Is an Autobiographical Essay? In the case of an autobiographical essay, you should understand that it is the story of your life. It can be one of the requirements for an application for college, university or just one of the college assignments. Despite your reason to write it, the general format will apply to all cases. Although you write a story about your life, it does not mean that there are no requirements. An autobiographical essay should, first and foremost, have a good structure, contain no grammatical mistakes, and be interesting to read. How to Write an Autobiography Essay Introductory Part? Similarly to other academic essays, an autobiography has a basic structure that contains the introductory part, body part, and conclusions. The introductory part is one of the most significant parts since it is where one gains the first impression of you. A banal starting paragraph can have a detrimental effect on the rest of your essay. That is to say, it forms the readers attitude to everything you put further in your autobiography. In your starting paragraph, you can give some background information about yourself: your name, age, place of birth, etc. One of the most striking ways to start your autobiography is to dive into a life-changing event from your life. Then, you can build a story about yourself around this spine by breaking it down into life before and after. Your story should be interesting and gripping so that readers read the whole essay in one breath. Steer clear of such trite introductory sentences as Once upon a time, I was born in 2000. When writing your introducti on, try to think outside the box. What Is the Most Advantageous Autobiography Essay Format? When writing an autobiography, you can choose among a variety of autobiography essay formats. In the case of a traditional format, you tell your story from birth to the day. There is also a memoir. In this kind of an autobiography, you dwell on a particular part of your life. Personal narratives or essays are similar to memoirs, but they provide more details. The author takes a particular moment of his/her life and expands the experience of that moment as much as possible by providing dialogues and detailed descriptions. The autobiography can be also told in vignettes, graphic novels, dramas, and scripts but these formats are less typical among college students. To avoid misunderstanding, you need to discuss your autobiography requirements with your professor and ask them about the format you should stick to. Knowing your format, you can then find specific requirements for the format on the Internet. Autobiography Essay Outline If you are still unsure whether to write an outline or not, our recommendation is to write it. Your outline serves as a general description of your whole paper where you can provide information about your topic, headlines for paragraphs and their summaries, and conclusions. The whole writing process in the case of an autobiography writing essay can get quite chaotic because you are overflowed with thoughts, ideas, and information about your life which you would like to share. If you neglect the outline, you run the risk of writing a poorly structured and primitive essay. Tips for Writing an Autobiographical Essay Along with the primary requirements you need to stick to if you want to craft a brilliant essay, you also need to pay heed to other details which are also crucial for your writing. In order to write a well-structured essay, you can undertake the following steps: Plan your essay. Reflect on the moments in your life which can be interesting for the reader or from which you derived instructive lessons that are worth mentioning. Summarize your ideas in the outline. Establish the purpose of your writing. Are there some learning points you would like your readers to derive from your story? Does your story have a specific purpose or moral you would like to put across? Consider the audience. Depending on your target audience, your style can vary. Try to figure out what your readers wish to hear. Draft an essay. As a rule, students create a few versions to see which one is better and then enhance the one they like most. Refine the essay. Even if your essay is written impeccably, there is always room for improvement. Go through it multiple times, cut the redundant information and add new, gripping details, if possible. Be yourself! Readers adore authenticity. Dont be afraid to speak out and share significant life events. Your readers will appreciate your sincerity. Crafting an autobiographical essay may seem mind-blowing and challenging, but if you make use of our pieces of advice and will try to take the most from your writing process, you are bound to succeed in your autobiography writing. Opt for an interesting and powerful autobiographical essay topic and do your utmost to produce a top-tier autobiographical essay! Remember that you are unique in your own way, and your life story is splendiferous with all its twists and turns. Be candid, be honest, and try to express yourself in a creative way. Are you still hesitant whether you will cope with this sort of assignment and want to have a look at a professionally written autobiography essay? Our experts are here to help you! Mind that for such an assignment, you need to provide sufficient details about the part of your life you want to tell about. In doing so, you will have an impeccably written essay at your disposal.

College Essay Help

College Essay Help College Essay Help Can style be taught? Style is your way of writing - the expression of your personality as an essay writer. Style can also be defined as writing that expresses or carries the voice of the author without which essay writing is dead. Sometimes, the style of college essay writer's is so strong that the tutor can recognize it without knowing the identity of the author. Many students ask whether essay style can be taught. In at least one fundamental sense, essay style is elusive in much the same way as rhythm or good taste or passion is elusive. Every student possesses his own writing style; however, not every student is able to write a good essay.College essays are interesting to write, however, college essay writing is a challenge. We hope that the below tips and other articles under this section will help you learn something useful about writing college essay. College Essay Online There are two cardinal rules to improve and develop college essay writing style: by writing (regular writing) by developing an awareness of the style of others (reading and studying the essays of others) Read the following specific strategies for developing your own college essay writing style: expose yourself to things you want to write about read widely (not just one author) mark passages that please you and reread them, noting why they please you underscore the good figures of speech, count their frequency and taste their flavor Ordering college essay online, an experienced writer will adjust his own writing style to meet the requirements of your tutor. In addition, placing an order at .com, you are welcome to upload a sample of your writing and our writer will definitely take it into account. College essay help we provide is of high academic standard. We deliver only custom written college essays and we are never late with delivery: College Essay Help Prior to writing college essay, examine the below principles of style. aim for simplicity avoid trite phrases and cliches use figures of speech appropriately avoid euphemisms, slang and colloquialisms choose your words carefully (seek the right word; avoid rare and difficult words) avoid repeating key words (unless for emphasis or effect) avoid redundancy use alliteration keep sentences as short as possible develop a feel for rhythm be original is your chance to get a college essay help of truly high academic level. We have developed an advance plagiarism detecting system and provide free plagiarism report to prove authenticity of your college essay. Read more: Analysis Case Studies Editing Paper Term Malayalam Essays Literary Essay Hamlet Essay on Poverty

Review of the movie Outbreak 1995 Example | Topics and Well Written Essays - 250 words

Of the Outbreak 1995 - Movie Review Example This paper will highlight the manner in which the movie is linked to biology, as well as how the virus and antibiotic is carried by the monkey. The new strain of the Motaba virus was caused by a white-headed capuchin monkey that had been stolen from Biotest animal holding facility by one of the employees, James ‘Jimbo’ Scott. Jimbo stole the monkey with hopes of selling it in the black market; however, after failing to sell the monkey he releases it into the jungle (Petersen). Despite releasing it, he is already infected with the virus, and so is the pet store owner whom he wanted to sell the monkey to. He also infects his girlfriend when they kiss. The virus spreads so fast after mutating into a strain capable of spreading like influenza. For instance, several people get infected in the cinema hall after an infected person sneezes into the air (Petersen). It is because of its mutation that the antidote previously prepared cannot be effective to the already infected people. In this regard, the biological nature of the whole situation came into play since the host animal had to be found in order to create an eff ective serum to remedy the situation. In conclusion, Outbreak raises several questions as to what the government would do in case something of the sort happens. Consequently, concerns are raised whether CDC has plans to contain any contagion in case any outbreak occurs. The film combines medical detective work, marital and professional jealousy, military conspiracy, as well as action to create one gripping story

Letter to Your Friend in England Essay Example | Topics and Well Written Essays - 1500 words

Letter to Your Friend in England - Essay Example My dear friend, you are right when you observe that we are living in a period of great political turmoil. I regret to tell you that here, in the colonies, public opinion continues to grow against controls imposed by the Mother Country. As a medical practitioner, I am exposed to a variety of views, ranging across the spectrum of political opinion: from those calling for peaceful negotiations to others calling for an outright revolution. I will attempt to address, to the best of my ability, your doubts on these issues. I think you will agree with me when I say that the cause of the present troubles can be traced to England’s state of near bankruptcy at the end of the French and Indian Wars. The first major irritant to hitherto cordial relations between the colonies and England was The Proclamation of 1763, preventing us access to the Western lands. In the light of an ever-increasing population, this appeared to be manifestly unwarranted. Of course, we chose to ignore the Proclam ation. At this juncture, The Grenville Program of 1764-1765, which we hear had great support in England, was salt to our wounds. The Sugar Act of 1764, imposing additional duties on sugar, and doubling the duty on imported goods, was manifestly unfair from our point of view: particularly as the taxable list included almost everything we produce. You can imagine the number of cases of confiscation and litigation arising from this! Matters were made worse by the changes to the Navigation Acts, giving a single Vice-Admiralty court in Halifax, Nova Scotia, jurisdiction over all of the American colonies in trade matters. The legal costs, and the cost of travelling from Boston to Nova Scotia, to say nothing of the cost in time, were a major cause of complaint among the traders here. I am sure that expecting the defendant to post a bond to cover all expenses for both sides, would not be acceptable in England! Boston witnessed many town meetings calling for a united opposition to these Acts . I must admit that I was a willing participant in these meetings. An additional benefit of my attendance was that we (a group of educationists and doctors) were able to pacify the hot-heads who kept calling for some violent action in protest against the Acts. My friend, surely you will agree that expecting us to house and supply British troops at our personal expense, as mandated by the Quartering Act of 1765, was manifestly unfair. When most of us consider ourselves to be loyal subjects of His Majesty, the presence of a significant number of troops is itself a sign of suspicion and unwanted tight control. The Act has turned our perception of control into that of repression. Of course, it was the Stamp Act of the same year which finally turned the tide of public opinion decisively against England, and alienated the majority of colonists against the Mother Country. The paying of a direct tax to England flies in the face of every legislative tradition. I support the colonial position that it is a form of ‘taxation without representation.’ A tax on all printed material: including playing cards and college diplomas! My friend, how could the British Parliament pass such an Act? The Act succeeded in creating a unified opposition, led by the influential lawyers, merchants and newspaper publishers in Boston, who were most affected by its terms. The popular anger aroused by the Stamp Act resulted in the beginnings of mob violence. The Sons of

Computer architecture Essay Example for Free

Computer architecture Essay Describe how analogue data can be converted and stored in computer systems Analogue data needs to be sampled in order to be processed by a computer. As computers deal in Ones and Zeros it can only record specific intervals. For example, when recording a sound that gradually gets louder over a minute, a digital recording could record the level of sound every second, but would lose the information between seconds. If the sound was sampled every half second, there would be half as much information lost from the original source, but file size would be doubled. This is the trade off that has to be made between file size and quality. Bit depth is the number of bits of information recorded per second . The higher the bit depth means, the higher the sample rate and this results in higher quality sound file. A good example of bit depth is in CD quality audio which has a bit depth of 16 bits and a sample rate of 44. 1 kHz. Task 3 (P5) Describe the key components of a computer architecture and how they interact 1. Data Buffer this is a region of memory used to temporarily hold data while it is being moved from one place to another. 2. Accumulator A An 8 bit CPU has 1 register called the accumulator, this holds temporary data e. g. the carry-out when you do addition. 3. Arithmetic Logic Unit (ALU) this is the workhorse of the CPU because it carries out all the calculations. 4. Data Buses the mechanism that moves information around a computer. 5. Address Buffer this holds the address part of the instruction register, 6. Program Counter this contains the location of the next instruction to be executed and, therefore, keeps track of where the computer is up to in a program. 7. Instruction Register (IR) this divides the information it receives into two fields. One field in the IR contains the operation code that tells the CPU what operation is to be carried out. The other field, called the operand field, contains the address of the data to be used by the instruction. 8. Condition Code Register (CCR) this takes a snapshot of the state of the ALU after each instruction has been executed and records the state of the carry, negative, zero, and overflow flag-bits. In the above diagram the flag-bits are H, I, N, Z, V C. Task 4 (P6) Describe the features of a processor Multi-tasking. Multi-tasking is a method where multiple processes are dealt with at once sharing common processing recourses such as a CPU. It involves the CPU assigning which instructions to be carried out first but it only focuses on one instruction at a time. Pipelining Pipelining is a method in which the Processor begins to execute a second instruction before the first has finished. Every pipeline is divided into segments and each segment can be ran along side each other. When each segment completes its task it moves on to the next. Cache (Level 1 and Level 2) Cache is a portion of memory made of high-speed static RAM (SRAM). As a result Cache memory is much more efficient than the main memory (RAM) which is dynamic RAM (DRAM) that runs slower but also cheaper. The cache is a smaller, faster memory which stores copies of the data from the most frequently used main memory locations. DRAM is dynamic in that, unlike SRAM, it needs to have its storage cells refreshed or given a new electronic charge every few milliseconds. SRAM does not need refreshing because it operates on the principle of moving current that is switched in one of two directions rather than a storage cell that holds a charge in place. If the computer processor can find the data it needs for its next operation in cache memory, it will save time compared to having to get it from random access memory. Level 1 cache is normally built on to the processor chip. It is extensively used for all sorts of purposes such as data fetching, data shifting and data loops, storing only small amounts of data. Level 2 cache is normally located on the motherboard. L2 cache stores much more data, coming usually from the L1 cache. L2 cache can be up to sixteen times the size of L1 cache; this also means that it takes up much more room so it has to be located on the motherboard. Clock Rate The clock rate is the speed at which a processor clock oscillates constantly from a one to a zero, this is measured in hertz. The clock rates speed is determined by an oscillator crystal and amplifier circuit inside a clock generator circuit. The limiting factor of the clock rate is the time it takes for the signal line to settle down from its on state to off state. The Clock rate is also as fast as L2 cache. Task 5 (P7) Describe the operation of logic gates using truth tables NOT Â  AND (2 inputs) OR (2 inputs) Consider how these three main gates can be combined. NOR (2 inputs) NOT Logic Gate also known as (Inverter) The output is true when only one input is false. Otherwise, the output is false. A Not gate is a logic gate which reverses the state of the input. AND Logic Gate The output is true when both inputs are true. Otherwise, the output is false. OR Logic Gate The output is true if either one or both of the inputs are true. If both inputs are false, then the output is false. These three main logic gates can be used to make other possible combinations of logic gates such as a NOR gate. NOR Logic Gate. The NOR gate is a combination of an OR gate followed by an inverter. The output is true if both inputs are false. Otherwise, the output is false. Task 6 (M1) Explain using examples how data travels around the processor Task 7 (M2) Create logic circuits using simple logic gates and provide truth tables This is a circuit that shows binary addition. Here are a few examples of the circuit being carried out. The Red circle/circles show input and Green circle/circles show output data This can be shown in the truth tables below. Task 8 (M4) Provide a description of both astable and bistable flip- flops. A flip-flop is an electrical circuit that can be in one of two states. Astable flip flop Astable flip flop is an oscillator which regularly switches states all the time. It has one 1 input and 1 Output. It can be used as a clock. Bistable flip flop Bistable flip flop is a memory device/gate which keeps one state indefinitely while it has power it also has 2 inputs and 2 outputs. The difference between An Astable and Bistable flip flops. A bistable flip-flop is a multivibrator with two stable states and can be put into either of its two states and it will stay like that. An example of this could be: A simple light switch; turn it on, it stays on, turn it off, it stays off. Task 9 (D1) Create complex logic circuits made up of arrays of simple logic circuits. To produce an addition of two numbers each of four bits in length we must first. You can add two numbers together each four bit in length by extending the first full adders carry out to another full adder and so on. Until you get 4 full adders each following on from the last carry out. The way a full adder works: The circuit adds two bits Input A and Input B, taking into account the previous carry in, to give the Sum, and the carry out. Now we know how a full adder works we can now relate this to the idea of 4 full adders joined together by the last carry out and the diagram below illustrates this. Diagram 1 These diagrams (below) will show you how you can add two four bit binary numbers together using a logic circuit. Example 1 Binary 1111+ 1111 ______ 11110 These binary numbers with value of 1 stand for both switches (The inputs i. e. the two four bit numbers added together) and the sum which in this case are shown by the flashing of LED lights (The sum is the output). 0 means no switch or light is active. The first line of inputs for this study will always be A4,A3,A2,A1 The second line of inputs for this study will always be B4,B3,B2,B1 these two numbers will be added together Then it is a long underscore followed by Carrys C3,C2,C1 directly underneath And then finally the output sum shown as O Task 10 (D2) Compare and contrast two different processors I will compare the AMD Opteron quad core and the Intel core 2 quad processor q9650. AMD Opteron quad core 64-bit Computing Yes L2 cache 512kb x4 L3 cache 2mb Clock Speed 2. 1Ghz Special Features Rapid Virtualization Indexing AMD Smart Fetch Technology Front Side Bus (FSB) Speed 2000Mhz Watts 45 Price i 165 new Intel core 2 quad processor q9650 64-bit Computing Yes L2 cache 12mb Clock Speed 3Ghz Special Features Intel Virtualization Technology Enhanced Intel SpeedStep Technology Front Side Bus (FSB) Speed 1533Mhz. Watts 65 Price i 223 new Key components: Front Side Bus The Front Side Bus allows the components to send and receive data from the CPU to the North Bridge and vise versa. The faster a computers bus speed, the faster it will operate, but a fast bus speed cant make up for a slow Clock Speed. Clock Speed The Clock Speed is the speed at which a microprocessor executes instructions these clock cycles per second are measured in hertz. Special Features: Virtualization -Virtualization also known as a virtual machine makes it possible to run multiple operating systems on one computer. SpeedStep Technology SpeedStep Technology is built into some new Intel processors this can be used to change the clock speed by using a piece of software. Speed Step Technology allows the processor to keep up with performed operations. It greatly reduces power consumption and heat loss. Smart Fetch Technology Smart Fetch Technology allows the processor core to enter a halt state and draw less power, which reduces CPU power consumption. Recommendation: Both processors have Quad-Core technology and 64 bit computing, however the difference is in the Clock speed, Cache memory and the extra features. Both processors have similar special features such as the AMD Rapid Virtualization Indexing and the Intel Virtualization Technology. Although the Intel core 2 quad processor q9650 has no L3 cache I think that the higher clock speed and L2 cache more than makes up for not having any L3 cache. Not to mention the Intel core 2 quad processor q9650 has Speed Step Technology which makes for a much greater performance. The Intel core 2 quad processor q9650 is more expensive but it is a price worth paying for such a greater performance.

Causes of Child Abuse :: Abuse Violence Children Essays

  Ã‚  Ã‚  Ã‚  Ã‚  There are many causes on the various types of child abuse. Child abuse is when violence and cruelty occur against children. Eight percent of all children abused are emotionally maltreated. Sixteen percent are sexually abused. Twenty-seven percent are physically abused. Fifty-five percent of all children abused are neglected (â€Å"Child Abuse† 116). There are many types of abuse. Parental neglect or nutritional deprivation is the most common technique of abusing a child (â€Å"Child Abuse† 116). An example of this would be when a child is irregularly fed or kept in dirty clothes for a long period of time (â€Å"Child Abuse† 222). The second most common way of abusing a child is physical abuse (â€Å"Child Abuse† 116). Physical abuse is when a child is slapped, hit, kicked, shoved, or has objects thrown at them (â€Å"Child Abuse† 222). Another common way of abusing a child is sexual abuse (â€Å"Child Abuse† 116). Fondling, masturbation, intercourse, and pornography are a few of the things that are done to a child when they are abused sexually (â€Å"Child Abuse† 222). The last way to abuse a child is through emotional abuse (â€Å"Child Abuse† 116). When the abuser humiliates the child, reprimands them, or other acts that are carried out over time (â€Å"Child Abuse† 222).   Ã‚  Ã‚  Ã‚  Ã‚  Certain situations increase the risk of child abuse. These problems cause stress and tension which is sometimes expressed in neglect or violence toward a child. Many adults that abuse their children were abused as kids themselves. The parents are immature, unstable, lonely, and feel unloved (â€Å"Child Abuse† 222). They repeat what was done to them uncontrollably in violent outbursts. The abusive parents are unaware of any other way of acting. They may think that beating a child is normal. Sometimes the parents might also think that their children â€Å"deserve† to be abused, just as they â€Å"deserved† it when they were younger (â€Å" Child Abuse: Opposing Viewpoints† 108). This is one of the many causes of child abuse. Drug addiction also increases the chances of child abuse. The addiction to drugs makes parents less responsible. It also makes them more violent toward their children both physically and emotionally. All drug addicted parents attention is focused towards the drugs and as a result of that they pay less attention to their kids (â€Å"Child Abuse† 85-90).      Ã‚  Ã‚  Ã‚   Poverty is also a cause of child abuse. The parents can’t cope with the stress of poverty, which leaves the children to bear the brut of their parents’ frustration.

Peru Research Paper Essay

Madison Spence 17 February 2013 Spanish 2312 Professor Elsa Coronado-Salinas Santa Rosa de Lima The country of Peru is home to many holidays and festivals each year. From the New Year’s Day celebration to the Christmas day celebration, Peru has set aside an abundance of days to observe the country’s many historic events. A very popular holiday in the country is Santa Rosa de Lima which takes place each year on August 30. The holiday dates back to the 17th century and celebrates the death of the patroness of Lima, Santa Rosa. Santa Rosa was born on April 20, 1586 by the name of Isabel, but was later nick-named Rosa because of her looks and her rosy cheeks. She spent a majority of her childhood in the small town of Quive, in the hills of Lima. As Rosa grew up, she became extremely religious and started practicing very extreme forms of religion. She grew up to be a very very beautiful woman, but she came to resent her looks. She did everything to ‘undo’ her beauty. She fasted herself, cut her hair, and wore a thorn crown to divert attention away from her beautiful looks and towards God. Rosa wanted to join a monastery but her family was too poor to afford it so she moved away from her family and into a cottage she built herself. Rosa’s days consisted of praying and feeding and caring for the sick and poor people in her town. She sold flowers and needlework to support herself and her family. At the age of 20, Rosa was let into the â€Å"Third Order† without having to pay for it. Her religious practices took on a new extreme as she gave up all normal food and lived off of bread and water as well as herbs and juices from plants that she grew in her own garden. She constantly wore a metal crown around her head and an iron chain around her waist. After keeping up with this behavior for fourteen years, Rosa died at the young age of 31 on August 24, 1617. She was worshipped by so many people that all of the religious groups and public authorities attended her funeral. She was originally buried at the Dominican Convent but her remains were soon moved to the Church of Santo Domingo. She was later named the first saint in the New World by Pope Clemente X. Her shrine is still located inside the St. Dominic Convent in Lima. The holiday is a very celebrated day across the country, but has more of an emphasis in the city of Santa Rosa de Quives which lies in the Lima Highlands. Worshippers group together in a shelter in the middle of the city and is known as a day of feast in Peru. It is also tradition to drop a letter of good will into the tree that Santa Rosa tossed her key. Even though she died on August 24, her death is celebrated by feasting on August 30 because a Saint was already celebrated on the day of her actual death Easy, Lima, ed. â€Å"Santa Rosa De Lima.† Lima City Travel Guide. LimaEasy SAC, 03/009/2011. Web. 28 Jun 2012. http://www.limaeasy.com/index.php â€Å"Peru Celebrates Santa Rosa de Lima.† A Global World. A Global World, 2012. Web. 28 Jun 2012. .

Managing Market Acceptance (Case Study)

Field course ‘Developing for Markets’ 2011 Case 2 BD Group: Introducing the Chicka Phone 1 Contents Introduction:3 Part 1 – Influencing market acceptance in a consumer market3 1. 1 Knowledge phase3 1. 2 Persuasion phase4 1. 3 Decision phase4 1. 4 Implementation phase4 1. 5 Confirmation phase4 Part 2 – Influencing market acceptance in a B2B market4 2. 1 Influencing individual members of the DMU5 2. 2 Influencing the customer firm5 2. 3 Influencing a whole market segment5 2. 4 Influencing several market segments6 Part 3 – Evaluating market acceptance6 3. 1 Evaluate Market acceptance in an consumer market6 3. Evaluate Market acceptance in an B2B market7 Reference list8 Introduction: In this case we will treat different aspects in the field of Business Development. The theme is developing for markets, where the processes of adoption and diffusion will be elaborated. To illustrate the theory behind these processes, a case will be presented about a new sta rt-up company, which is named the BD Group. The BD Group has been innovating their communication systems, and want to bring it to the market. For the consumer market, the BD Group wants to bring a new consumer phone: the Chicka Phone 1. This phone holds their new and nnovative technology addressing in particular the needs of students who are much socially active. For the B2B the BD Group is interested in exploiting the technology to other companies. This paper focuses on aspects a company should take into account before bringing a new product to a market and how it can evaluate the market acceptance when a product is actually launched. The former will be addressed in two parts in this paper. In the first part will be referred specific marketing tools that can be used when bringing a new product to the consumer market, and in the second part, this will be done for bringing a new product to a B2B market.The third part will show how to evaluate the market acceptance when the product is actually launched to one (or both) markets. Part 1 – Influencing market acceptance in a consumer market Many proactive firms try to positively influence market acceptance of their newly introduced products. This means that this company has to deal with both (1) the adoption processes at the level of individual customers and (2) the diffusion processes at the market level. In order to do so, a company can use different tools. In this section these tools will be addressed.This will be done using the model of Rodgers (1995) of Stages in the innovation decision process, see also figure 1. The theory will be illustrated by using the case of BD Group. Figure 1: A Model of Stages in the Innovation-Decision Process (Rodgers, 1995) A new company, called the BD Group is going to bring the new Chicka Phone 1 to the market. Different actions have to be considered by BD Group in the adoption process, this to influence the adoption at the individual level. In each phase of the innovation- decision process; the knowledge, persuasion, decision, implementation and confirmation phase, different tools are needed. . 1 Knowledge phase â€Å"Knowledge occurs when an individual (or other decision making unit) learns of the innovation's existence and gains some understanding of how it functions† (Rogers, 1995, p. 20). In the knowledge stage innovators and early adaptors become most engaged. In this stage, information from a different variety of sources and references (statistics etc. ) will be most effective in increasing awareness and adoption of the Chicka Phone 1. Knowledge should be spread in different kind of forms, from commercials to face to face contact with potential customers for the Chicka Phone 1. 1. 2 Persuasion phase Persuasion occurs when an individual (or other decision-making unit) forms a favorable or unfavorable attitude toward the innovation† (Rogers, 1995, p. 20). The persuasion stage is about uncertainty reduction for the customer. The custom er wants to learn about the consequences the innovation will have on his or her personal situation (Rogers, 1995). Interpersonal networks play an important role, as customers are likely to be influenced by subjective evaluation of their peers (Rogers, 1995). In practice, this means that the information needs to reach a select group of customers first, before it can travel via worth of mouth.The groups to be reached first by the BD Group are the innovators and the early adopters. As these groups are eager to figure out more about the innovation, they can be presented with comparison charts and an overview of the benefits. Other persuasive communications tools that fit into this phase are benchmarks, cost comparisons and product reviews (Brenner, 2007). Once these groups are convinced of the value of the product they will start communicating with the early and late majority, which will lead to the laggards. 1. 3 Decision phase Decision occurs when an individual (or other decision-maki ng unit) engages in activities that lead to a choice to adopt or reject the innovation† (Rogers, 1995, p. 20). Again, the customer wants to reduce uncertainty and is likely to be influenced by subjective evaluations within his or her interpersonal networks in this stage (Rogers, 2010). To address this problem, the effect of word of mouth should be enhanced by positive confirmation from other sources. This can be done by the use of social media and free communication channels such as YouTube. com.Providing positive product reviews will help the customer to make the right decision process. 1. 4 Implementation phase â€Å"Implementation occurs when an individual (or other decision-making unit) puts an innovation into use. Re-invention is especially likely to occur at the implementation stage† (Rogers, 1995, p. 20). In the implementation stage marketing and communication will become more and more important. Ongoing communications should be used to satisfy the customers of t he BD Group. A good customer service that has a high availability can be integrated in the organization to satisfy customer needs.Also, a platform for customer feedback is needed, as re-invention is likely to occur. 1. 5 Confirmation phase â€Å"Confirmation occurs when an individual (or other decision-making unit) seeks reinforcement of an innovation-decision that has already been made, but the individual may reverse this previous decision if exposed to conflicting messages about the innovation† (Rogers, 1995, p. 20). Dissatisfaction should be prevented, therefore communication channels should be established to provide proper service.Adjusted and improved versions of the phone should be considered to keep the customers satisfied and attract potential customers. Part 2 – Influencing market acceptance in a B2B market Influencing market acceptance in a B2B market differs of that in a consumer market. In a B2B market, decisions to implement a technology is usually not mad e individually, but involves a comprehensive Decision Making Unit (DMU), consisting of both individuals inside the customer firm and outside organizations (such as consultants).Therefore influencing market acceptance in a B2B market, is a more complex process and before it is done, there should be made a clear distinction of trying to (1) influence an individual members of the DMU, (2) influence the customer firm, (3) influence a whole market segment, or (4) influence several market segments. The BD Group wants to sell their technology to other businesses. The technology concerned is a sophisticated communication technology, and the company is convinced this technology could have many benefits for other businesses. 2. Influencing individual members of the DMU Influencing individual members of the DMU is comparable with individuals in a consumer market, only the influence is mainly limited to the knowledge and persuasion phase. The process for doing so, is called diffusion. Diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system (Rogers, 1995, p. 35). So when the BD Group wants to influence individual members of the DMU,   they have to reach them personally or trough their social systems.An effective way of acieving this, is by offering the new equipment directly to these individuals, or to his or hers direct colleagues. When offering the communication system to this individual or his or hers social contacts, the benefits and the novelty of the product should be emphasized. But because it concerns complex equipment only approaching the individual and explaining the benefits and novelty, would probably not be sufficient. In order to convince him or her, this person also has to experience the product.To ensure a sufficient experience, (1) a trial version of the system could be offered, combined with a tutorial which shows the ease of use and the novelty of the product, or (2) a try- out event could be organized, in which the individual can directly ask questions to product experts when needed. These offers should of course meet the knowledge the individual that (might) already possess, and also should be realizable in terms of costs and technical possibilities for offering these instances. 2. 2 Influencing the customer firmBD Group could could also try to influence the whole customer firm. Influencing the customer firm can be done by reaching multiple levels within the firm. Given the likelihood of the presence of individuals of multiple classifications of the adoption model, i. e. innovators, early adopters, early majority, late majority and laggards, the manufacturer should consider methods to reach these different segments, since this will result in a different attitude of the people within the firm towards the communication system.In order to make the communication system known to an organization, possible innovators and early adopters should be identified, because they can be ‘used’ in later stages to convince the early and late majority to adopt the system, because late adopters overweight the current system’s benefits over the new one by a factor of three (Gourville, 2006). The innovators and early adopters can be regarded as the first ones which are enthusiastic about the system, even when it is not flawless yet.Since they like to try something new and are regarded as the ‘opinion leaders’, they can convince decision makers to make use of the system. To ensure that they are convinced themselves, evidence from research, press releases or other third party confirmations could be provided to them. 2. 3 Influencing a whole market segment Because the technology of BD Group is sophisticated, it could also try to get market acceptance by emphasizing one particular part of the technology that really stands out, and offer this for free.By addressing one specific need or a service, and offer that particular service for free, the whole technology would be taken for granted. A good example of this came of another telephone technology business, RIM, it has made its service (ping) for free, but earned money by selling phones. Another possibility is to use traditional marketing tools, like advertisement campaigns. By using specific trade journals which can be addressed to specific market segment, businesses of this specific segment could get aware or familiar with the new communication system. Also using existing ‘partners’ can be beneficial.So could BD Group work together with another (mobile) phone company, like Motorola, to use their market access to make a market segment familiar with the new system. In addition to specialist journals an organization can also use specific Internet pages to inform visitors about the new system and offer them an easy opportunity to learn more about the system. This should not be done by so called banners, since many visitors find them annoyin g, but by creating a short bulletin on the home page for example. Finally, an organization can use an exhibition at which they can physically show the system to potential users.However, the effectiveness is really depending on the market segment, but the advantage is that an exhibition will mostly be visited by higher involved people of DMU’s in the segment. 2. 4 Influencing several market segments To influence the broadest group of several market segments, an organization could try to influence the end user of the communications system, notwithstanding the fact that the company is active in a B2B market, to make them aware of the product and convince the different market segments that there is enough demand for the new communications system.This influencing of the end user could be done with broadcasting tools which will have the greatest potential reach. That are television commercials, radio messages and some Internet advertisements, excluding banners since these are more suited for products with lower involvement of the user. Part 3 – Evaluating market acceptance Market acceptance can be described as the process in which a good or service satisfies the needs of a sufficiently large number of customers or business customers to continue or increase its production or availability.With this definition in mind, a set of variables will be put forward to measure the degree of market acceptance in the mobile phone market. BD Group will use these variables to measure the success of the Chicka Phone 1. First factors that can influence market acceptance of the consumer market are proposed and will be explained how to analyse these factors. After that, the same will be done for the B2B market. 3. 1 Evaluate Market acceptance in an consumer marketBy Huizingh (2008) it is stated that the adoption decision, which is the decision from a consumer or a company to buy a certain product, depends on four variables: perceived product characteristics, activities of the supplier, characteristics of the customer and external factors. Therefore, for the BD Group it can be stated that the degree of market acceptance that will be achieved for the Chicka Phone 1 depends on these factors. Figure 2: Diverse group of factors which determine market acceptance of an innovation In the competitive industry of mobile phones it might be difficult to find market acceptance.Moderators influencing market acceptance are mentioned above in a model. Variables that BD Group, a supplier of the new mobile phone can use to measure the market acceptance of customers can be the following: * Amount of complaints of customers * Intensity of use * Total base of customers * Profits on the Chicka Phone 1 * Increase of selling in different phases of the PLC * Amount of positive comments in social media * Amount of positive comments in expert sites The different variables are chosen, because of their relationship with market acceptance.This are indicators of market acceptance and are directly measurable. The indicators are measuring the degree of market acceptance from the customers of the Chicka Phone 1. Factors influencing the degree of market acceptance of BD Group are different than the indicators mentioned. These are discussed in figure 2. 3. 2 Evaluate Market acceptance in an B2B market Following the same reasoning mentioned earlier, the influencing factors of the degree of market acceptance for the BD Group are: perceived product characteristics, activities of the supplier, characteristics of the customer and external factors.Rogers argued that the rate of adoption of an innovation is determined by the perceived attributes of the innovation (relative advantage, compatibility, complexity, trialability, and observability), the type of innovation-decision (optional, collective, authority), communication channels (mass media or interpersonal), the nature of the social system and the extent of change agents’ promotion efforts. However, due to t he specifics of B2B market, the measuring variables differ comparing to consumer’s market. Economic factors: initial cost may affect its rate of adoption, therefore by decreasing the price during diffusion process; a rapid rate of acceptance can be expected * Status aspects: one motivation for organizations to adopt an innovation is the desire to gain social status (for example the CE mark on products increases customer’s trust, therefore many companies want to have it on their products and pay significant fees to such organizations) * Relative advantage: as organizations pass through the decision process, they are motivated to seek information in order to decrease uncertainty about the relative advantage of an innovation.Potential adopters want to know the degree to which a new system is better than the existing one. * Preventive innovation: in order to lower some unwanted future events, an organization might adopt the new system. * Compatibility: with socio-cultural values and beliefs; previously introduced systems/ideas; client needs for the innovation. Reference list Brenner, B. K. (2007). Adopt a Marketing Model to Increase Client Satisfaction. Journal of Financial Service Professionals, 61(3), 8 – 10. Gourville, J.T. (2006). Eager Sellers, Stony Buyers. Harvard Business Review,84(4), 99 – 106. Huizingh, E. H (2008), Innovatie Succes is geen toeval Frambach, R. T. and N. Schillewaert (2002), Organizational Innovation Adoption; A Multi-Level Framework of Determinants and Opportunities for Future Research, Journal of Business Research, 55, 163-176 Rogers, E. M. (1995). Diffusion of innovations (4th ed). New York: The Free Press. http://www. slideshare. net/davidonoue/diffusion-of-innovation-slides-for-chapter-6

Dog’s Death Research Paper Example

Dog’s Death Research Paper Example Dog’s Death Paper Dog’s Death Paper Essay Topic: Literature The poem Dog’s Death, written by John Updike, takes you through the emotions of the love and loss of a family dog. The author uses tone and diction to make you emotionally attached to what the family is going through. â€Å"To bite my hand and died. I stroked her warm fur. † Though surrounded by love that would have upheld her, â€Å"nevertheless she sank and, stiffening, disappeared. † (Lines 13-16). The author uses rhymes at the end of each line. This, I believe, is to up the intensity of how the dog died. He also uses antithesis, opposing words, such as ‘upheld’ and ‘sank’. The love the family has for this dog is so immense that they thought the act of caring would hopefully keep their dog hanging on until they got to the vet. Little did they know that while they were rough housing with their pet, she was slowly dying on the inside. The word choice the author uses really brings out an easier way to comprehend what is going on without actually saying it. â€Å"And her heart was learning how to lie down forever. † (Line 8). By using ‘lie down’ in this form, you then know that the dog is inevitably going to die because that’s a dog command you use on dogs to get them to rest. To say the heart is going to lie down forever, you’re able to understand that she is slowly dying. A dog will never let their loyalty to their owners down, even when it comes to circumstances such as being nearly dead. Dog’s Death really touched me when I read it for the first time. His use of imagery in this poem is very touching. He makes the reader relate to the death of the dog by showing through his words the emotions of what the dog is going through as well as what his owners are feeling. This paper will show how I think the author was trying to use imagery to show the love between the dog and his owners. The reader-response approach in literary criticism is where the author â€Å"finds a personal link or imaginative entry into a story, poem, or play† (Clugston, 2010). I believe that this approach would be the best type of literary criticism for this poem. â€Å"The author uses symbolism, empathy, and imagery designed to reveal the tone I observed. His use of personification gave the dog human like qualities. He also used the personification to stress the emotional impact that losing a loved one had on the family. It touched my heart so much because over the years, we have had 8 dogs that have passed. It is a very emotional time and I think that in this poem where he states â€Å"And my wife called in a voice imperious with tears (John Updike, 1958)†, tells how much the dog was loved by his owners. It starts when you first bring the puppy home and go through the training process. The love grows unconditionally. Like the poem states, â€Å"Too young to know much, she was beginning to learn (John Updike, 1958), she didn’t know any better to stay away from the street, so there for by being kicked or brushed by a car, no one will ever know. The puppy only knows that when she’s good, she gets praised, so she tries to impress its owners. The final lines in his poem create an initial feeling of sympathy, which is likely to become empathy if the reader reflects on the dogs predicament in not being able to communicate its final struggle. † To know that, even though the dog was deathly sick, she was still able to get to the newspaper to play (Clugston, 2010).

How to Improve Low SAT Math Scores 9 Strategies

How to Improve Low SAT Math Scores 9 Strategies SAT / ACT Prep Online Guides and Tips Are you struggling with SAT Math scores between 300-500? You're not alone- hundreds of thousands of students are scoring in this range. But many don't know the best ways to break out of this score range and score a 600 or above. Here we'll discuss how to improve your SAT math score effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score. Brief note: This article is suited for students scoring below a 600 and goes over basic SAT math strategies. If you're already above this range, my perfect SAT Math score article is more appropriate for you. In this article, I'm going to discuss why scoring high is a good idea, what it takes to score a 600, and then go into test strategies. Stick with me - this is like building a house. First you need to lay a good foundation before putting up the walls of the house and pretty windows. Similarly, we need to first understand why you're doing what you're doing, before diving into tips and strategies. (In this guide, I talk mainly about getting to a 600. But if your goal is a 500 or below, these concepts still equally apply). Understand the Stakes At this SAT score range, improving your low SAT math score to a 600 range will dramatically boost your chances of getting into better colleges. Let's take a popular school, University of Alabama, as an example. Its average SAT score is a 20.Its 25th percentile score is a 980, and 75th percentile is an 1240. Furthermore, its acceptance rate is 57%. In other words, a little over half of all applicants are admitted. But the lower your scores, the worse your chances. In our analysis, if you score around a 980, your chance of admission drops to 35%, or around 1/3 chance. But if you raise your score to a 1240, your chance of admission goes up to 72% - a really good chance of admission. For the Math section, this is especially true if you want to apply to engineering or science programs. They expect your math score to be better than your other sections, and if you score low, they'll doubt your ability to do college-level quantitative work. It's really worth your time to improve your SAT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with an 1800 SAT score? Check out ourexpert college admissions guide for an 1800 SAT score(equivalent to 1200 on the 1600 scale). Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other student can do this. In my work with PrepScholar, I've worked with thousands of students scoring in the lower ranges of 300-500. Time after time, I see students who beat themselves up over their low score and think improving it is impossible. "I know I'm not smart." "I just don't get algebra and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Ms. Huffington in 9th grade said you'd never get geometry. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? It's purposely designed this way. The SAT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover.Basic algebra (solving for x, manipulating equations), data analysis (mean, median, mode), advanced algebra (solving systems of equations, quadratic equations), and geometry (triangles, circles, lines). You've learned all of this before in high school. But the SAT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: Find the area of the shaded region below, if the radius of the circle is 5. This is a classic SAT type question. The first time you see this, it might be confusing. How do you get the area of each of the shaded corners? It kind of looks like a triangle, but not really because of the curve region. But you've learned all the concepts you need to solve this. Notice that the shaded area is the area of the square, with the area of the circle punched out. Imagine the square is cookie dough, and the circle is a cookie cutter you punch out. OK. Now you just need to use the area formulas.The area of a square is side x side, or 10 x 10 = 100. The area of a circle isÏ€r2, orÏ€ * 5 * 5 = 25Ï€. So the area of the shaded region is 100 - 25Ï€. This might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the area of the larger shape, and subtract out the inner piece. The SAT math section is full of examples like this. To improve your score, you just need to: Learn the types of questions that the SAT tests, like the one above Put together the concepts you already know to solve the questions Practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right. What It Takes to Get a 600 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. We're going to use 600 as our score target, because this is above average and will make you competitive for a lot of schools. Here's the raw score to SAT Math Score conversion table. (If you could use a refresher on how the SAT is scored and how raw scores are calculated, read this.) Raw Scaled Raw Scaled Raw Scaled Raw Scaled 58 800 43 640 28 520 13 370 57 790 42 630 27 510 12 360 56 780 41 620 26 500 340 55 760 40 610 25 490 10 330 54 750 39 600 24 480 9 320 53 740 38 600 23 480 8 310 52 730 37 590 22 470 7 290 51 710 36 580 21 460 6 280 50 700 35 570 20 450 5 260 49 690 34 560 19 440 4 240 48 680 33 560 18 430 3 230 47 670 32 550 17 420 2 210 46 670 31 540 16 410 1 200 45 660 30 530 15 390 0 200 44 650 29 520 14 380 Notice that if you're aiming for a 600, you only need a raw score of 38 out of 58 questions. This is a 65% score. This has serious implications for your testing strategy. In essence, you only need to answer 2/3 of all questions right. Is this fewer than you thought? A 65% on a math test at school might give you a D, but on the SAT it's actually not that bad and can be more than enough for your target score. We'll go into more detail below about what this means for your testing strategy. Whatever you're scoring now, take note of the difference you need to get to a 600. For example, if you're scoring a 480, you need to answer 14-15 more questions right to get to a 600. Once again, if your goal is a 500, the same analysis applies - just swap the numbers. OK - so we've covered why scoring a higher SAT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. 9 Strategies to Improve Your Low SAT Math Score If you're struggling with your SAT Math score, follow these nine strategies to help you reach the score goal you're aiming for. Strategy 1: Skip the Most Difficult Math Questions Here's an easy strategy most students don't do enough. Remember what I said above about raw score? To score a 600, you only need a 38 out of 58. What does this mean?You can completely guess on 20 questions and still score a 600if you answer the other 38 correctly. In fact, because when you guess you have a 25% shot at getting it right, guessing will give you an extra 5 points - which means you can miss 5 questions and still get a 600. Wow - you can completely skip the hardest 30% of all questions and still hit your goal. Skip questions carefree - like this woman. Why is this such a powerful strategy? It gives you way more time on easy and medium difficulty questions - the questions you have a good chance of getting right. If you're usually pressed for time on your SAT section, this will be a huge help. Here's an example. On Section 3, you get 25 minutes to answer 20 math questions. This is usually pretty hard for most students to get through - it's just 75 seconds to answer each question. The average student will try to push through all the questions. "I've got to get through them all, since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on questions they SHOULD have gotten right. And then they spend 5 minutes on the last question, making no progress and wasting time. Wrong approach. Here's what I suggest instead.Completely skip the last 20% of questions in each subsection.Don't even look at them, don't even read them. Instead, focus all your energy on getting the first 80% of questions correct. This works because, unlike Reading and Writing, Math questions are ordered in difficulty.The hardest questions are always the questions at the end of the subsection. I've been using the term subsection, because Section 3 and Section 4 each have two parts. The first part is the multiple choice subsection. The second choice is the free response question. Let's use an example from real practice tests. This is the Question #15, last question of the multiple choice subsection in Section 3: Pretty tough, right? This is one of the questions you should skip. But here's the next one, Question 16, the first question in the Free Response subsection: Pretty easy, right? This is the type of question you're likely to get right and should thus spend more time on. So, section by section, here's your skipping strategy: Section Subsection Total Questions Questions to Skip Section 3 Multiple Choice 15 3 Free Response 5 1 Section 4 Multiple Choice 30 6 Free Response 8 2 By doing this, you raise your time per question from 82 to 104 seconds per question. This is huge! It's a 25% boost to the time you get per question. This raises your chances of getting easy/medium questions right a lot. And the 12 questions you skipped? Like the example above, they're so hard you're honestly better off not even trying them. These questions are meant for 700-800 scorers who have really mastered all the SAT math skills on the test. If you get to a 600, then you have the right to try these questions. Not before you to get to 600. Important note: skipping does not mean LEAVING BLANK!There is no guessing penalty on the SAT, so you MUST make sure you bubble in every single blank answer on your answer sheet before the section ends. Not doing so will cost you valuable points. Next strategy: find your weak links and fix them. Strategy 2: Find Your Math Weaknesses and Drill Them If you're like most students, you're better at some areas in math than others. You might have done better in algebra than geometry. Or maybe you really like statistics, but hate fractions. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you might be an athlete or have band practice, and you have friends to hang out with. This means for every hour you study for the SAT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're SHOCKED. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time on their weaknesses. Instead, studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT math? You need to find the sub-skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. Here's our complete mapping of all 24 skills tested on SAT Math: Basic Algebra Linear functions Single variable equations Systems of linear equations Absolute value Advanced Algebra Manipulating polynomials Quadratic equations Dividing polynomials Exponential functions Function notation Solving exponential equations Systems of equations with nonlinear equations Problem Solving and Data Analysis Ratios and proportions Scatterplots and graphs Categorical data and probabilities Experimental interpretation Medan, median, mode, standard deviation Additional Topics Coordinate geometry - lines and slopes Coordinate geometry -nonlinear functions Geometry - circles Geometry -lines and angles Geometry - solid geometry Geometry - triangles and polygons Trigonometry Complex numbers I know this is overwhelming. SAT Math covers most of basic high school math, which is a LOT of stuff. Looking at this list, do you know where your weaknesses are? Do you know what you need to train on to get the most out of your study time? If not, I'm not surprised. This is hard for even the best students to do. It takes a lot of test knowledge to be able to categorize questions, and it takes a lot of discipline to analyze your mistakes. For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of coordinate geometry questions (the ones involving an x-y grid and lines). You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. Quick Plug: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3: Focus on the Most Important Skills and Ignore the Rest Remember the 24 skills listed above? Not all of them are made equal. Some are represented FAR more often than others. In fact, the most common skill (algebra - solving single variable equations) is 29 TIMES more likely to appear than the least common skill (algebra - function notation). As you can see, it's not enough just to divide into rough subjects like algebra, geometry, and data analysis. Even within algebra, some concepts appear FAR more often than others. If you ignore this distinction, you'll waste a lot of time studying things you don't even have to know! So I'm about to make your day. I'm going to tell you the most important skills you HAVE to practice hard, and all the skills you DON'T need to study. If you've been nervous about how much SAT Math material you need to know, you'll feel a lot better soon. First, hereare the most common SAT Math skills. I'll explain the % of questions for that skill, and the # of questions you can expect to see: Skill Frequency # of Q's Solving single variable equations 12.50% 7 Define and interpret linear function .21% 7 Ratios and proportions 10.78% 6 Solving systems of linear equations 7.76% 5 Manipulating polynomials 7.33% 4 Scatterplots and Graphs 6.47% 4 Solving quadratic equations 5.60% 3 Coordinate geometry of nonlinear functions 4.74% 3 Exponential functions 4.74% 3 TOTAL 71.13% 42 This is great news - with just eight skills (33% of all 24 skills), you cover 71% of the test! For example, if you mastered just these skills and got all 42 questions right, that would already bring you up to a 630. In reality, this is unrealistic because some of these 42 questions are going to be pretty tough, and questions I recommend you skip as mentioned in Strategy 1. But you can see how important the most important skills are. Focus on what really makes up most of the pie. Now, what skills do you NOT have to know? Here are the LEAST common skills on SAT Math: Skill Frequency Expected Questions Per Test Dividing polynomials 1.72% 1 Trigonometry, radians 1.72% 1 Absolute value 1.29% 0.75 Complex numbers 1.29% 0.75 Experimental interpretation 0.86% 0.5 Lines and angles 0.86% 0.5 Solid geometry 0.86% 0.5 Systems of equations with nonlinear equations 0.86% 0.5 Function notation 0.43% 0.25 TOTAL 9.89% 5.75 Look at these nine skills. Altogether, they add up to a measly 10% of the entire test. Remember what % of the test you need to get right to get a 600? It's 66%. If you completely ignored these nine skills, you'd still be able to get a maximum score of 730. So good news! You don't need to study trigonometry, complex numbers, solid geometry, and other subjects above. Good riddance, because these are some of the more complicated subjects. When you study make sure you focus your time on what's really impactful. Once again, I believe in this strategy so much that I designed our PrepScholar SAT program around this idea. Your PrepScholar programdoes all the hard work for you by automatically customizing your prep program to exactly what you need to do to improve your score most. You'll work on the most important skills first so that you get the most out of every hour you study. You just need to focus on learning and doing questions. Strategy 4: Use Only Realistic, High-Quality Sources After reading the three strategies above, you might be hyped up to go out and practice. The question is - what are you actually going to use to study? Books? A prep program? Be really careful about which sources you choose to use. Honestly, most of them are pretty bad. To begin with, most books that claim to be adapted for the New SAT are actually just minimally edited versions of their Old SAT books. Math has changed a lot between the two versions of the test, both in terms of which skills are tested and how the questions are structured.The worst books copy over the exact same questions from the Old SAT book - this is hugely misleading and can end up wasting a ton of your time with no improvement in score. Second, a lot of prep programs and books don't have very realistic SAT Math questions. They're either too hard, too easy, or structured incorrectly. The root of this problem is lack of true understanding of the SAT Math section. Without going through a full question by question analysis of the test, you really can't understand the test deeply. This means your materials will be terrible. OK - so what do you use? The very, very best sources for SAT Math questions is the Official SAT Tests.This is why as part of PrepScholar, we include these official practice tests to gauge your progress and train you on the real thing. The problem is, for the New SAT there aren't that many practice tests available right now. Because you want to use these to train your endurance and sitting for a full-length test, you do need to conserve this precious resource. This means to get enough SAT Math practice, you DO need to use extra materials. If you want to study exclusively through books, I recommend the best books for SAT Math here. If you're interested in a prep program that can provide all the test content you need to excel, I'd suggest you consider PrepScholar. Obviously as creator of the program I can be biased, but I honestly believe we have the highest quality Math questions available anywhere. This is because of the level of scrutiny and understanding of the test that I think no other company has achieved: We've deconstructed every available official SAT Practice Test, question by question, answer choice by answer choice. We've statistically studied every question type on the test (like you saw above). We understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who have scored perfect scores on the SAT, have hundreds of hours of SAT teaching experience, and have graduated from Ivy League schools. This results in the most realistic, highest quality SAT Math questions possible. Even if you don't use PrepScholar, you should be confident that whatever resource you DO use undergoes the same scrutiny as we do. If you're not sure, or you see reviews saying otherwise, then avoid it. Make sure you avoid duds. Strategy 5: Understand All Your Math Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. Too many students scoring at the 400-600 level refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead focus on areas they're already comfortable with. It's like a warm blanket. Their thinking goes like this: "So I'm good at geometry? I should do more geometry problems! They make me feel good about myself." The result? NO SCORE IMPROVEMENT. You don't want to be like these students. So here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory - fractions, algebra - solving equations, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. But don't stop there. Go Deeper - WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't know this material." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Strategy 6: Experiment With Different Strategies to Solve Math Problems Sometimes, you get really stuck on a question. You just have no idea how to solve it, and the first step doesn't seem obvious. When this happens, a really useful skill to learn is having a toolkit of alternative strategies to solve a question. Broadly speaking, there are two that will come up most often: Plugging in Numbers, and Plugging in Answers. Let's see an example in action: Let's say you don't know how to solve this with algebra. Let's break down the question. It asks, "which of the following numbers is NOT a solution of this inequality?" What that really means is, "Three of these answer choices, when plugged in, will result in a true statement. One answer choice will result in a false statement." So let's try plugging in each answer choice, one by one. Start with A) -1: 3(-1) - 5≠¥ 4(-1) -3 -3 -5≠¥ -4 -3 -8≠¥ -7 Wait, that's not true! -8 is not greater than -7. Thus answer choice A is tentatively marked as the correct answer choice. Just in case, let's try answer choice B. 3(-2) - 5≠¥ 4(-2) -3 -6 -5≠¥ -8 -3 - ≠¥ - Yes, - is equal to -! Choice A is likely the right answer. (You can evaluate answer choices C and D too, but this is unnecessary since you checked your work and A seems pretty sound). Bonus: Algebraicway You can also solve this question by moving x to one side and the number to the other: 3x - 5≠¥ 4x - 3 3x - 5 - 4x≠¥ 4x - 3 - 4x -x -5≠¥ -3 -x -5 + 5≠¥ -3 +5 -x≠¥ 2 x≠¤ -2 This gets you answer choice A as well! In both your practice and your real test, try to get unstuck by approaching the question differently. Check out our strategy guides on Plugging in Answers and Plugging in Numbers to see more details on how these work. Strategy 7: Monitor Your Time During the Math Section Once again, time pressure is a big problem for 400-500 scorers. Because many questions are difficult, it's easy to get sucked into a hard problem. This takes away time from other questions that you can solve and get points for. There are two ways to ease time pressure for yourself. The first way is by getting better at the test.By doing more practice, you'll automatically get faster at solving each question. By learning patterns to what the SAT asks, more questions will just 'click' for you. The other way is to monitor the time you're spending on each question. What you want to avoid is spending too much time on a single question, since this gives you less time for other math problems. Remember: all points on the SAT are worth the same as each other. An easy question is worth 1 point, as is the most difficult question on the entire test. So here's what I recommend: if you spend 30 seconds on a problem and aren't clear how you can get to the answer, skip and go to the next question. If you finish the section early, you'll have time to get back to the questions you skipped. You'll especially have extra time if you follow my first skipping strategy (skip the most difficult questions). Even if you don't have time to get back to the questions you skipped, you just bought yourself time to try a lot of other questions. Strategy 8:Bubble in Your Answers All at Once Here's a bubbling tip that will save you at least three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I went back to the booklet and solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself doing two things at once - solving questions, and bubbling in answers. This is like rubbing your belly and patting your head. This costs you time in both mental distraction and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 5 seconds per question, you get back 100 seconds on a section that has 20 questions. This is huge - you can use that to solve a whole other problem. Note: Be careful as you watch your time that you fill in all your current answers with at least five minutes remaining!Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Make sure you practice this on a full-length practice test so you're confident with it. Strategy 9: Guess on EveryQuestion You Don't Know You might already know this one, but if you don't, you're about to earn some serious points. Starting in 2016, the SAT no longer has a wrong answer penalty. In the old SAT, each wrong answer would deduct 0.25 points from your raw score. This required you to have a logical guessing strategy based on how many answers you could rule out. No longer! Now there is no penalty for getting a wrong answer. That means there's no reason to leave any question blank. Now, before you finish the section,make sure every blank question has an answer filled in. You do not want to look at your answer sheet and see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate just one answer choice, that gives you a much better shot at getting it right. If you have no idea, just guess! You have a 25% chance of getting it right. Most people know this strategy already, so if you don't do this, you're at a SERIOUS disadvantage. This is really important when you use Strategy #1 of skipping questions - if you don't guess on the questions, you'll miss out on free points! In Overview Those are the main strategies I have for you to improve your SAT math score. If you're scoring a 330, you can improve it to a 500. If you're scoring a 460, you can boost it to a 600. I guarantee it, if you put in the right amount of work, and study like I'm suggesting above. Notice that I didn't actually teach you any math content. I didn't point to any formulas that you need to know, or specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important to your future. Make sure you give SAT prep the attention it deserves, before it's too late, and you get a rejection letter you didn't want. If you want to review any of the strategies, here's a list of all of them: Strategy 1: Skip the Most Difficult Math Questions Strategy 2: Find Your Math Weaknesses and Drill Them Strategy 3: Focus On the Most Important Skills. Ignore the Rest Strategy 4: Use Only Realistic, High-Quality Sources Strategy 5: Understand All Your Math Mistakes Strategy 6: Experiment with Different Strategies to Solve Math Problems Strategy 7: Monitor Your Time During the Math Section Strategy 8:Bubble In Your Answers All At Once Strategy 9: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides to raise your SAT score. What's a good SAT score for you? Read our detailed guide on figuring out your SAT target score.This is important to set YOUR target score and give you something to aim for. Want a bunch of free SAT practice tests to practice with? Here's our comprehensive list of every free SAT practice test. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Neuroscience Dissertation Introduction - Essay Example Whenever we fall or cut ourselves we experience pain, sometimes unbearable. Hence, our body tells us to take adequate care of that part so that the damage is looked after. We take the help of various pain killers that are available in the market to control and get rid of the pain. Apart from the medicines, anesthesia is also used to numb the pain. People are given local anesthesia before an operation. These are medicines which mix in our blood and we don’t feel the pain. Thus, the basic purpose of the pain killers is to numb the problem organ so that we do not feel any pain. It is one of the pain killers, which is the application of electric current through our skin for pain control. This research will showcase the reasons behind its working. We will also notice the intensity and the duration of the current passed into our skin. The unit used for this is called the TENS that is Transcutaneous Electrical Nerve Stimulation. TENS is unlike any other pain killers as it does not penetrate into the body. It is a safe nerve stimulation intended to reduce pain, both acute and chronic. There are results to show that TENS can be used as the best pain killer. The constant mode of TENS is found to give a better post analgesic effect for TENS users with chronic pain in clinical trials. However no one has investigated how the harmless feelings can be affected by constant mode TENS. Harmless or non-noxious stimulation is generally used by the animal to make it aware of the state of its body and of its immediate environment. This can be tested by using a non-painful stimulation method, 2 point discrimination test. Any changes after the TENS treatment can affect the awareness of movements and relative position of body parts. This can be a potential issue for some TENS users with balance problem. An experiment was done on this and was found that constant mode TENS gives a higher pain threshold than frequency modulated TENS during

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Final - Essay Example se has helped me to garner information on syntax, diction, style and grammatical concerns which are very important to portray my thoughts into scripts. I was aware of the theoretical nitty-gritty of all these but lacked the proper synchronization of all these rules in order to organize my planning and create something in letters. I have found my writings are grammatically and stylistically correct because I can communicate with my readers in an effective way. I can respond to different writing assignments in ways that do not only streamline my time but also produces better finished writings. I do not have to struggle with the topics as the sentences flow spontaneously in my mind and I simply need to place them in papers. The course has helped me to address my thoughts in such a way that invokes a spirit in me always when I sit with pen and papers. This serves as a great support to harmonize the feelings that were somehow lost in the maze of numerous manuscripts I often studied. Durin g my reading of any book, if any sentence captures my interest I always underline that part and try to recollect and reproduce the same in some of my writings in a similar situation. The course has taught me how to recreate those ideas in my thesis. Above all I have learnt to write with confidence and I know myself as a writer. I would also like to bring certain things to your notice that there are some difficulties which haunt me always whenever I write. First of all, I lack a sense of coherence and cannot string the right words together to produce the insightful content. I am sometimes unable to find those thought provoking phrases which might otherwise result into a marvelous piece of writing. Another potential drawback of my writing is that I cannot illustrate my ideas with simple examples or in trying to do so, I get lost in the labyrinth of winding sentences in which the main thought loses its track. My writings are not always devoid of jargons and this creates some