Notre Dames Fighting Irish free essay sample

This paper discusses how the French Revolution caused Ireland to rebel in the late 1700s. This paper examines the question: to what extent did the French Revolution affect the 1798 rebellion in Ireland. The author discusses the revolutionary era, the similarities between the causes of the French Revolution and the 1798 rebellion, the differences between Catholics and Protestants, and France?s efforts to invade Ireland. Following 110 years of a general national peace, the Irish Rebellion of 1798 took place in the middle of the Revolutionary Era and at the beginning of the Industrial Revolution. The Revolutionary Era was a time when all, or most European nations were revolting, usually against oppressions created during the Industrial Revolution, and in doing so, initiating themselves into the new, modern world. The printing press was in wide use, furthering the spread of ideas quickly and efficiently. The Catholic Church was ever more menacing, taxes and rents were at all-time highs, and reformists were calling all Europeans to act. We will write a custom essay sample on Notre Dames Fighting Irish or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page France had revolted in 1789 and emotions had only escalated since throughout Europe , and Ireland was one of the nations caught in the crossfire.

The Effect of the Black Death on English Higher Education essays

The Effect of the Black Death on English Higher Education essays The Effect of the Black Death on English Higher Education, an article written by William J. Courtenay, takes a look into the quantitative and qualitative effects the plague had on English higher education. Courtenay, a history professor at Wisconsin University, has written several books on education in the 14th century, and is also Associate Chairman of the Classics Department, giving him credibility on the subject. By using several primary sources, such as registers from several schools, including that of Oxford, and other newly available sources, he is able to delve into a subject that even two decades ago was still very gray. With these new sources, Courtenay attempts to change the previous assumption that the plague greatly affected English higher education, and that the mortality rate within the educational establishments equaled that of the general population. The two questions Courtenay attempts to answer, whether there was a qualitative and/or quantitative decline in English education as a result of the Black Plague, are both, even to this day, up to speculation. Courtenay begins by stating that up until a few decades ago, there had not been enough information to make an argument based on much fact. Work done, such as that of Anna Campbell, was mainly based on the statements of contemporary scholars, that the Black Plague had a major effect not only on the population, but every other facet of life, including education. Courtenay argues that though the Black Death most certainly affected educational establishments, the death rate of scholars was most likely not that high. He defends his argument by making a case study of a particular focus group, the theology department at Oxford. Using the newly computerized The Biographical Register of the University of Oxford, as well as other sources, Courtenay finds that the number of professor s and students did not necessarily decline after the plague. He gives many reasons for...

Business Contract (Summarised) Essay Example | Topics and Well Written Essays - 1000 words

Business Contract (Summarised) - Essay Example The client will perform the duties hereby after the commencement of the said contract and these duties will be known as work whereas the usage of these services will be deployed by the aforementioned consultant. The contract is agreed on the following terms and these terms are entitled and subject to complete compliance in all the business scenarios with all the exceptions described in the contract thus hereby a necessity in the business oriented terms. The first and foremost terms of agreement in confidentiality which means the said client and consultant will not breach and exploit any business secrets thus complying full with the legal and ethical standards until and unless the following conditions are being fulfilled up to any extent 2) The exposed content has already been established in the public domain and with the consent of the both the legal business parties thus ensuring no imagery and monetary detrimental consequences to the client and consultant in any possibility 3). The content is exception to the domain which is contained from the third parties and entities which have no legal or authoritative party role to play in the legal terms of agreement. The Approved Salon agree must refrain from any advertising which may damage Shu Uemura’s image by the use of an ostentatious or demeaning presentation that is incompatible with the exclusive and luxury nature of the Products, the prestige of the Brands and the qualitative appearance of the Retail Outlet The Products of the company will be distributed and sold exclusively to Approved Salons of the company which agree to meet the applicable Approved Salon Criteria that will be defined separately and which have been approved by Shu Uemura as fulfilling these Criteria, this being without prejudice to Shu Uemura’s right to engage in direct sales via its own outlets, or through resale to an Approved Salon via exclusive distributors, or via the Internet. Sale of the products and supplies will

Public Patriarchal Authority in Joe Ortons Plays Essay

Public Patriarchal Authority in Joe Ortons Plays - Essay Example In fact, it is considered that "he communicated so successfully his version of the world Ortonesque as implying a peculiar mixture of the violent, the formal, and the amusing" (Orton, 1997). There are so many plays which Orton participated in and which thus could be discussed in his regards, however the aim of this paper is to discuss three plays and three characters in particular, the plays being: Entertaining Mr. Sloane, Loot, and What the Butler Saw; and the three characters being: Kemp, Truscott, and Rance. By addressing and discussing certain issues in this regards, such as the shared characteristics between the three and what they represent, their authority and power over the other characters in the plays and the power of the public patriarchal figures, as well as by examining the issue of Orton's plays being anti-authoritarian and undermining the patriarchal authorities, we will be able to come to a much more informed and knowledgeable understanding on this matter overall. Thi s is what will be dissertated in the following. Beginning with the play Entertaining Mr. Sloane, which was given its very first performance at the New Arts Theatre on May 6, 1964, and it ended up winning the London Critics' 'Variety' Award as the best play of the year. This play was said to be of interest 'only to those epicenes who look upon the public humiliation of women as grand sport'. This play includes the character Kemp, who is the father of Eddie who is the homosexual brother to Kath, who is a landlady; the basic plot of this story is that Kath, who is a single woman of 41, and who lives with her decrepit father Kemp, and Eddie, her brother, visits her occasionally, in their scruffy old house that sits on the edge of a rubbish dump. Then one day a man named Sloane comes to the house looking for a place to stay, and both Kath and Ed find themselves immediately attracted to Sloane, and not only that, but we see throughout the play that they are also getting a kick out of the fact of how they are sharing the same lover. Kem p is thus part of a very dysfunctional family, and although he is certainly not fully aware of everything that is taking place in his home, he is in on some of it. Kemp has very traditional values and beliefs, and if he was completely aware of some of the things that were taking place basically right in front of him, he would be horrified and angry. Kemp is absolutely the pubic patriarchal authority in this story, and he has authority and power over the other characters, primarily due to his age and thus seniority, however with Kath and Ed he especially has authority over them as their father. When we look at the play Loot, we see that this play is quite different from the one previously discussed, as this one is more of a dark farce, one which satirises the Roman Catholic Church, social attitudes to death, and as well the integrity of the police force. The play is described as: "Loot follows the fortunes of two young thieves, Hal and Dennis. Together they rob the bank next to the funeral parlor where Dennis works and return to Hal's home to hide the money. Hal's mother has just died and the money is hidden in her coffin whilst her body keeps on appearing around the house. Upon the arrival of Inspector Truscott the

Child and Youth Friendly Banking Product Development Guide Research Paper

Child and Youth Friendly Banking Product Development Guide - Research Paper Example Today the youth population globally is 1.2 billion representing the world’s largest youth population (UNCDF, 2012). This research analysis examined the feasibility of offering child and youth friendly banking products (CYFI) as a partial solution to the problems confronting children and young people in terms of achieving a viable economic future. In order to analyse the challenges and opportunities for CYFI, an empirical study was conducted in which a total of 10 executives from different banks were interviewed. It is concluded that the provision of CYFI can only be achieved through a multi-agency approach which includes policy makers, legislators, bankers, educators and other financial services. This partnership is necessary to overcome the risks associated with contracting with minors, the relative immaturity of minors relative to their ability to understand and take responsibility for financial management and other challenges that will be identified in this research report analysis. Table of contents INTRODUCTION LITERATURE REVIEW CHAPTER 1 1. Introduction 2. Research Question 3. Methodology 4. Literature review CHAPTER 2 1. Why are child and youth friendly banking products important? 2. What would the ideal child and youth financial product look like? 3. What is the current state of child and youth friendly banking products? 4. What are real-life examples of characteristics of child and youth friendly banking products? 5. What is the current state of certification? CHAPTER 3 1. Findings 2. Conclusion Reference INTRODUCTION According to the CYFI access to financial products by youth and children is described as either a savings or checking account held by a child or a young person who is under the age of 18. The child or young person is also required to have significant control over the account and includes means by which the child or youth has â€Å"financial incentives†, includes strategies for communicating employment, is connected to financ ing the child or youth’s education, canvasses the child or youth’s â€Å"satisfaction†, and has â€Å"internal controls† for monitoring these factors. Once the criteria as set forth below is met, the financial institution offering CYFI is eligible for certification for providing Child and Youth Friendly Banking Products (Child & Youth Finance International). The Child and Youth Finance Movement began the initiative for encouraging and implementing policies and services that comport with five core principles. The first of these core principles are informed by international human rights and in particular the Convention on the Rights of the Child 1989. In this regard, the first core principle maintains that children and young people are entitled to human and economic rights and protections. The second core principle advocates that institutions have a duty to operate their business affairs so that children and

The Last Lecture: Dr Randy Pausch

The Last Lecture: Dr Randy Pausch Carnegie Mellon University asked a set of Professors to give a message of a lifetime as if it was their last lecture before their death. Ironically for Dr. Randy Pausch, it was his last lecture because he had learned that he is going to die soon due to Pancreatic Cancer that has spread to his liver. That is what it is we cannot change that, we just have to deal with it. Dr. Pauschs inspirational speech was not about death; it was about life and how to achieve your childhood dreams. His sense of humor and enthusiasm is what triggered the audience to become inspired with his life lessons. Randy Pausch started off his speech by introducing the elephant in the room which he told the audience that he has been diagnosed with pancreatic cancer and will die soon because of it. He chose to tell them about the cancer at the beginning because he believes that if there are issues distracting your audience, address them sooner rather than later. He says that we have to deal with what we are facing because it is not in our hands to change the future. Therefore, instead of feeling depressed, we should try to enjoy the time that we have left. If I do not seem depressed as I should be, sorry to disappoint you. He makes it clear that he is not in denial of whats going on, he is just dealing with the situation in a positive way. Randy knows that he has ten tumors in his stomach and that he only has six months to live; he chooses to spend them with his family rather than worrying about the future. Pausch uses a couple of techniques in his lecture to inspire the audience with his talk. He knows that the audience might get emotional when they learn that he is doing to die soon due to sickness so he creates a sense of humor throughout his lecture as much as possible. For example, he told the audience that even though he is dying soon, I am in much better shape than most of you, and he starts to make push ups to show that them that he is physically strong; the audience respond with laughter and applause. Pausch laughs, smiles and tells a lot of jokes throughout the lecture instead of feeling depressed and sad. Throughout his speech he gives away his stuffed animals, wears an Alice in Wonderland hat, and wears a football jacket because he believes that audience is more likely to have fun and cherish life if they see you doing so in your speeches. Moreover, he could have used a serious tone for this speech. He could have stressed every word as if it were a matter of life or death; however, that would have drawn more attention to his condition instead of his main messag e and the point of the talk was to learn something out of it instead of feeling sorry for him. Due to these reasons, Pausch told the audience at the beginning of the speech that he will not talk about the cancer, wife, or children because the audience is going to get emotional including himself as they are very sensitive topics to discuss. Randy Pausch introduces the main points of the lecture and what he will exactly talk about. Even though Pausch tries to give the impression that the speech is not personal, to some extent it is as the content of the speech are on the personal lessons Randy Pausch has learned through life, and he illuminates these through personal stories. The first topic he addressed is his own childhood dreams and shows the audience pictures of him as a child smiling and looking happy all the time to reveal that he had a great childhood. He also stated that one of the many great things that his parents allowed him to do is paint his own room as he had the chance to express his creativity. As a child he believed that if a man can land on the moon, anything is possible. As a child he always wanted to become an astronaut but he never did; however, NASA created a competition for college students to design a certain project and the winners would go up in to the air in Vomit Comet, (a plane used by astron auts to practice before traveling to the moon) and experience weightlessness as if they are on the moon. Pausch was so excited that his students won until he learns that faculty members are not allowed to join. He makes this point by explaining that this was like a brick wall in his life and Brick walls are there for a reason, they let us prove how badly we want things. Moreover, he didnt give up and he had to fake as a journalist as they were allowed on the plane. Another dream that Pausch shared is the dream of becoming a professional football player and play for the national team which he never did. I got more out of that dream that I didnt accomplish, more than any other dream that I did accomplish. Also, his coach in school would make him do extra push ups, laps, and practice so Randy thought he was making him practice extra just because he didnt think he was good enough until someone told him when you are screwing up and no one is bothering to tell you anything , thats when they give up on you. Moreover, the critiques in our lives are the ones who basically love you and care about you. Also, Randy tells the audience that even though he never got to play as a professional football player, football is still a part of him and while talking, he wears his football jacket and ball and starts playing with it. Another point that Pausch makes that I personally thought it was important is that almost every thing we learn, we learn indirectly. He e xplains that by saying that when we send our children to play football, we dont actually send them to play football but we actually send them to learn skills like teamwork and sportsmanship. Another dream that Pausch shared is the dream of sharing knowledge with other and he did when he was selected to write an article in Wikipedia. Pausch believes that one of the most significant things in life is to share knowledge and pass it on to others. He expresses his humor by saying that being selected to be an author of Wikipedia, now I know that it is a reliable source that you can use. The next dream he introduced is Being like/ meeting captain Kirk which he intended to write it that way to amuse the audience and make them laugh. It was his childhood dream to be like Captain Kirk because it was a show that taught leadership skills. Even though he wanted to be like Captain Kirk he got to meet the actor. Another dream that Randy talked about is being an imagineer at Disney Land. The first time he went to Disney Land as a kid, instead of saying I want to experience this he said, I want to make stuff like that. One thing Randy learned during his experience that I thought was important is When you are pissed off at somebody, you just have to give them time and they will impress you. I believe that he is right because there is no real reason to be upset at anyone as we are all human beings who make mistakes. Also, life is too short to be upset with loved ones and you never know when your life will end. Moreover, Pausch became one of the imagineers who designed the game of Aladdin and Alice in Wonderland. This experience forever changed him as he learned that artists and engineers can invent great things together. Another important thing that he learned which I also thought was important was that all good things come to an end and you should try to enjoy it as much as you can. Later on, Dr. Pausch taught a course at Carnie Mellon University for ten years about building virtual worlds. When Pausch stopped teaching the course he gave handed it someone better to run this course. When you have something so precious, you should hand it to someone better than you. There are many lessons with certain techniques that he used to persuade the audiences with, which were about life that I thought, are important to mention. Its important to have parents and mentors in your life. In this part of the speech, Pausch showed pictures of his parents on rollercoaster to once more create a sense of humor. Also, he said that it is very important to give up the time to help others as we are blessed to have what weve got and others need our help. Moreover, dont complain, just work harder. He gave an example of a baseball player Jackie Robinson who swore he would not complain if people spat on him. I think he gave this example to imply that people complain too much; he is dying and he chooses not to complain. Also, when he was in school and complaining to his mother, she said I know how you feel, remember when your father was your age he was fighting the Germans. Once again she uses this example to create a sense of positive energy in the atmosphere. Another imp ortant message is Have fun I am dying and I choose to have fun. He believes that he cannot tell other how to have fun; it is like telling a fish how to swim in the sea. Finally, apologize when you screw up. I am sorry, I am wrong, and what can I do to make things better. Pausch believes that many people apologize but they are too egocentric to ask What can I do to make things better? In my opinion one of the most memorable moments in the lecture is when Pausch said focus on others, not you and as an example, he got out a huge birthday cake as its his wifes birthday and the audience started to sing Happy Birthday to his wife. In this moment, Randy reveals his emotional side when he hugged his wife. It is very emotional because although throughout the talk he tried to be as enthusiastic and energetic as possible, when it came to his wife he couldnt resist but give a sad face. Also, showing emotions is one of the best ways for a speaker to connect with an audience. Moreover, throughout the lecture he reveals the dreams that he had as a child and how he fulfilled each dream; but in my opinion, I think he the most important dream of all that he wants to fulfill but cannot is the dream of: to live longer and see his children grow up; unfortunately, he cannot fulfill that dream. Dr. Randy Pausch concluded his lecture in a very strong way by summarizing his key points to get his audience to think about what he said. In addition, he reaches back to one of the concepts introduced earlier which was the head fake and reveals that his entire speech has been a pair of head fakes; which makes the audience rethink the whole speech in their heads. Finally, at the very end he reveals that the whole speech was not for the audience but for his wife and children. As a viewer, I realized that at the end of the lecture that Pausch was seizing every opportunity to make speeches and write a book for his children as they are too young to have memories of their father. Moreover, all the childhood dreams and life lessons he has taught throughout the lecture were talks that he wants his children to one day know about them and follow those life lessons he has talked about. In my opinion, even though Dr. Randy Pausch tried to hide his emotional side throughout the lecture, the lecture was to some extent touching to the audience. The fact that hes dying in a couple of months ,yet giving a lecture on how to achieve your dreams and live your life is somewhat emotional to the audience. In addition, his situation makes the audience feel sorry for him even though if its not his intention to this speech. I believe that the speech wouldnt have been that successful if another person who was not ill would have given the same speech. Besides the skillful techniques Pausch used, the audience wouldnt have been as persuaded as they were by a different person preaching the exact same words because they psychologically feel like the need to listen to him because he is dying and in a way they feel sorry for him. Moreover, I believe this reason is one of the several motives to why Dr. Randy Pausch was listed as one of the hundred most influential people in the world.

Sydney Tar Ponds Essay -- Environmental Disaster

In 1901, an Boston based invertor group opened up a steel mill on the southeast side of Sydney harbor in Sydney, Nova Scotia. This mill was named DISCO, or Dominion Iron and Steel Company Limited, which was ultimately a subsidiary of DOMCO, or the Dominion Coal Company Limited. DOMCO coal was mined in Dominion, near Glace Bay and was used to make coke. Coke is a hard, grey, porous material, man-made from the coal and is used to fuel the blast furnaces for smelting the iron ore. (Coke (fuel), 2012) DOMCO along with DISCO merged with the Nova Scotia Steel and Coal Company or SCOTIA to from the British Empire Steel Corporation or BESCO in 1920. The company soon reorganized and in 1930 under the name Dominion Steel and Coal Corporation or DOSCO. In 1957 it was purchased by Toronto based aircraft manufacturing company, A.V. Roe Canada and in 1962 was once again sold, this time to Hawker Siddeley Canada, where it become a subsidiary. (Sydney Steel Corporation, 29) Hawker Siddeley ran the company smoothly until 1965 when they decided to eliminate all money moving operations. It was also around this time that it was announced that there were only around 15 operational years left for the Sydney coalmines and that after this opening new mines would be too expensive and that DOSCO would be getting out of the coal mining industry. The Sydney mill was very outdated compared to other mills in western and central Canada at this time. After an outcry for Cape Breton County residence, Prime Minister Lester B. Pearson, announced the creation of the Donald Commision led by J.R. Donald. The job of this commission was to launch a inquiry into the Cape Breton coal industry. They recommended that a federal crown corporation be set up to buy and mana... ... Contaminated material will still be filled with cement and then contained in the area they are in, none of the material will be incinerated. Then the entire area will be caped off and landscaped for future use The first phase of this was completed in late 2009 while the second stage began in Spring of 2010. (Tar ponds timeline, 2007) (Sydney Tar Ponds, 2012) Works Cited Coke (fuel). (2012, 04 02). Retrieved 04 08, 2012, from Wikipedia: http://en.wikipedia.org/wiki/Coke_(fuel) Sydney Steel Corporation. (29, 04 2011). Retrieved 04 2012, 08, from Wikipedia: http://en.wikipedia.org/wiki/Sydney_Steel_Corporation Sydney Tar Ponds. (2012, 04 07). Retrieved 04 08, 2012, from Wikipedia: http://en.wikipedia.org/wiki/Sydney_Tar_Ponds Tar ponds timeline. (2007, 01 29). Retrieved 04 08, 2012, from CBC News: http://www.cbc.ca/news/background/tarponds/timeline.html

Critique for generation velcro Essay

Summary for â€Å"Denaturalizing ‘Natural’ Disasters: Haiti’s Earthquake and the Humanitarian Impulse from p.264 to p.268 in â€Å"Become an Active Reader† by Andrew D. Pinto, On 12 January 2010, at 16:53 local time, Haiti experienced a catastrophic magnitude-7.0 earthquake 25 kilometres west of the capital, Port-au-Prince. More than 220,000 people died and 2.3 million were displaced, while the magnitude-8.0 earthquake that struck Chile on 27 February 2010 resulted in fewer than 800 deaths, despite its higher magnitude. Why was Haiti’s experience so different? Most commentators have pointed to physical factors. However, although many have noted Haiti’s poverty and internal strife, only a few commentators have identified these as key determinants of the level of devastation caused by the earthquake. Even fewer have suggested looking at the historical record or where Haiti stands in the current world order for an explanation. What is considered â€Å"natural†, in the context of disasters such as Haiti’s, is seen as independent of human actions. Any analysis of such events must â€Å"denaturalize† them by examining the historic, political and economic contexts within which they occur. Without this, the humanitarian impulse informing international efforts to support Haiti’s recovery and development may serve to merely reinforce the historic relationship between wealthy countries and Haiti and may fuel continued underdevelopment. Knowledge of Haiti’s history is integral to an informed understanding of the earthquake and its outcome. Soon after Spanish colonized the island, native people vanished because of imported disease, malnutrition and maltreatment. Plantation of sugar cane became fields of misery for tens of thousands of trafficked African slaves, while Spain and France reaped the profits. The French Revolution triggered Haiti’s independence in 1804, which was the first example of slaves winning nationhood by their own resistance. However, with its economy ruined by revolutionary war, Haiti was forced to agree to unfair trading relationships with nations that refused to recognize its sovereignty. Throughout the 19th century, France, USA, German and Britain invade Haiti to deprive its national coffer. Foreign interference and political destabilization have continually undermined governance in Haiti. For example, USA enabled Haiti to pass the constitution that allows foreign ownership of lan d, and helped to emerge dictators such as â€Å"PaPa Doc† Duvalier and his son â€Å"Baby Doc† one after another. Western countries  supported them during â€Å"Cold War† ostensibly to fight against communism but also to support the interest of foreign companies who benefited from low-cost Haitian labour. Jean-Bertrand Aristide who was supported by the poor and working class was elected as the president in 1990 and 2000, but he was removed in a coup twice, because his popular reforms threatened the status quo of Haiti’s oligarchies and foreign interests. External forces played a role in both coups, leaving Haiti’s political health tenuous ever since. With this historical background in mind, one can examine the response of the global community to the 2010 earthquake. The immediate response by the international community succeeded in many ways. As a result of humanitarian impulse, no major epidemics have yet occurred in any of the camp but cholera. However, some aspects of the post-earthquake response have been problematic. Focus on the immediate humanitarian response appear s to have prevented a consideration of how the ground work for future development could be laid. At the time of publishing, the vast majority of those displaced are still living in tents or other temporary structures and over 95% of the rubble has yet to be cleared. The provision of the essential social services by the Haitian government is unlikely in the near future. The humanitarian impulse is too often fitful and fragmented. Furthermore, the involvement of high-income countries in the root causes of the devastation caused by â€Å"natural† disasters in low-income countries is rarely examined. So actual histories should replace the more palatable fictional histories that attempt to explain away wealthy nations’ past contributions to the persistent poverty in the world. Acknowledging actual histories may have little impact on the technical details of the initial emergency response, but it may make a difference in how relief efforts are subsequently carried out, particularly in the long-run. Appeals for funds can be combined with educational initiatives to explain to policymakers and the public why an event has occurred and how it relates to social, economic and political forces. Acknowledging the actual histories that have led to Haiti’s underdevelopment would require wealthy nations to probe their own political, social and economic involvement in Haiti’s underdevelopment. Although a laudable humanitarian impulse has driven relief efforts in Haiti, it alone is insufficient for the task of rebuilding the nation. In numerous countries where humanitarians operates including Haiti, respecting history  and seeing the connection between historic actions and present conditions is essential.

How to Improve Your SAT Writing Score 9 Key Strategies

How to Improve Your SAT Writing Score 9 Key Strategies SAT / ACT Prep Online Guides and Tips Are you struggling with SAT Writing + Reading scores between 300 and 500? You're not alone- hundreds of thousands of students are scoring in this range, too. But many don't know the best ways to break out of this score range and score 600 or higher. Here, we'll discuss how to improve your SAT Writing 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 for students scoring below 600 on Evidence-Based Reading and Writing (EBRW). Although this score is a combination of your Reading and Writing scores, in this article, I'm focusing exclusively on Writing. So when I talk about scoring a 600 on Writing, what I really mean is getting a Writing test score of 30. If you're already scoring above 600, my articles onhow to get a perfect SAT scoreand how to get a perfect SAT Writing scorewill be more appropriate for you. You can still read this article, though, as some of it might be helpful to you. By contrast, ifyour goal is a 500 (or a 25 test score on Writing), these concepts will still equally apply, so I encourage you to continue reading! In this article, I'm going to discuss why scoring high is a good idea, explain what it takes to score a 600 on SAT Writing, and then go over key test-taking strategies. Stick with me- this is like building a house. You need to lay a good foundation before you can put up the walls and pretty windows. Here,we need to understand why you're doing what you're doingbefore we can dive into tips and strategies. Getting a 600 on SAT Writing: Understand the Stakes Improving your low SAT Writing score to something in the 600 range will dramatically boost your chances of getting into better colleges. Let's take a popular school, Penn State University, as an example.Its average SAT score is 1270. Its 25th percentile score is 80, and 75th percentile is 1370.Furthermore, its acceptance rate is 51%. In other words, a little more than half of all applicants are admitted. But the lower your scores, the worse your chances will be of getting in. Based on our analysis, if you score around 80, your chances of admission to Penn State drop to 25%, or around 1/4 chance.But if you raise your SAT score to 1370, your chances of admission go up to 75%- that's a much higher chance of admission! For the Writing section, this is especially true if you want to apply to humanities or language programs. These programs expect your SAT Writing score to be better than your Math score. So if you score low on this section, they'll likely doubt your ability to do college-level humanities work. As you can see, 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. Know That You Can Raise Your SAT Writing Score This isn't just some lame inspirational message you see on the back of a milk carton. I mean, literally, you and every other student can do this. At PrepScholar, I've worked with thousands of students scoring in the lower range of 300-500. Time after time, I see students beat themselves up over their low scores who think improving them is impossible. "I know I'm not smart." "I've just never been good at writing, 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 or your school grades. Not how Ms. Anderson in 9th grade gave you a C on your essay. 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? You've learned grammar before in school. You know some basic grammar rules. But the SAT questions just seem so much weirder. The test is purposely designed this way. The SAT can't test difficult concepts because this would be unfair to students who never took AP English. It can't ask you to dissect Dostoevsky's The Brothers Karamazov. The SAT is a national test after all, which means it needs a level playing field for all students around the country. As a result, the SAT has to test concepts that all high school students will learn. Subject-verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this in school. But the SAT still has to make the test difficult, so it tests these basic concepts in strange ways. This trips up students who don't prepare for it, but it rewards students who understand the test well. Here's an example of an SAT Writing question, which requires you to find the grammar error in the sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic SAT Writing question. Try to solve it before reading on. The error here is in thesubject/verb agreement. The subject of the sentence is "commissioner," which is singular. The verb, however, is "run," but because the subject is singular, it should really be "runs." If you didn't see an error, you fell for a classic SAT Writing trap.It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign, which suggests a plural verb! The SAT Writing section is full of questions like this one. Nearly every grammar rule is tested in a specific way, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: 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 subject and the verb, and get rid of the interrupting phrase. Essentially, to improve your SAT Writing score, you just need to do the following: Learn the grammar rules tested on the SAT Study how the SAT tests these grammar rules, and learn how to detect which grammar rule you need to know for a question Practice with a lot of realistic SAT Writing questions so you can learn from your mistakes I'll go into more detail about exactly how to do all of this. But first, let's see how many questions you'll need to get correct on SAT Writing to get a 600 EBRW score. What It Takes to Get a 600 (or 30) on SAT Writing If we have a target score in mind, it helps to understand what you need to get that score on the actual test.Remember that we're aiming for a 600 EBRW score- or, more specifically, aWriting test score of 30,out of 40. Scoring is a little complicated for SAT Writing. Unlike the Math section, which is scored on a scale of 200-600, Writing is combined with Reading to give you a single Evidence-Based Reading and Writing (EBRW) score.In order to get this scaled score, however, your Writing and Reading scores start out as raw scores (equal to the number of questions you got right). These are converted into test scores on a scale of 10-40. Finally, the two test scores are combined and converted to a single EBRW score on a scale of 200-600. In this sense, when we talk about getting a 600 on SAT Writing, what we really mean is getting a 30 out of 40 on SAT Writing. Note thatif you opt for the SAT Essay, this score willnotbe included in your SAT Writing score (it used to be before 2016; now, it's a completely separate score). If you could use a refresher on how the SAT is scored,read our in-depth guide to SAT scoring. Here's a raw score to SAT Writing score conversion table from an official SAT practice test. Be aware that SAT conversion tables differ for each test, so they can't offer an exact conversion- just an estimate. Raw Scaled Raw Scaled Raw Scaled Raw Scaled 44 40 32 30 20 23 8 14 43 39 31 30 19 22 7 13 42 38 30 29 18 21 6 13 41 37 29 28 17 21 5 12 40 36 28 28 16 20 4 39 35 27 27 15 19 3 10 38 34 26 26 14 19 2 10 37 34 25 26 13 18 1 10 36 33 24 25 12 17 0 10 35 32 23 25 16 34 32 22 24 10 16 33 31 21 23 9 15 Source: Official SAT Practice Test #1 Notice that if you're aiming for a 30/40 on Writing, you need a raw score of 31-32, or around 77%. This means you need to correctly answer a bit above 3/4 of all questions. Whatever you're scoring now, take note of the difference you need to get to a 30. For example, if you're scoring a 23, you'd need to answer 10- more questions right to get to a 600.Once again, if your goal is a 500 (or a 25 in Writing), the same analysis applies. OK- so we've covered why getting a higher SAT Writingscore 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. How to Improve Your Low SAT Writing Score: 9 Strategies Below, I introduce my top strategies to help you get the high SAT Writing score you deserve. Strategy 1: Get Used to the SAT Writing Passage Format The SAT Writing format consists of a passage on the left-hand side and questions on the right. The questions are indicated in the passage by underlines and number markers. Take a look: This format is a little odd to get used to since you need to alternate between reading the passage and answering questions about grammar and writing style. As some of the questions require you to understand the passage as a whole, it can get pretty tricky. And darting your head left and right to answer questions can ultimately make you lose concentration. So in what order do you read the passage and answer the questions? We recommend this three-step strategy: Read every sentence to completion.If the sentence has an underline in the middle, don't stop reading the sentence. Finish reading it so you understand what it's talking about. Go back to the question and answer it. If the question has multiple questions tagged, tackle them one at a time. We find that this strategy works best for lower-scoring students. It strikes a good balance between comprehending the passage and answering questions quickly. Do notread the entire passage and then answer the questions. It's usually not important to comprehend the entire passage as you need to do on Reading. Most questions are very focused sentence by sentence, meaning you don't need other sentences to answer them correctly. You can read more about tackling SAT Writing passages here. Strategy 2: Know What's Being Tested on SAT Writing Now that you're comfortable with the SAT passage format, it's important to know what's actually being tested on this section.You know grammar skills are being tested, but which ones?Do you know what rhetoric/style skills are being tested as well? When you go into battle, you need to know your enemy. Here's a great breakdown at a high level of what's tested on SAT Writing. And here's a great listing of the top 12 SAT grammar rules you should know. I won't list them here since the article I linked to is a much better explanation. For more tips on SAT grammar, check out our guide to all essential grammar rules you should know. All these skills bring us to my next strategy ... Strategy 3: Learn the Most Important Grammar Rules and Ignore the Others There's just no way around it. You need to know what the most important grammar rules are and how they work in order to do well on SAT Writing. The good news is thatcertain grammar rules are far more common than others on the SAT. For example, punctuation is the #1 grammar rule on the test- and almost six times more common than modifiers! Overall, there aren't that many grammar rules you need to master. In this sense, SAT Writing is a bit easier than SAT Math, for which there are more than a dozen unique skills you need to do well. What this means is that you can get more bang for your buck if you study correctly. Instead of reading a grammar book cover to cover, you should focus on the most critical grammar rules to improve your score most. We dissected every official SAT practice test available to figure out how many questions will appear for every skill. Here's an overview of what we found for SAT Writing: SAT Writing Skill Questions per Test Grammar Punctuation 4.5 Sentence Structure 3.8 Conventional expression 2.5 Agreement 2.3 Possessives 2.3 Parallel structure 2 Pronouns 1 Verb Tense 1 Modifiers 0.8 Rhetoric Sentence Function 8.5 Concision 4 Transition 3.8 Logical sequence 2.5 Precision 2.3 Quantitative 1.5 Style and tone 1.5 This list isn't that useful without practice. Now that you know what to expect on SAT Writing, you need to practice the most common skills again and again.This will get you the biggest bang for your buck for every hour you spend studying. This is how I designed our PrepScholar SAT program to work. We customize your study program to your strengths and weaknesses, forcing you to spend study time on what is really going to improve your score. You don't have to find your own SAT practice questions or decide what to study in what order- we do all of that for you! Next strategy: find your weak links and fix them. Strategy 4: Find Your Grammar Weaknesses and Drill Them If you're like most students, you're better at some areas on SAT Writing than you are at others. You might know pronouns really well, for instance, but you're not very strong at sentence constructions and fragments. Or maybe you're really good atparallel constructionbut have no idea what afaulty modifieris. You also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you've got friends to hang out with.This means that 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 prep book and read it cover to cover. When they don't improve their SAT scores, they're shocked. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover your bases with a thin layer of understanding. What these students did wrong was that they wasted time on subjects they already knew well- and didn't spend enough time improving their weak spots. 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 fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT Writing? You need to pinpoint the grammar rules you're having most trouble with and then do enough practice questions until they're no longer a weakness. Fixing up the biggest holes. For every Writing question you miss, you have to identify the type of question it is and why you missed it. Onceyou notice patterns to the questions you miss, you can find extra practice for particular grammar rules that are difficult for you. Say you miss a lot of questions related to commas (a very common SAT Writing mistake). You need to find a way to get lesson material to teach yourself the main concepts you're forgetting. You then need to find more practice questions for this skill so you can drill your mistakes.This is by far the best way to improve your SAT Writing score. Bonus: 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, including individual grammar rules. 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. For example, if you're weak in Subject/Verb Agreement, we'll give you a dedicated quiz focused on that skill so that you master your weakness. 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: Learn how to eliminate answer choices systematically. Strategy 5: Don't Pick Answer Choices Based on "Sounding Weird"- Don't Guess Randomly The SAT tests proper English grammar very strictly. Imagine that it's a 60-year-old English professor who speaks like he came from 1850.A lot of the language on the test will sound strange to you because it's never how you would phrase sentences yourself in real life. Here's an example: The students for whom the scholarships were designed left the school voluntarily for health reasons. This sentence is 100% grammatically correct. But you probably wouldn't talk like this with your friends or teachers. Students often fall for weird-sounding language because it seems as if there must be an error. But the SAT (sneaky like it always is) knows this about you. And it designs traps for students to fall into. Here's what you should do instead. For every wrong answer choice you eliminate, you should justify to yourself clearly why you are eliminating that answer choice. For most grammar type questions, you're looking for the best replacement for the underlined section. Here's an example: (Note that SAT questions only have four answer choices, but I'm just using this for illustration.) Here's my thinking as I go through the question for the first time: I'm getting from this question that nitrogen can kill plants and animals, so researchers want to prevent accumulation of nitrogen. This makes logical sense to me. A: This sounds plausible to me. I don't see any errors. I'm keeping this answer choice as a possibility. B: This is strictly grammatically correct, but "plants and animals can be killed" is now in its own clause as it's been separated by the semicolon. As a result, this sentence is not communicating that nitrogen is killing plants and animals; it's just saying that "plants and animals can be killed." But by what? I'm feeling negative about this as the answer choice. C: This is a comma splice grammar error. "That is what can kill plants and animals" is an independent clause, and in order to join two independent clauses, I know that you need a comma and a conjunction, such as "and." D: This is also a comma splice error. Plus, "they" isn't the right pronoun to use. Nitrogen is singular, so you would need to use "it." E: This fixes the comma splice error in D since now it uses a comma andthe conjunction "and." But it still has the "they" pronoun error. "They" needs to be "it" because nitrogen is singular. Based on all of this, I've eliminated every answer choice except A. Therefore, A is the correct answer. I'm not literally thinking all these words in my head. I'm eliminating quickly as I read because I'm detecting the grammar errors. It's like if I told you, "The bee fly to the hive." You'll instantly know this is wrong if you say it aloud because it feels wrong. After a few more seconds, you'd be able to point out that "bee" is singular and "fly" is plural, so we have a subject-verb agreement error. By learning more grammar rules and practicing them, you'll be able to do this elimination more quickly and naturally. You'll pinpoint exact reasons that a phrase has a grammar error and then use that to eliminate incorrect answer choices. This is a lot better than guessing based on things simply "sounding weird," and you'll get many more questions right with this strategy. Strategy 6: Be Careful About Choosing NO CHANGEToo Much On SAT Writing, most questions have a NO CHANGE option. This is the answer choice that doesn't change the underlined section and leaves the sentence as is. The SAT loves tricking students using these answer choices because it knows that students who don't know grammar rules won't see anything wrong with the sentence. NO CHANGE is a really easy answer to choose when a question doesn't set off any grammar alarms in your ear. But you need to be very careful whenever you choose NO CHANGE. Typically, this answer choice is correct only around 25% of the time. If you find that you're choosing NO CHANGE 40% or more of the time, you're definitely not detecting grammar errors well enough. Every time you choose NO CHANGE, try to double-check the other answer choices to ensure you're not accidentally missing a grammar error. Also, take note of grammar rules you tend to ignore by mistake. As I mentioned in Strategy 2 above, if you study your weaknesses, you'll be able to learn which grammar rules you're weak at and need to pay special attention to. Here's an example problem for which many students would choose NO CHANGE: Try to solve this question. If NO CHANGE was your first thought, try to review the other answer choices before finalizing your answer. Here's a look at what your general thought process should be: A:The sentence sounds OK as is- let's look at the other answers, though. B: "One's" lifetime- OK, so it's changing from "our" to "one's." I do know from English that I shouldn't be using "I" in my essays, so maybe this is better. C: "His or her"- this is similar to "one's" and it allows for multiple genders. Not sure whether this or answer choice B is better ... D: "Their"- wait a minute, this is different from the other answer choices because it's plural form, whereas "one's" and "his or her" are both singular. Also, what's "lifetime" referring to? It must be to "students" at the beginning of the sentence, which is plural and in the third person, so I definitely need "their" here! Let me review the other answer choices. Nope- they're definitely incorrect, since they are either singular or first person. By reviewing the answer choices one last time and using Strategy 4 to eliminate choices only based on sound reasoning or grammar rules, we find that D is the right answer. Side Note: You'll see how the same grammar rules come up over and over again- you just have to learn the patterns to do well on SAT Writing. These are the strategies we teach you in our SAT prep programso you, too, can become a grammar expert. Finally, be especially careful about choosing NO CHANGEat the end of a question set. These are the hardest questions on Writing, and the SAT is trying extra hard to trick you by disguising the grammar rules. Strategy 7: Don't Spend More Than 30 Seconds per Question Of all sections, SAT Writing has the least amount of time per question. You get 35 minutes to answer 44 questions, which means only 48 seconds per question!Even worse, you have to read passages to be able to answer these questions. If you find yourself spending more than 30 seconds on a single question, skip it for nowand try to give yourselfenough time to come back to it later. The most important thing is that you get all the points you can. Having the timer end before you can get to the last question is one of the worst mistakes you can make on the SAT because it means thatyou weren't able to give all questions a chance. This is especially important on Writing since the questions are not arranged by order of difficulty. So you might have a really easy question at the end! You definitely want to avoid sucking up two minutes on a single SAT Writing question. This is taking up way more time than one question deserves. You'll be better off spending all that time on other questions to get more points. Once you've answered all the questions you can answer without spending too long on them, go back through the section and try to answer the ones you left blank.Since there is no point penalty on the SAT, it's worth it to answer every single question, even if you have to guess! All of this requires discipline during the test, and many students ignore the clock until it's too late. Don't run out of time. Strategy 8: Understand All Your SAT Writing Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed a certain question, you'll make that mistake over and over again. Too many students scoring at the 400-600 level on SAT Writing 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 zero in on areas they're already comfortable with. It's like a warm blanket. Their thinking goes something like this: "So I'm good at subject-verb agreement? I should do more subject-verb agreement 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 SAT practice test or question set you take, mark every question you're even 20% unsure about. When you grade your practice test, review every question you marked and every wrong answer,even the hard ones. 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 making that mistake again.I recommend organizing your notes by grammar rule (subject-verb agreement, pronoun reference, faulty modifier, etc.). It's not enough to just think about a wrong answer and move on. It's not enough to just read the answer explanation. You have to think hard about why you failed on this specific question. By taking this structured approach to your mistakes,you'll now have a running log of every Writing question you missed, and your reflection on why you missed it. No excuses when it comes to your mistakes. Strategy 9: Go Deeper- Why Did You Miss a Writing Question? Now, what are some common reasons you might've missed a question on SAT Writing? 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 students miss SAT questions, and how you can take your analysis of your errors one step further: Content:I didn't learn the knowledge or grammar rule needed to answer this question. One step further:What specific knowledge do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content or grammar rule, but I didn't know how to approach the question. One step further:How do I solve this question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or I missed a grammar rule I already knew One step further:Why did I misread the question? Why did I miss this grammar error? What trick did the SAT play on me? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing Writing questions. Yes, this is hard. It's draining, and it takes work. That's why most students who study ineffectively don't improve their scores. But you're different. Just by reading this guide, you're already proving that you care more about your SAT scores than other students do about theirs. And if you apply these principles and analyze your mistakes, you'll improve much more than other students will. In my PrepScholar program, we force students to review every single question they miss so that each question becomes a chance to learn something new. In Overview: How to Raise Your Low SAT Writing Score These are the main strategies I have for you to improve your SAT Writing score. If you're scoring a 350, you can improve it to a 500. If you're scoring a 440, you can boost it to a 600. I guarantee this, as long as you put in the right amount of work and study in the ways I've suggested above. Notice that I didn't actually teach you that many grammar rules. I didn't point out any tricks you need to know or specific grammar rules that will instantly raise your SAT 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 then drill those weaknesses continuously.You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important for your future. Make sure to 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 go back and review any of the strategies, here's a quick listing of them: Strategy 1: Get Used to the SAT Writing Passage Format Strategy 2: Know What's Being Tested on SAT Writing Strategy 3: Learn the Most Important Grammar Rules and Ignore the Others Strategy 4: Find Your Grammar Weaknesses and Drill Them Strategy 5: Don't Pick Answer Choices Based on "Sounding Weird"- Don't Guess Randomly Strategy 6: Be Careful About Choosing NO CHANGE Too Much Strategy 7: Don't Spend More Than 30 Seconds per Question Strategy 8: Understand All Your SAT Writing Mistakes Strategy 9: Go Deeper- Why Did You Miss a Writing Question? Good luck on your SAT Writing prep! What's Next? We have even more useful guides you can use to raise your SAT score.Learn how to improve your Math and Reading scores. Also,read our top 15 tips to improving your SAT Essay score. What's a good SAT score for you? Read our detailed guide on figuring out your SAT target score. 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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Zora essays Zora Hurston writes a fascinating piece called "How it feels to be Colored Me". In this piece she tells of the days before and after she became colored. In the days before she knew of only one difference between white and blacks. She never paid much mind to the fact that the rest of the community reacted differently, she did what she wanted. It is the same for most kids at her age. They never really understand what is happening in the world around them until the world around them believes they're old enough to hear the When Hourston turned thirteen she was sent to a school in Jacksonville. She left her home as Hourston and enter Jacksonville as a little colored girl. Hourston made the point that she didn't mind the label the whites put on her. She wouldn't get depressed or let it bother her like the other blacks did. She made the comment "I do not belong to the sobbing school of Negrohood who hold that nature somehow has given them a lowdown dirty deal and whose feelings are all hurt about it." She makes a very good point here that African Americans tend to have the attitude that they were ripped-off. They blame everything bad that happens to them on the color of their skin. The world has changed but to this day some will sit back and ponder your last response wondering if that was a subtle insult brought upon by the color of their skin. In the piece "How it Feels to be Colored Me" Hourston also describes an experience she had with a white person that made her feel the true color of her skin. She talks about the music making her feel as if she's in a jungle. "My face is painted red and yellow and my body is painted blue. My pulse is throbbing like a war drum." She is feeling so many different emotions from the music yet these emotions are not shared with the white man sitting next to her. "He is so pale with his whiteness then and I am so colored." She feels the color of their skin makes th...

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Security of Big Data Research Paper Example | Topics and Well Written Essays - 1500 words

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