Social Class and Class Structure free essay sample

Does the story challenge or defend the status of class structure in the early nineteenth century British society and how? I think the some parts of the story defend the status of class structure in the nineteenth British society, but some other parts challenge the status of class structure. Some plots about Sir Walter, Lady Russell, Elizabeth, Mary and Mr. Elliot are defend the class structure. Sir Walter is vain, pretentious baronet. He has strong desire to maintain his status, which means he regards his class status as a very important part of his life. He looks down upon the naval officer; actually, I think he disdains all the people who are not as rich and high-profile as him. So when a sir tells him that one naval officer want to rent his Kellynch’s house, he is very angry. He says naval men are ignoble and ugly. Another example is Captain Wentworth comes to the concert, Sir Walter says Captain Wentworth is nobody. We will write a custom essay sample on Social Class and Class Structure or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And Lady Russell says in amazement:â€Å"What on earth he doing in Bath? † It sounds that Captain shouldn’t be their noble people’s place. These two examples show how these noble men’s arrogance. So Sir Walter persuades Anne not to marry Captain Wentworth who is poor and humble, he thinks that Captain Wentworth doesn’t deserve Anne. Lady Russell holds the same idea with Sir Walter. They deeply believe Anne should a man who is rich, so when Mr. Elliot shows his love to Anne, Lady Russell tries to persuade Anne to marry Mr. Elliot. About Mr. Elliot, he is rich man but greedy. In order to inherit Sir Walter’s noble title, he wants to marry Elizabeth at first. By the way, he is love Anne. He is a traditional man; he defends the status of class structure. Elizabeth and Mary, they were deeply influenced by their farther, they are snobbish and silly. I think this people’s behaviors reflect the people’s life in that time. But the story about Anne and Captain Wentworth challenge the status of class structure. In those high-profile people’s eyes, Captain Wentworth is not a good choice for Anne. But Captain Wentworth maintains the good manners, he is brave, independent. Anne casts off the class structure to pursue her happiness. To Anne and Captain Wentworth, class is no longer the problem for them. They didn’t marry because of class discrimination, now money, class and other people’s persuasions can not affect them. After so much difficulty, finally, they marry. This happy ending is the reader want to read. I think George Elliot shows her praise to these two protagonists, they bravely find each other. The love between these two people who have different classes has challenged the status of class structure. I think this is the most striking example to prove the novel challenge the status of class structure. I think the Croft also shows the story challenge the class status of class structure. For example, when they invite Anne and the Musgrove to have dinner in Kellynch’s house, in most of time is Mrs. Croft speaks but not Mr. Croft. In this time women don’t talk very much if her husband is there, but they have the equal position, both of them can talk freely, that’s not common in that time. I think this point is like our society.

The Effects of the American Correctional Policy

The Effects of the American Correctional Policy Evidence-Based Correction: Definition and Significance Before going any further, it is necessary to introduce the phenomenon of evidence-based correction. Evidence-based correction is defined as a system in which â€Å"data, not mere opinions [†¦] play the central role in guiding allegiance to any given correctional theory† (MacKenzie, 2012, p. 1).Advertising We will write a custom essay sample on The Effects of the American Correctional Policy specifically for you for only $16.05 $11/page Learn More In a nutshell, the phenomenon of evidence-based correction can be nailed down as the legal system in which evidence plays the pivoting role in not only determining the amount of punishment, but also checking whether the criminal is paying his/her debt to the society. Opposed to the traditional system of penalties, the given system presupposes certain element of redemption at best and paying the debt to society at the very least: â€Å"the treatment of criminals by society is for the protection of society† (Wines, 1871, p. 541). The significance of evidence-based correction appears to be quite high. The idea that the effects of traditional strategies and everyday correction procedures can be enhanced and increased several times is truly astounding; however, with the help of evidence-based corrections, the given effect is attainable. Since social scientific techniques are utilized in the course of an evidence-based correction in order to study and improve correction procedures, considerable improvement of correctional methodology can be expected, which means that the quality and efficacy of the procedures will increase in geometrical progression. The fact that the available resources are utilized fully in the process is also important. Because of the fast pace of correctional procedures, in most cases, the potential of most of the resources remains unlocked.Advertising Looking for essay on criminal law? Let's see i f we can help you! Get your first paper with 15% OFF Learn More With the application of evidence-based corrections, however, one will be able to use the existing resources fully, wherein the significance of evidence-based correction lies. In addition, the given approach helps define further avenues of addressing the problem in question. Justice Model for Correction: The Time Personal Change Has Come A justice model for correction is a specific method that is aimed at turning the criminal into a regular member of society. Though often being referred to as a wholesome concept, a justice model is represented by its numerous modifications. First, there is the rehabilitation model, which presupposes that each criminal is supposed to undergo a process of personal change and is only viable in case the crime was committed under specific circumstances, and in no case involved the freedom of choice between the right and the wrong action: When the rights given to criminals are seen as a major obstacle in the state’s quest to guard the lives and material possessions of the public, conservatives have maintained a more fundamental reason as to why [†¦] criminals should be rehabilitated and not punished. (Cullen, Gilbert, 1982, pp. 95–96) The efficacy of the given model can be argued. Although the tradition of persuading people to lead the lives of law-abiding citizens did appear to be efficient at the time that it was used, keeping people away from crossing the law by appealing to their fear cannot be considered the best way to convince them to follow the letter of the law, even though the â€Å"links between sanction risk perceptions and behavior† (Nagin, 1998, p. 5) are obvious. On the one hand, the model brought quite fruitful results; on the other hand, â€Å"prisons do increase recidivism† (Gendreau, Goggin, 2000, p. 308).Advertising We will write a custom essay sample on The Effects of the American Correctiona l Policy specifically for you for only $16.05 $11/page Learn More Therefore, it can be assumed that prisons have a certain deterrent effect, yet recycling this effect to shape people’s behavior and reduce crime rates seems unreasonable. Empirical Evidence of Deterrent Theory: Proving the Point In contrast to the rehabilitation theory, the theory of deterrence is based solely on people’s fear of getting punished. A similar approach was used by colonists in the XVIII century: â€Å"For those who failed to be discouraged by corporal punishment, the colonists displayed no reluctance to resort to surer means to deal with these sinful creatures [†¦]† (Cullen Gilbert, 1982, p. 47). An alternative to the rehabilitation method, it should also be given a proper mentioning as rather efficient method, which has quite short shelf life, though. As it has been stressed above, the idea of punishment following a crime serves as a powerful mans to keep peo ple away from wrongdoing. The way in which deterrence theory works, though, raises a few questions, To start with, the mechanisms of the given method are quite obscure; it is hard to figure out whether people are afraid of the imprisonment following the crime Incapacitation Effects of Prison: The Circle Has Closed As it has been stressed, ideally, justice system must be based on the legal principles that allow for not only punishing a criminal, but also helping the latter mend his ways. However, prisons do not always work this way. Such â€Å"correctional quackery† (Latessa, Cullen, Gendreau, 2002, p. 43) is, unfortunately, not rare. The given method, however, is justified by the rational choice theory, with its â€Å"cost oriented† (Cullen, Pratt, Miceli, Moon, 2002, p. 285) approach.Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to the results of the researchconducted by Petersilia and Turner, the experiment carried out by the RAND Corporation, which tested the efficacy of ISPs, or Intensive Surveillance Programs, returned rather unexpected results. Tested in 14 jurisdictions in nine states (Petersilia Turner, 1993, p. 281). Despite the fact that several types of programs were used in the course of the experiment, such as â€Å"prison diversion† and â€Å"enhancement programs† (Petersilia Turner, 1993, p. 281), Petersilia and Turner prefer an umbrella term of ISP in their study. Objectivity is the key asset of the latter; the researchers clearly intend to provide an unbiased result and comment on the efficacy of ISP. However, the study seems to lack evidence on the effects of ISP on not only felons, but also minor offenders. It is doubtful that intensive probation and parole may work equally well on a felon and a petty criminal. It should be mentioned, though, that ISP studies date back to the 1960s, when ISP was created as a probation management tool. Therefore, the emphasis was put on the rehabilitation of the convicted, whereas the safety of civilians and punishment were considered secondary goals. However, similar or unimpressively lower rates of arrest rates among the criminals who were supervised in accordance with the ISP principles (Petersilia Turner, 1993) led to the decrease in the ISP significance and use. Get in Touch Movement and Its Efficacy: Evaluation With that being said, the principles of the Get in Touch Movement are still very questionable. Although it is obvious that, when being afraid of the consequences, people are inclined to abide the law and are most likely not dare to cross it, basing the entire idea of following the letter of the law on people’s fear of imprisonment or another type of punishment is ethically wrong, since the given strategy is aimed at changing people’s behavior without changing the factors that induc e the given behavioral patterns. As long as people are controlled by fear and not by the ethical principles, they will always find the way to overcome this fear and find the means to avoid the obstacles set by the legal system. With what Cullen, Wright, and Applegate defined as â€Å"intermediate punishment† (Cullen, Wright, Applegate, 1996, p. 73), the entire justice system can be reinvented. Therefore, a â€Å"new intellectual consensus† (DiJulio, Piehl, 1991, p. 15), is required. References Cullen, F. T., Gilbert, K. E. (1982). The rise of rehabilitation. In Cullen, F. T., Gilbert, K. E. (Eds.), Reaffirming rehabilitation (pp. 45–88). Cincinnati, OH: Anderson Publishing. Cullen, F. T., Gilbert, K. E. (1982). Attacking rehabilitation. In Cullen, F. T., Gilbert, K. E. (Eds.), Reaffirming rehabilitation (pp. 89–149). Cincinnati, OH: Anderson Publishing. Cullen, F. T., Pratt, T. C., Miceli, S. L., Moon, M. M. (2002). Dangerous liason? Rational choic e theory as the basis for correctional intervention. In Piquero, A. R.., Tibbets, S. G., Rational choice and criminal behavior: Recent research and future challenges (pp. 279–296). New York, NY: Routledge. Cullen, F. T., Wright, J. P., Applegate, B. K. (1996). Control in the community: The limits of reform? In Harland, A. T. (Ed.), Choosing correctional interventions that work: defining the demand and evaluating the supply (pp. 69–116). Newbury Park, CA: SAGE. DiJulio, J. J., Jr. Piehl, A. M. (1991). Does prison pay? The Brookings Review 9 (Fall), pp. 28-35. Gendreau, P. Goggin, C. (2000). The effects of community sanctions and incarceration on recidivism. Forum on Corrections research, 12(2), pp. 10–13. Latessa, E. J., Cullen, F. T. Gendreau, P. (2002). Beyond correctional quackery: Professionalism and the possibility of effective treatment. Federal Probation, 66, pp. 43-49. MacKenzie, D. L. (2012). From Theory to Policy: Evidence-Based Corrections. In Cul len, F. T. Jonson, C. L. (Eds.), Correctional theory: Context and consequences (pp. 1–22). Thousand Oaks, CA: SAGE. Nagin, D. S. (1998). Criminal deterrence research at the outset of the twenty-first century. In M. Tonry (Ed.), Crime and justice: A review of research (Vol. 23) (pp. 1–42). Chicago: University of Chicago Press. Petersilia, J. Turner, S. (1993). Intensive probation and parole. In M. Tonry (ed.), Crime and justice: A review of research (vol. 17) (pp. 281-335). Chicago, IL: University of Chicago Press. Wines, E. C. (1871) Declaration on principles adopted promulgated by the Congress. In Wines, E. C., Transactions of the National Congress on penitentiary and reformatory discipline (pp. 514–517). Cincinnati, OH: Weed, Parsons and Company.

Common Assessment Research Paper Example | Topics and Well Written Essays - 1000 words

Common Assessment - Research Paper Example The main aim and goals is to help obtain the necessary management skills to manage the Information Technology department. Goals and Objectives The chief role of this channel is to make sure that the organization accomplishes its goals through having a good knowledge on how to use the Information Technology systems that store, process, and transmit the required information of the organization. Secondly, the management can achieve this by ensuring that the management make good risk management decisions to minimize expenditures that are also part of IT budget, and thirdly is by helping the Information Technology systems management on the purpose of making use of the supporting software documentation resulting from the performance of the risk management. Target Audience The main audience used to identify these issues, and concerns leading to poor Technology management are the personnel who support the management process for their Information Technology systems. ... The system and application programmers IT quality assurance personnel Information system auditors IT consultants Strategies and techniques used to improve technology management Information Technology management is a technique used by many companies to take advantage of the available Information Technology resources to increase and improve the pace of production and create a competitive business operations. Many business or managers may fail to fully implement and make use of Information Technology in their due to the expenses, maintenance and upgrade requirements. However, this can be through developing good Information Technology management strategies in the company. The managers should also find a good way of using technology to improve and increase the company’s productivity and operations. Corporate strategy Managers to set the overall direction of a company use corporate strategy. The business shareholders and department managers determine the financial markets the corpor ation will function in, how to get the required materials and resources, and how to get its products into the marketplace (Tesar, 2003). The information Technology department should assist the company in achieving these goals. For example, the Information Technology systems can use the company’s website to advertise and sell the company goods and services online in markets. The technology department can also use the systems to order materials from dealers, and using commerce software to make forecasts for productions and sales of the company. Business strategy This strategy only focuses on one division, department, and product line in the company. Managers and the

Module 1 - Case - Health Care Financial Environment Essay

Module 1 - Case - Health Care Financial Environment - Essay Example Therefore, evaluation means conducting of assessment of perceived outcomes that are often measurable through standardized performances and regulations. It means an evaluation plan helps in achieving goals and objectives that are critical in enforcing the mission statements of a particular hospital environment (Speizman, 2009). Additionally, improvement of efficiency and effectiveness becomes of part of evaluation when CFOs examine the long-term investment decisions important for strengthening contract management. Planning, on the other hand, implies that CFOs must identify a project plan that is both feasible and operational in different environments. Accordingly, planning helps in the deconstruction of perceptions to convert them into reality when evaluating goals that need immediate implementation (Tolbert et al., 2010). It means all investment decisions are strategic because they serve certain purposes approved by CFOs in their quest to streamline the overall management (Burtrie et al., 2013). In other words, planning is a part of partnership with other management processes such as evaluation to assist in controlling of organizations cash flows and other pressing

Impact of attitudes in the workplace Term Paper

Impact of attitudes in the workplace - Term Paper Example A healthy and positive attitude in the workplace is extremely important for the organisation to run successfully in the business market. All tasks should be delegated in a proper and clear way so that everyone achieves the tasks in the required manner by the organisation. The attitude of the employee and the managers should be positive. The employees should perform their job roles in the required manner and the manager should have a positive way of dealing with the employees so that the attitudes of the employee remains productive and is of mutual benefit to both the employee and the organisation (Appelbaum 2002). The way the employee have their attitudes at the workplace affects the success of the organisation. The productivity level of the organisation is affected by the behavior of the attitudes in the workplace. At times employees may not be aware of this fact that their attitude has a strong impact on the workplace as well as on other colleagues. The positive attitudes of the employees tend to result in the productivity levels being increased for the organisation and negative attitudes tend to have the vice versa effect. The managers have a huge responsibility of getting the required level work done by their subordinates and if the attitude of the employee is not positive then the manager may have to face problems in getting the work done effectively and efficiently. The element of attitude has its influence from various sources and it may have effects on the managers at the workplace. The attitudes of the employees at work may not be influenced by just the pay scale. Their designation at workplace also affects their behavior at work. There are internal influences as well as external influences for the behavior and attitudes of the employees at workplace. The internal influences that affect attitude may be the

The History Of Service Management Marketing Essay

The History Of Service Management Marketing Essay Conduct a critique of the following service management ideas, theories, concepts and techniques, specifically with reference to their purpose, application and limitations and with regard to how these service management ideas, theories and techniques may contribute to the development of a successful business: Definition: The nature of the business the service in mind that the organisation wishes to create. The service concept helps the organisation focus on the value that it can provide to new and existing customers 2.1 The Purpose of the service concept The service concept can be defined into 4 parts (as defined by Clark et al. (2000), and Johnston and Clark (2001): The organising idea: The essence of the service bought, or used, by the customer. The service experience: The customers direct experience of the service process, which concerns the way the service provider deals with the customer. The service outcome: The result for the customer of the service (in particular the benefit provided, the resulting emotions and assessment of value for money) The value of the service: the benefits the customer perceives as inherent in the service weighed against the cost of the service. The purpose of the service concept is for a company to help provide a concept for its employees and customers with what they selling and buying, respectively. It should give the employees (e.g. Managers and their staff) a focus on what service they are providing and how to provide it to the customers. By defining the service concept, companies are able to deliver a higher level of service to its customer. Also, the service concept can become an important in the development of a business and further re-designing the service, to better suit their customers requirements. It is also an important element between the business strategy and delivery of its service products e.g. between a Regional Manager deciding the strategy and the floor staff implanting the service, with the strategy. An important point to make is that the service concept can help show the customers the benefits of the service to them, both tangible and intangible, which in turn can indicate the overall value of the service possibly provided to them. 2.2 Application I am going to apply the service concept to Subway. The organising idea Providing its customers with sandwiches and meals, with a quick service and value for money. The service experience Multiple choices of meals, multiple food outlets, long queue/waiting times around meals times e.g. lunchtime, efficient service The service outcome Healthy food, positive feeling of fulfilment, value for money Value of the service Quick service, with a cheap meal for the customer 2.3 Limitations One limitations of the applying the service concept within a business is that different sectors or departments of the business will have different and conflicting views, especially on how to make improvements. For example, a financial executive of McDonalds might suggest that to cut costs that they should cut down on staff. However, the managers of the actual stores might go against that suggestion, and say that the service to the customer would suffer if they had less staff. Different departments of the business are concerned about different issues and as a result applying a service concept that everyone is happy with is not possible. Another limitation of the service concept theory is that it include service strategy issues e.g. the positioning of the business in the market with its competitors and type of customers that the business has. This can have a big effect on how a business decides on its strategy, and sometimes cannot be applied to all businesses. One more limitation is that the service concept theory is based on (or parts of) a business being profitable, which is not always the case with all business. For example, with a car hire company, the sales sector is based on how many revenue and profit is made, whereas the warranty/repair sector is a cost-based, and cannot be measured on the performance on how much profit is made. To add this point, not all businesses are about making profit. Some businesses/organisations are about non-profit, so it can be hard to measure the successful of the change is the service concept, if the measures were based on profit. Concept Profiling Tool 3.1 Purpose of Concept Profiling Tool Service concept profiling as a strategic tool can be used to: Help create and give organisational structure Help (assess) the significance of a potential change of the service To push for strategic advantage The purpose of service concept profiling is to apply service concept to the business and help improve its services e.g. It can help managers and executives view their business in a new way to be stand out from it competitors. Through service concept profiling, a business can examine its current service(s) that it offers and look at the possible options for changes and see what improvements can be made, or redesign the service. Once the service concept has been agreed, it can help provide all departments/sectors of a business guidance on what the service is offering, and how to make those improvements to provide the customers of the business with a better service. An important part with applying the service concept is implementing the strategy into the service delivery e.g. interaction with the customer. Lastly, assessments and evaluation are needed to put in place to measure the successfulness of the new service concept compared to previous results. Application Limitations One limitation of the service concept profiling tool is that just a diagnostic tool. One issue is that it doesnt take into the macroeconomic environment. For example, one part of the macroeconomic environment is legal factors. A service company like Starbucks might find it hard to use and adapt a new service concept, which involves needing to employee more staff, if new laws have been passed which have raised the minimum wage, it can affect the costs of the these new staff, and ultimately affect whether it possible to apply the service concept profiling tool, with the extra costs. The SERVQUAL Model 4.1 The purpose of the SERVQUAL Model The purpose of the SERVQUAL model is a method for measuring service quality. It is a strategic tool, which helps discover if there is any gaps between the perceptions of the service offered, by the business, and that of the customer idea or views of the service. Below is the SERVQUAL Model: C:UsersAlex ThimayaDesktoppicture_zeithaml_servqual_gaps_model.gif 4.2 Application 4.3 Limitations

The Ideal State of Today Essay -- Philosophy, Lao-Tzu

The search for the ideal state has been an on going mission for leaders since the creation of the first government. For a state to be truly ideal, its administration and chief must have the right characteristics. A government is a system that governs a state. A leader is someone who operates the administration. Although this seems simple, historical and current chiefs and regimes have proven it is not. The teachings of men such as Lao-Tzu and Niccolo Machiavelli include specific details on the traits a leader must posses in order to run and maintain a government where he or she is happy as well as the citizens. However, several of the traits classified as necessary for both a leader and government, by Lao and Machiavelli are undesirable in the path to the ideal state. In his work, â€Å"Thoughts from the Tao-te Ching,† Lao-Tzu discusses the Tao. Lao believes the Tao or â€Å"the way† to be the most effective method into developing a leader fit to manage a government in which everyone is content and is at peace. According to Lao, â€Å"the Master doesn’t talk, he acts. When his work is done, the people say, Amazing: we did it, all by ourselves!† (25). Therefore, the chief, in order to run the administration, he must govern the people in ways that they are barely aware of his presence and ruling. The people, when they forget their superior, â€Å"goodness and piety appear† (25). Subjects living under such a government, turn to a higher supreme power, which they believe is responsible for their accomplishments, which creates religious devotion. Niccolo Machiavelli, in â€Å"The Qualities of the Prince,† discusses whether a prince should keep his word to his people. Machiavelli said, â€Å"the princes who have accomplished great deeds are those who have cared ... ...ch speculators prosper while farmers lose their land, government officials spend money on weapons instead of cures, when the upper class is extravagant and irresponsible while the poor have nowhere to turn-all this is robbery and chaos† (Lao-Tzu 29). In addition, this is complete capitalism and, therefore, the government will not succeed. One country that has united the two types of administrations is China, which is the world’s second-largest economy and has become known as the â€Å"world’s factory† (Bin 2). According to Prof Alok Bhargava in â€Å"Persuade Beijing of need for democracy,† â€Å"China is now more capitalist than communist. The Chinese economic policies have lowered production costs and brought prosperity† (16). China’s use of dual administrations demonstrates the positive outcomes of doing so, even though; China considers itself completely a communist country.

Jetair Ltd. and Contemporary Companies and Securities Law

Introduction In acting as advisors for the Pilot’s Association Australia and Airlines Union Australia, we seek to explore the legality of the various actions of the Jetair Ltd. ’s Board of Directors which ultimately lead to the hiring of a new staff body in New Zealand by JetairNZ Ltd at a lowered salary and the subsequent redundancy of Jetair Ltd. ’s Australian-based senior managers and pilots. The outcomes sought by the various employee associations seek for firstly, the imposition of the Australian-based wage of Jetair Ltd. s former senior managers and pilots upon the New Zealand-based staff of JetairNZ Ltd. The second outcome sought by the employee associations seeks for the retrenchment of the senior managers and pilots made redundant by Jetair Ltd. The third concern is with regards to ‘excessive’ remuneration of Jetair Ltd. ’s board. In examining these concerns, there are a number of legal areas that must be examined: firstly the relatio nship between Jetair Ltd. and JetairNZ Ltd. s a related body corporate and the various duties owed to both companies by their Board of Directors; the duties owed by the Board of Directors to both companies and the body corporate as a whole and the possibility of conflict of interest; the duty of care owed by the Board of Directors to their employees and the company as a whole; and finally the exploration of the remuneration of Jetair Ltd. ’s Board of Directors as a reflection of the current financial situation of the company.The argument for and against the pursuit of legal action will be based solely upon relevant legislation and case law; therefore the conclusions drawn will be the recommendation for the employee associations in regards to the pursuit of legal action. Related Bodies Corporate – Holding and Subsidiary Companies Given that conducting business with an Australian-based workforce operations, business proved to be cash-flow effective, but unprofitable â₠¬â€œ Jetair Ltd. has sought to pursue a differentiated corporate structure. In order to achieve this, Jetair Ltd. stablished a subsidiary, JetairNZ, in order to gain advantages that were previously unavailable. Incentives for the formation of a subsidiary, foreign or local, are provided for through both the rule of separate entity and limited liability. In the case of Jetair Ltd. the rules listed above provide for the existence of JetairNZ as a separate legal entity (although also functioning as part of the body corporate) with all of the same rights and obligations as any other registered company independent of its parent organization.The provision of limited liability as an individual company allows for the pursuit of extensive operations by the body corporate whilst remaining wary of liability in the case of insolvency of the subsidiary. Therefore, Jetair Ltd may be defined as the holding company whilst JetairNZ may be defined as a wholly-owned subsidiary. As the majority of the Board, three out of five directors, are controlled by Jetair Ltd. we can establish that the Board of Directors of JetairNZ is controlled by Jetair Ltd.From this we can assume that whilst JetairNZ enjoys the status of a separate entity and the overall corporate group is protected through the principle of limited liability; JetairNZ is in effect controlled by Jetair Ltd. Even though it is plausible to assume that Jetair Ltd. is in effect controlling the mind and will of JetairNZ the likelihood of piercing or lifting the corporate veil in order to determine without a doubt the timing, origin and motivation of JetairNZ’s decision to employ new personnel in conjunction with Jetair Ltd. ’s decision to effect a mass lay-off is highly unlikely.Indeed a concise summation of this principle may be credited to Rogers J in Briggs v James Hardie & Co Pty Ltd (1989) ‘Even the complete domination or control exercised by a parent over the subsidiary is not a sufficient basis for lifting the corporate veil ’1. Given precedence, the Courts would be unwilling to lift the corporate veil given the application of the entity doctrine by the High Court. An encompassing remark made in the case of Varangian Pty Ltd v OFM Capital Ltd [2003] by Dodds-Streeton, that may be relied upon in Jetair Ltd. s case is ‘The underlying unity of economic purpose, common personnel, common membership and control have not been held to justify the lifting the corporate veil’2. 1Briggs v James Hardie & Co Pty Ltd (1989) 16 NSWLR 549, 588 2 Varangian Pty Ltd v OFM Capital Ltd [2003] VSC 444 at [142] Interestingly, although the issue of redundancy payments is not being questioned by the employee associations – the case of Stanborough v Woolworths Ltd [2005] NSEADT 203 at [44]3, which illustrates a disparity in redundancy payments within a corporate group, illustrates the further application of the doctrine of separate entity which may be applied toJetair Ltd. an d JetairNZ in terms of the variance of remuneration offered and the retrenchment of redundant staff. To argue that the same remuneration be offered to both previous Jetair Ltd. and new JetairNZ employees would prove to be futile given that although they exist within the same corporate group, Jetair Ltd. and JetairNZ are in the eyes of the law separate entities. JetairNZ Board of Directors – Appointment & Control In the formation of JetairNZ, the board of directors appointed by Jetair Ltd. consists of several representatives of Jetair Ltd. and two representatives from the airline industry in New Zealand.As a holding company, Jetair Ltd. is well within the law to appoint its own nominees to the Board of Directors of a subsidiary such as JetairNZ. In fact, this proves to be common practice, with the frequent alignment of interests amongst the company as a whole. Although there is an alignment of interests between both the holding company and subsidiary, in case there is any situ ation in which a conflict of interests arises the directors of a subsidiary such as JetairNZ are required to act in the best interests of the subsidiary, not the company as a whole.In this case, the appointees of Jetair Ltd. currently serving as directors for JetairNZ are obligated to act in the best interests of JetairNZ at all times, precedence is given in the case Walker v Wimbore (1976) 137 CLR 14. Given the question of the enforcement of the previous Australian-wage for all JetairNZ senior managers and pilots, this would have to be in the best interests of JetairNZ alone to be passed by the JetairNZ board. Given that maintaining employees based in New Zealand is relatively less expensive 3 Stanborough v Woolworths Ltd [2005] NSEADT 203 at [44] Walker v Wimbore (1976) 137 CLR 1 in terms of remuneration for JetairNZ, employing an inflated level of remuneration would not be in the best interests of JetairNZ. Should the Board of Directors pursue such an action, they would not be ac ting in the best interests of the company and they would be in breach of duty. Director’s Duty of Care – Company vs. Employees In examining the duty of care owed by the Board of Directors of Jetair Ltd. there exists an inequality of that which is owed to employees and to the company.The first priority of the directors’ is to maximize the value of the company, in order to maximize the earnings of the shareholders in the short- and long-term. However, directors also owe a duty of care to their employees and other various stakeholders in the company – often termed Corporate Social Responsibility. In the case of Jetair Ltd. and the potential action from employees and their relevant associations there exist arguments both for and against Jetair Ltd. ’s redundancy scheme. The arguments against Jetair Ltd. ’s action stem from the consideration for corporate social responsibility of companies – specifically for their employees.However, an exa mination of CMAC Report – The Social Responsibility of Corporations (2006)5 addresses many of the issues arising in the course of companies conducting business – whereby various stakeholders in companies concerns are unaddressed or unsupported by current company law. Whilst the report allows for recognition of the conflicts between companies and various stakeholders it also considered the current company law to be sufficient in granting persons such as the directors of Jetair Ltd. the appropriate powers and obligations to take into account their corporate social responsibility.The report also concluded that any amendment to the Corporations Act 20016 was unsubstantiated. Whilst it is possible to cite 5 Corporations and Markets Advisory Committee (2006) The Social Responsibilities of Corporations 6 The Corporations Act 2001 (Cth) Corporate Social Responsibility as an argument for the retrenchment of the former senior managers and pilots of Jetair Ltd. , The Social Respo nsibility of Corporations (2006)7 has found that the consideration of stakeholders such as employees may prove to be detrimental to corporate decision-makers primary consideration – the shareholders.There exists a significant argument against the sublimation of the interests of shareholders to pursue the interests of company employees. Simply put, directors of a company should not place the interests of employees before the interests of shareholders as is illustrated in Parke v Daily News Ltd [1962]; whereby we may assume that the fiduciary duties of the directors lie with the shareholders alone. The redundancy payments previously received by former employees are indeed a necessary compensation as they were incidental to Jetair Ltd. carrying on their business, having been a previously agreed contractual obligation.Redundancy payments may also be viewed as a facet of Corporate Social Responsibility, as they frequently appease the employee unions and ease the continuance of bus iness. Jetair Ltd. differentiated their corporate structure, through the creation of a subsidiary and a shift in staffing location and remuneration, in order to achieve lowered operational costs – thereby maximizing shareholder’s value. Jetair Ltd. also upon making the represented employees redundant paid all entitlements, and has not breached the Corporations Act 20019 regarding employee entitlements.From this we may reason that Jetair Ltd. has fulfilled their legal obligation to act in the best interests of the shareholders before their employees; and has also fulfilled their legal obligations regarding employee entitlements whilst also pursuing a measure of Corporate Social Responsibility through the provision of redundancy payments to facilitate their employment transition and ease tension with relevant employee associations. 7 Corporations and Markets Advisory Committee (2006) The Social Responsibilities of Corporations 8 Parke v Daily News Ltd [1962] Ch 927 Corpo rations Act 2001 (Cth) Jetair Board of Directors Remuneration When addressing the issue of dissention of former employees and their associations with the level of remuneration of the board of directors of Jetair Ltd. , it is necessary to explain the procedures regarding director’s remuneration to ascertain if there has been any illegal action. There are several key discussion points as follow: the company constitution, the corporate governance principles, and lastly current opinion regarding high levels of director’s remuneration.Firstly, a director is not permitted to receive any remuneration from their company unless approved by either the company’s constitution (replaceable rules included) or the shareholders. If we assume that Jetair Ltd. ’s constitution provides for the ability of the board to decide their own remuneration; this, although in direct conflict with corporate governance, is not in fact illegal. The assignation of large bonuses in additio n to the usual remuneration was awarded at the AGM in November 2011, and therefore was disclosed to shareholders and passed by a vote either by the shareholders or the board of directors.According to the Corporate Governance Principles and Recommendations10, Jetair Ltd. must pursue a directors’ remuneration policy of remunerating fairly ad responsibly. In order to prove any wrongdoing by the board of Jetair Ltd. the following must be proved: excessive remuneration leading to oppressive or unfair conduct leading to no/reduced shareholder dividends; deviation from company policies regarding the company’s performance and its effect upon director’s remuneration; or a lack of disclosure of the remuneration of each individual director. 0 ASX Corporate Governance Council(2010) Corporate Governance Principles and Recommendations In recent years there has been a shift in public perceptions regarding level of executive and non-executive director’s remuneration; lar gely due to the poor performance of many companies throughout the Global Financial Crisis. This has led to a strengthening of the framework relating company performance to director’s remuneration through the Corporations Amendment (Improving Accountability on Director and Executive Remuneration) Act 2011 (Cth)11.Pursuing action regarding the ‘excessive’ remuneration or bonuses of the directors of Jetair Ltd. , in the case that any of the above was substantiated would lead to the return of the ‘excessive’ remuneration to Jetair Ltd. The pursuit of such an action would prove to return value to the company, but would in no way assist in the retrenchment of former employees. Conclusion & Recommendations To conclude it is not recommended for the Commercial Airlines Union and the Pilots Association to pursue legal action against either Jetair Ltd. r JetairNZ. This report has sought to outline any potential courses of action available to the employee associ ations representing the recently terminated Australian-based senior managers and pilots of Jetair Ltd. The arguments against pursuing legal action are based in case or legislative law; and provide legal reasoning for the actions of Jetair Ltd. Although the employees and their associations may at this time feel that the situation is unfair there exists, at this time, no apparent legal wrongdoing on the part of Jetair Ltd. n their establishment of a subsidiary company, termination of current employees, the imposition of a lesser wage for employees of JetairNZ or the recent award of large bonuses in addition to remuneration of the Board of Directors of Jetair Ltd. Word Count: 2,164 11 Corporations Amendment (Improving Accountability on Director and Executive Remuneration) Act 2011 (Cth) Sources Cited oASX Corporate Governance Council (2010), Corporate Governance Principles and Recommendations oBriggs v James Hardie & Co Pty Ltd (1989) 16 NSWLR 549, 588 oCorporations Act 2001 (Cth) Corp orations Amendment (Improving Accountability on Director and Executive Remuneration) Act 2011 (Cth) oCorporations and Markets Advisory Committee (2006) The Social Responsibilities of Corporations oParke v Daily News Ltd [1962] Ch 927 oLipton, P. Herzberg,A. & Welsch,Michelle (2012), ‘Understanding Company Law’ (16th Edt. ), Corporate Education Services Pty Ltd. oStanborough v Woolworths Ltd [2005] NSEADT 203 at [44] oWalker v Wimbore (1976) 137 CLR 1 oVarangian Pty Ltd v OFM Capital Ltd [2003] VSC 444 at [142]

Not for profit making organizations. Essay Example

Not for profit making organizations. Essay Example Not for profit making organizations. Essay Not for profit making organizations. Essay The cashbook will is referred to as a receipts and payments where entries are the same as those of a cashbook. But this distinction is not really necessary. Just use cashbook. 2. Instead of income statement, we have an income and expenditure account. If incomes exceed expenditure, then we have a surplus instead of a profit and if incomes are less than expenditure then we have a deficit (instead of a loss) 3. Because the club is not formed by any one owner (has no owner), it is funded by members contributions, donations, income from investments to get an accumulated und instead of capital. The organization may carry out some trading to finance some of the clubs activities. In case a club or association has a trading aactivity, then in addition to the income and expenditure account and the statement of financial position we also prepare an income statement for the trading aactivity. 9. 2 Format of the Final Accounts Name Income and Expenditure Account for the year ended 31 December Profit from trading activities Subscriptions Income from investments Donations Income from other activities [dinner dance, raffles, festivals] . Incomes Expenalture Depreciation Subscriptions: These are the amounts received by the club from the members to renew their membership. It is often paid on an annual basis. It is income for the club and therefore reported in the income and expenditure account. Depending on the ppolicy of a club, any subscriptions due but not received are shown as accrued income (receivables for subscriptions) in the statement of financial position. Any amounts prepaid are shown as prepaid (Payables for subscriptions). Some clubs will not report subscriptions as income until it is received in form of cash. 2 Income from Investments: Some clubs invest excess cash in the bank (fixed deposit account), shares of limited companies, treasury bills and any other investment that may be available. If the club is investing with no specific intention (i. e a general investment) then income from this investment should be reported in the income and expenditure account. If the investment is for a specific purpose and relates to a specific fund (e. g building fund) it will not be reported in the income and expenditure account but creoltea alrectly to These are funds set up for a specific purpose and not general. They will be shown ogether with the accumulated fund. Any incomes relating to these funds, will be credited directly to the funds and any expenses will be taken off from these funds e. g. building fund, education fund. Life Membership Fund Some members may pay some amount to become life members of the club. If this happens, there may be a need to spread out this income over the expected life of the members in the club. Depending on the ppolicy of a club, the following accounting treatment may be allowed: i. The full amount is reported in the Income and Expenditure account in the year it is received and therefore no balance is retained in he life membership account. . The amount is shown separately in the life membership fund with no transfer in the Income and Expenditure account and hence no balance in the life membership account. iii. To transfer some amounts from the life membership funds to the income and expenditure account over the expected life of membership to the club. This last method is recommended Example 9. 1 The following t rial balance was extracted from the books of Literary and Philosophical Society

How to Get 800 on SAT Writing 9 Strategies From a Perfect Scorer

How to Get 800 on SAT Writing 9 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 600–750 range on SAT Writing? Do you want to raise that score as high as possible- to a perfect 800? Getting to an 800 SAT Writing score isn't easy. It'll require near perfection and a mastery of both grammar rules and essay writing. But with hard work and my SAT writing strategies below, you'll be able to do it. I've consistently scored 800 on Writing on my real SATs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 600 on SAT Writing or above (this equates to a Writing Test Score of 30+ out of 40 on the New SAT). If you're below this range, my "How to Improve your SAT Writing Score to a 600" article is more appropriate for you. Follow the advice in that article, then come back to this one once you've reached a 600. Also, the New 2016 SAT now has a single 800 Reading + Writing score, combining the individual Reading and Writing test scores. Technically, when I mention a perfect Writing test score, I'm referring to a perfect 40/40 test score, which is essential to getting an 800 Reading and Writing score. In this guide, I'll use800 and 40 interchangeably to mean a perfect Writing score. We won't talk about Reading here, but if you want to improve your Reading score too, check out my Perfect SAT Reading score guide. Overview Most guides on the internet on how to get an 800 on SAT Writing are pretty low quality. They're often written by people who never scored an 800 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting an 800 available anywhere. I have confidence that these strategies work because I used them myself to score 800 on SAT Writing consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring an 800 is a good idea, what it takes to score an 800, and then go into the nine key SAT Writing strategies so you know how to get an 800. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why an 800 Writing score is useful, since this will fuel your motivation to get a high score. This guide has been updated for the New 2016 SAT Writing and Language section, so you can be sure my advice works for the test you're about to take. Final note: In this guide, I talk mainly about getting to an 800. But if your goal is a 700, these strategies still equally apply. Understand the Stakes: Why an 800 SAT Writing? Let's make something clear: for all intents and purposes, a 1540+ on an SAT is equivalent to a perfect 1600. No top college is going to give you more credit for a 1600 than a 1540. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 1560, don't waste your time studying trying to get a 1600. You're already set for the top colleges, and your time is better spent working on the rest of your application. But if you're scoring a 1520 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 1530 or above. There's a big difference between a 1460 and a 1560, largely because it's easy to get a 1460 (and a lot more applicants do) and a lot harder to get a 1560. A 1540 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get an 800 in SAT Reading+Writing? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your composite score moreso than your individual section scores. If you can get a perfect 40 in SAT Writing and a perfect 40 in SAT Reading, that means you only need a 750 in SAT Math. This gives you a lot more flexibility. Princeton's 75th percentile for Writing is 800. There's another scenario where an 800 in SAT Writing is really important: if you're planning to apply as a humanities or social science major (like English, political science, communications) to a top school. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a humanities/social science major, you're competing against other humanities/social science folks: people for whom SAT Writing is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Reading+Writing score is an 800. That means at least 25% of all students at these schools have an 800 in SAT Writing. But if you can work your way to an 800, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It! This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score an 800 on SAT Writing. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. SAT Writing is Designed to Trick You - You Need to Learn How 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. It's purposely designed this way. The SAT can't test difficult concepts because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. 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. Subject verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout 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. Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic SAT Writing question. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, 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 examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, 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. So to improve your SAT Writing score, you just need to: Learn the grammar rules that the SAT tests. Study how the SAT tests these grammar rules and learn how to detect which grammar rule you need in a question. 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 to get a perfect score. What It Takes to Get An 800 in Writing If we have a target score in mind, it helps to understand what you need to get that score on the actual test. On the Writing section, there are 44 multiple-choice questions. How many questions you get right determines your scaled score out of 40. From theOfficial SAT Practice Tests, I've taken the raw score to scaled score conversion tables from the first four tests.(If you could use a refresher on how the SAT is scored and how raw scores are calculated,read this.) Raw Score Test 1 Test 2 Test 3 Test 4 44 40 40 40 40 43 39 39 39 39 42 38 38 38 38 41 37 37 37 37 40 36 36 36 37 39 35 35 35 36 38 34 34 35 35 37 34 33 34 34 These grading scales are harsh.For every test, if you miss just ONE question, you get dropped down to a 39. This means your maximum Reading + Writing score becomes a 790, in the best case. The exact score conversion chart depends on the difficulty of this test. This particular score chart is as strict as it gets- sometimes, you can miss one question and still get a 40. But I've never seen a test allow missing two questions and getting a 40. Sometimes, if you miss two questions, you drop down to a 37. So the safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for an 800, and an essay score of at least 10. It's pretty clear then that you need to try to answer every question. You can't leave any questions blank and expect to get an 800 reliably, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 800. For example, if you're scoring a 38 raw score now, you need to answer six more questions right to get to a perfect 40. As a final example, here's a screenshot from my exact score report from March 2014, showing that I missed 0 questions and earned an 800. (This was from the older 2400 version of the SAT, but the grading scale was similarly tough back then.) OK- so we've covered why scoring a higher Writing 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 get into the meat of the article: actionable strategies that you should use in your own studying to maximize your score improvement. 9 Strategies to Get an 800 on SAT Writing What's your greatest weakness? Strategy 1: Understand Your High-Level Weakness: Time Management, Content, or Essay Score We're deliberately starting high level, before diving into grammar rules, because you need to know what type of game you're playing before you practice. Every student has different flaws in SAT Writing. Some people don't have full mastery of the grammar rules. Others run out of time on the test. Yet others aren't fluent in their essay writing. Here's how you can figure out which one applies more to you: Find an official SAT practice test, and take only the Writing section. We have the complete list of free practice SATs here. For each section, use a timer and have it count down the 35 minutes for the Writing section. Treat it like a real test. If time runs out and you're 100% ready to score your exam, then do so. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. See what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you would get if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time scaled score a 35 or above? If NO (Extra Time score 35), then you have strategy and content weaknesses. All the extra time in the world couldn't get you above a 35, so your first angle of attack will be to find your weaknesses and attack them (We'll cover this later). If YES (Extra Time score 35), then: Was your Realistic raw score a 43 or above? If NO (Extra Time score 35, Realistic 35), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than three points, then you have some big problems with time management. We need to figure out why this is. Are you taking too much time for each question? Or are particular types of questions slowing you down? More on this later. If YES (both Extra Time and Realistic scores 35), then you have a really good shot at getting an 800. Compare your Extra Time and Realistic score- if they differed by more than two points, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 40 with extra time, but score a 35 in regular time, you know with certainty that you need to work on time management to get a 40. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. Certain grammar rules, like punctuation usage, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less-common rules. In our PrepScholar program, we've identified the following as the most to least important grammar rules: Punctuation Sentence Structure Conventional Expression (aka idioms) Possessives Agreement Parallel Structure Modifiers Verb Tense Pronouns Within these general categories, there are a lot of rules, but they differ from each other in how often they appear on the test and how hard they are to study. For example, Punctuation is by far the most common grammar rule on SAT Writing, but it only uses a few separate concepts. The Idioms skill is slightly less common, but it uses a wide range of idioms (like "as a means of" or the use of "whereby" vs "from which"), such that each unique idiom appears no more than once on each test. As another example, Punctuation appears 4.12 times as often on SAT Writing as the least common concept, Pronouns. So, assuming you're equally weak across all skills, you get more bang for your buck by studying Punctuation and nailing it. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Get Intimately Familiar With the Rhetoric Question Types Aside from grammar rules, the other major category of questions in SAT Writing is what we call Rhetoric. These questions concern how to make persuasive arguments and construct logical sentences, paragraphs, and essays. The College Board also calls this "Command of Evidence" and "Expression of Ideas." Unlike sentences with incorrect grammar, sentences in rhetoric questions don't usually have anything technically wrong with them. Instead, the SAT is testing you to find more effective ways to construct the sentence or passage. Here's a rundown of the types, from most common to least: Sentence Function "At this point, the writer is considering adding the following sentence...Should the writer make this addition here?" Concision "Which choice most effectively combines the two sentences at the underlined portion?" Transition These questions underline a key transition word in between sentences or phrases. You need to pick the transition that makes the most sense. Example: "This assertion is not supported by scientific research. For instance, one review published in..." Logical sequence "To make this paragraph most logical, sentence 2 should be placed..." These questions require you to order the sentences to get the most logical flow. Precision These questions underline a word or phrase and ask you to pick the best replacement for them. This is as close to a vocab test as the SAT gets. Example: "The reason for Siqueiros's secrecy became clear when the mural was confided." Answer choices: A) NO CHANGE, B) promulgated, C) imparted, D) unveiled. Quantitative These questions are the only ones in SAT writing that deal with graphs and data. You're usually asked to make sense of figures in the context of the text. Note - if you don't consider yourself a math person, don't be scared - the graphs are never super complex. But you do need to be able to read graphs and charts quickly. "Which choice offers an accurate interpretation of the data in the chart?" Style and tone These questions deal with maintaining the tone of the article - if it's a professional science article, it shouldn't use words like "icky" or "okay." Example: "The writer wants to convey an attitude of ___. Which choice best accomplishes the goal?" Even though questions of a single type look the same, they do vary significantly in difficulty. The difficulty depends on how subtle the answer choices are and the passage context. Once again, inour PrepScholar program,we break down every single Rhetoric skill and have thousands of practice questions to drill them to perfection. Which brings us to: Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of SAT Writing can knock you down from an 800. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 4,500+ SAT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your 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. I've seen students who did 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near an 800 on SAT Writing. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. 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 answered a question correctly by guessing, 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 grammar skill (e.g. Number Agreement, Idioms, Sentence Fragments). 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. Always Go Deeper- WHY Did You Miss a Writing Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." 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? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss a Writing question and how you should take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the SAT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? 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. 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. 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. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. 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 5: Justify Every Answer. Point Out Specific Grammar Errors. Justify the Rhetoric Choice. Many top students take a "soft approach" to SAT Writing. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said "The bee fly to the hive." You know this is wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all SAT grammar rules. This makes trusting your ear unreliable for many rules. What's the strategy to counter this? Point out the specific error, and justify it to yourself. This isespeciallytrue in rhetoric questions, where the answer choices can be vague and subtly different. Youhaveto understand why one answer is definitely the right answer, and the other three answers are definitely the wrong answers.This is a standardized test. Let's take one of the more difficult questions in an SAT practice test: Try to solve it yourself if you like. Here's what I'm thinking as I read the question (a "stream of consciousness"): " 'Likewise, anyone considering a career as a video game designer must be skilled writers and speakers,' and 'skilled writers and speakers' is underlined. There's no clear glaring problem, but the end of the sentence is funky. 'Anyone' is singular, as is 'video game designer,' but it switches to plural 'skilled writers and speakers.' This is a number agreement error - it should be "a skilled writer and speaker." Let's look at the answer choices. B is exactly what I predicted. C and D both have the same issue of inappropriate plural forms, and, aside from this error, neither is that much better than A. So I'm pretty confident B is the best answer." Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the SAT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Let's try another example for fun. Try to solve it yourself if you like. I'll start my stream of consciousness after I read the question: "This is a classic illogical comparison error - you're comparing "organically grown crops" with "people." Crops aren't more nutritious than people! We need to compare organic crops with conventionally grown crops.So I need an answer choice that solves this: A: same as original, which is wrong B: "organic crops are safer than the purchase of their conventionally grown counterparts" - no - it's better than comparing crops to people, but it's still not comparing crops to crops C: "organic crops are safer than purchasing their conventionally grown counterparts" - no, same error. This would be fine if the sentence read "they believe purchasing organic crops is safer than purchasing conventionally grown counterparts." But it doesn't. D: "organically crops are safer than their conventionally grown counterparts" - yes! It's crops to crops, perfect. You can see how I first identified the illogical comparison error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. Then I went through each answer choice, replacing the text and seeing if it fixed the error. Note that in these questions, the SAT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all SAT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 6: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 4 above, about keeping a lot of every mistake? You need to take this even one more step further. If you're like most students, you're better at some areas in SAT Writing than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but you have no idea what faulty modifiers are. If you're like most students, 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 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 your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. 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 Writing? You need to find the grammar rules that you're having most trouble in, and then do enough practice questions until they're no longer a weakness. Fixing up the biggest holes. For every question that you miss, you need to identify the type of question it is and why you missed it. When you notice patterns to the questions you miss, you then need to find extra practice for this grammar rule. Say you miss a lot of misplaced modifier questions. 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. This is the best way for you to improve your Writing score. Once again, this is exactly how I designed our PrepScholar online SAT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 7: Be Careful With NO CHANGE Answers In SAT Writing, most questions have a NO CHANGE option. In Improving Sentences types, A is the answer choice that doesn't change the underlined section. 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 CHANGEis a really easy answer to choose. NO CHANGEs are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these NO CHANGEanswer choices. Typically, these are correct answers around 25% of the time- not much more. If you find that you're choosing NO CHANGE 40% 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 make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at and then pay special attention to them. Personally, this was my most common careless error mistake. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 8: Think About Grammar in Everyday Life Among all subjects, Writing on the SAT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to SAT Writing. SAT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. SAT Reading similarly requires very specific skills when reading a passage. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Notice common errors around you. A lot of people comma splice, for example. Read high-quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Note that this isn't very efficient studying, and I don't recommend this for the sake of improving reading comprehension for SAT Reading. If you read like this for fun anyway, then go for it, but don't spend 100 hours reading for the sake of SAT Reading+Writing - spend that time on practice questions instead. The more you think about grammar as a fundamental skill rather than something specialized for the SAT, the more natural it will feel to you. Strategy 9: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at SAT Writing that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 35 minute Reading section in 20 minutes or less. I then have 15 minutes left over to recheck my answers two times over. The best way to get faster, as explained above, is to get so fluent with SAT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. And to get fluent with Rhetoric questions so you can spot the trap answers. Try to aim for a target of spending 35 seconds on each question, reliably. This gives you enough time to doublecheck comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a NO CHANGEquestion, double-check that you're not missing any grammar mistakes. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A D E C B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for an 800, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you 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 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 between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs 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 five seconds per question, you get back 100 seconds on a section that has 20 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. In Overview Those are the main strategies I have for you to improve your SAT Writing score to a perfect 40, and to a total 800. If you're scoring above a 30 right now, with hard work and smart studying, you can raise it to a perfect Writing score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Here's a recap of all the strategies, in case you want to go back and review any: Strategy 1: Understand Your High Level Weakness: Time Management, Content, or Essay Score Strategy 2: Comprehensively Learn the Grammar Rules Strategy 3: Get Intimately Familiar with the Rhetoric Question Types Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake Strategy 5: Justify Every Answer. Point Out Specific Grammar Errors. Justify the Rhetoric Choice Strategy 6: Find Patterns to Your Weaknesses and Drill Them Strategy 7: Be Careful with NO CHANGEAnswers Strategy 8: Think About Grammar in Everyday Life Strategy 9: Finish With Extra Time and Double Check Keep reading for more resources on how to boost your SAT score. What's Next? We have a lot more useful guides to raise your SAT score. Read our complete guide to a perfect 1600, written by me, a perfect scorer. Read our accompanying guides on how to get an 800 on SAT Math and how to get an 800 on SAT Reading. Learn how to write a perfect-scoring 8|8|8 SAT essay, step by step. Make sure you study SAT vocab using the most effective way possible. 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:

CURRENT LEGAL EVENT Essay Example | Topics and Well Written Essays - 500 words

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Is Bill Gates Correct in the view that foreign aid truly matters Essay

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