What I Walked Away With From Economics †Essay

What I Walked Away With From Economics – Essay Free Online Research Papers What I Walked Away With From Economics Essay I have learned so much in Economics that it’s hard to write only two pages. I have decided to write about the top 10 things I have learned about this semester and probably taken for granted. I used to think that economics was about the cracks in between the lines, now I think of it as resourceful understanding. Starting with number 10 and working my way to number 1: 10.) The ten principles of economics. I learned about these things that I have always taken for granted. In ever thought about tradeoffs and the cost of something is what you give up to get it. I always just thought that was the way certain things work. I knew nothing about the invisible hand and how it helped out people like you and me everyday. I also never realized how much the government has to do with the economics of the United States. 9.) The circular flow diagram. I can’t help but look at this diagram and think about it and how it works just like a heart does. I see this diagram as using services such as labor, land, and capital as inputs and producing outputs such as a product for consumers. It’s almost exactly how a human heart works. Unoxygenated blood comes from the body and meets at the heart once entered through the heart it comes out oxygenated kind of like a finished product. 8.) Positive and Normative statements. Positive statements describe how the world is and Normative describe how the world should be. I think normatively. I always feel that the world should be like something in a book and not like it is. I think it’s good to not only think normatively but also to think Positively. You need to be able to see alls sides of a problem before you can solve it. You need both views to see the world clearly, not only the way it is but how it should be to make it better. 7.) Opportunity cost. What you give up to obtain something. Everything you do everyday is an opportunity cost. It makes you really think about if what you are doing in your life is really worth it. Making every minute count is what I take out of it. 6.) Trade. Trade cannot only help you but others as well. Whoever has absolute advantage has better productivity and comparative advantage has the best opportunity cost. Trade can make everyone else’s life easier. 5.) Normal and Inferior Goods. Normal goods are those, which an increase in income leads to an increase in demand. Inferior goods are those, which an increase income leads to a decrease in demand. I looked at this like if I got a better job I would never eat at white castle again, I would eat at Cheeseburger in Paradise. 4.) Surplus and Shortage. When your supply is too much you have a surplus, which does not really help you. When you do not have enough you have a shortage. When you have just the right amount you have an equilibrium quantity. 3.) Elasticity. When you have an inelastic demand for something you are willing to pay whatever for it. When you have an elastic demand for something the price is a little more reasonable. 2.) Tax. The government wants its so-called fair share of money too. If a demand is more inelastic the burden of taxation will be put on the consumer. If the tax is more elastic the producer and the consumer will share the tax. 1.) Supply and Demand. Everything listed above has to do with supply and demand. Supply is what a producer has to offer a buyer, that buyer will decide whether or not he has a demand for it. The law of supply and demand states that the claim that the price of any good adjusts to bring the supply and demand for that good into balance. Research Papers on What I Walked Away With From Economics - EssayDefinition of Export QuotasBook Review on The Autobiography of Malcolm XThe Masque of the Red Death Room meaningsThe Effects of Illegal ImmigrationRiordan Manufacturing Production PlanPersonal Experience with Teen PregnancyAnalysis of Ebay Expanding into AsiaTwilight of the UAWNever Been Kicked Out of a Place This NiceCapital Punishment

Kernel Sentence Definition and Examples

Kernel Sentence Definition and Examples In transformational grammar, a kernel sentence is a  simple declarative construction with only one verb. A kernel sentence is always active and affirmative. Also known as a basic sentence or a kernel. The concept of the kernel sentence was introduced in 1957 by linguist Z.S. Harris and featured in the early work of linguist Noam Chomsky. Examples and Observations According to writer Shefali Moitra, A kernel sentence does not contain any optional expression and is simple in the sense that it is unmarked in mood, therefore, it is indicative. It is also unmarked in voice, therefore, it is active rather than passive. And, finally, it is unmarked in polarity, therefore, it is a positive rather than a negative sentence. An example of a kernel sentence is The man opened the door, and an example of a non-kernel sentence is The man did not open the door.M.P. Sinha, PhD, scholar and writer, offers more examples: Even a sentence with an adjective, gerund, or infinitive is not a kernel sentence.(i) This is a black cow is made of two kernel sentences.This is a cow and The cow is black.(ii) I saw them crossing the river is made of I saw them and They were crossing the river.(iii) I want to go is made of I want and I go. Chomsky on Kernel Sentences According to American linguist, Noam Chomsky, [E]very sentence of the language will either belong to the kernel or will be derived from the strings underlying one or more kernel sentences by a sequence of one or more transformations. . . . [I]n order to understand a sentence it is necessary to know the kernel sentences from which it originates (more precisely, the terminal strings underlying these kernel sentences) and the phrase structure of each of these elementary components, as well as the transformational history of development of the given sentence from those kernel sentences. The general problem of analyzing the process understanding is thus reduced, in a sense, to the problem of explaining how kernel sentences are understood, these being considered the basic content elements from which the usual, more complex sentences of real life are formed by transformational development. Transformations British linguist P. H. Matthews says, A kernel clause which is both a sentence and a simple sentence, like His engine has stopped or The police have impounded his car, is a kernel sentence. Within this model, the construction of any other sentence, or any other sentence that consists of clauses, will be reduced to that of kernel sentences wherever possible. Thus the following: The police have impounded the car which he left outside the stadium. is a kernel clause, with transforms Have the police impounded the car which he left outside the stadium? and so on. It is not a kernel sentence, as it is not simple. But the relative clause, which he left outside the stadium, is a transform of the kernel sentences He left a car outside the stadium, He left the car outside the stadium, He left a bicycle outside the stadium, and so on. When this modifying clause is set aside, the remainder of the main clause, The police have impounded the car, is itself a kernel sentence. Sources Chomsky, Noam. Syntactic Structures, 1957; rev. ed, Walter de Gruyter, 2002. Matthews, P. H. Syntax. Cambridge University Press, 1981. Moitra, Shefali. Generative Grammar and Logical Form. Logic Identity and Consistency, edited by Pranab Kumar Sen. Allied Publishers, 1998. Sinha, M.P., PhD, Modern Linguistics. Atlantic Publishers, 2005.

'The great strength of the market is that it is a decentralised means Essay

'The great strength of the market is that it is a decentralised means of resource allocation.' Discuss - Essay Example However, the markets deviate because of the demand and supply levels that shape the market conditions. The following context is a depth discussion of free market enterprise economies with incorporation of the liberalists and socialists approaches. Innovation The free market economies are crucial for general growth of a country as the production factors seem to coincide with the market forces in exploitation of resources to achieve improvement in lives through the satisfaction of consumer needs (Lightenstein, 2005:56). Economists argue that free markets comprise of sellers of different products and buyers to the different products and the extent at which these factors prevail without coercion is the best of economic growth. Mainly, supply of the products is dependent on demand levels prevailing in the market. A supplier defines a particular need for a product in the market and depicts on the best method of solving the consumer need (Block, and Block, 2008:58). At this point, the suppl ier shall indulge in the process of developing a product tailored to cater for the anticipated need. Producers to new products in a free market find ease in accessing value through the effective ascertainment of anticipated needs from the target consumers. This occurs from the essence that the consumer expresses the needs he feels deprived of and at that point, the innovative and knowledgeable producer gains access to a product idea (Kasper, 2006:122). A producer should depict the market eyed on and establish the probable rate of competition that may prevail in the market. Economists hold on innovation as of critical value to enhancing production and increased economic performances at the long run (Barth, Lin, and Wihlborg, 2012:43). For example, a new product in a free market enterprise encourages different producers to derive a norm that producing towards the different consumer needs could be beneficial to the urge to grow. As Smith established in the 18th century, suppliers deriv e the urge to produce just as the consumers derive the urge to purchase a given. Studies depict that innovative supply of products is positive to growth in the economy. For example, a new product in the market would imply to a new demand and supply module that will include a monopolistic competition approach. The law is that the product will gain a gradual increase in the level of demand and slowly incline in accordance to the purchase model (Lightenstein, 2005:59). This process shall implicate a level of returns on investment to the producer who shall in turn engage in production of more output to cater for the raising demand. At this point, producers shall stand the threat of competition in the absence of substitute commodities in the market. Free market economists embrace monopolistic competition as ideal in that different suppliers have distinct products thus will attract different buyers. Therefore, monopolistic competition is relative to decreased rivalry (Kasper, 2006:124). T he libertarians hold on free market as ideal to the distribution of wealth and equity to the entire society in general. For example, the new products shall lead to the creation of employment rates for knowledgeable and innovative individuals. This labor force shall derive earnings from the initial demand of the product at the initial price (Barth, Lin, and Wihlborg, 2012:45). With the opposing factors remaining constant, the product demand shall increase accordingly and will be the yields to the producer. Hence, increased production

Radiography Skills Essay Example | Topics and Well Written Essays - 250 words - 3

Radiography Skills - Essay Example In addition, this distance is important in bringing sharper images and details of the delicate structures of the lungs. While doing the radiographic image of the body chest, an oblique sternum in the LAO position is not preferred. This is because oblique sternum position is only about 15o and opens the body joint at a very close angle to with the image receptor and also projects the sternum onto the right as opposed to left positioning recommended. Oblique sternum positioning of the LOA therefore fails to demonstrate the best axillary portions of the body ribs and instead, an AP oblique projection is preferred (Ramlaul, 2010). While doing abdominal radiography, the filming must include diaphragms as it demonstrates fluid and free air levels. Chest must be included in the acute abdomen examination because it has muscles that are of great radiologic significance. Different chest X-rays imaging are preferred for expiration and inspiration. In particular, for an inspiration, posteroanterior (PA), a form of portable chest x-ray is preferred as it exposes the crowded inspiration organs, while AP form of chest X-ray is commonly used for expiration (Ramlaul,

Recomendation Letter Essay Example for Free

Recomendation Letter Essay I have known Mathilde Loisel for many years now. As an ex-coworker and dear friend, I have the pleasure to inform you of Mrs. Loisel’s ability to show her math, people, and persuasive skills which will make her a great personal financial advisor who will be dedicated to helping people get their finances back on track. Mathilde would make a great personal financial advisor because of her great math skills. She is very persistent with anything she does. When Mrs. Loisel was in the face of danger dealing with her loss of pride in the form of a necklace, she spent her next ten years staying on budget, Mrs. Loisel experienced the horrible life the needy live. She played her part, however, with sudden heroism. That frightful debt had to be paid. She would pay it (Maupassant 227). She was successful at paying back everything she borrowed, â€Å"I brought you another just like it. And we’ve been paying for it for ten years now. You can imagine that wasn’t easy for us who had nothing. Well, it’s over now, and I am glad of it† (Maupassant 228) , which proves she has what it takes to be an effective personal financial advisor. Mrs. Loisel is a very kind person with a caring soul. She would put her all into helping people. Because she knows what it feels like to be in her clients shoes, she would be a great person to help them. She has always been a positive person who dreams of the best, She would dream of great reception halls hung with old silks, of fine furniture filled with priceless curios, and of small stylish, scented sitting rooms just right for the four oclock chat with intimate friends, with distinguished and sought-after men whose attention every woman envies and longs to attract (Maupassant 221), and even though she might not get it, she deals with it and doesnt let that ruin her. This quality will help her connect with her clients and keep them with a positive outlook. Persuasive skills are very important when looking for a good personal financial advisor, and I firmly believe that Mrs. Loisel has the best persuasive skills around. Mathilde has been able to convince many people of many things. Oh nothing. Only I dont have an evening dress and therefore I cant go to that affair. Give the card to some friend at the office whose wife can dress better than I. (Maupassant 222) Being able to convince people will be handy when performing appropriate personal financial advisor tasks because you must be able to lead people on the right path. Mathilde is definitely your best option when looking for a new personal financial advisor. With her superior math, persusasive, and people skills, not hiring her would be a huge mistake. I hope you have found all my information helpful in your search for a new employee.

Essay --

El uso del tabaco en Amà ©rica se viene dando desde tiempos prehistà ³ricos. Su Origen se encuentra en la Zona Andina entre Perà º y Ecuador, donde se cultiva desde hace mà ¡s de 5.000 aà ±os. No solo se fumaba, sino que se masticaba, bebà ­a, se cocinaban ungà ¼entos para frotarse por el cuerpo y se esnifaba triturado utilizà ¡ndolo en forma medicinal y ritual (Rodriguez, 2012). Gracias al comercio de los mayas con los olmecas y otros pueblos, el uso del tabaco se extendià ³ hasta Amà ©rica del Norte y Canadà ¡. Durante las à ºltimas dà ©cadas, el tabaco y el tabaquismo se han convertido en uno de los problemas de salud mà ¡s severos, al descubrirse los daà ±os que ocasiona y al encontrarlo relacionado con varias enfermedades graves. Se realizarà ¡ un anà ¡lisis del tabaquismo como problema social. Los epidemià ³logos no tardaron en darse cuenta que el cà ¡ncer de pulmà ³n, poco frecuente antes del siglo XX, habà ­a aumentado de forma considerable a comienzos de la dà ©cada de 1930. Muchas organizaciones iniciaron estudios comparando las muertes de fumadores con las de no fumadores durante un periodo de varios aà ±os, tanto...

Philippine Education from Past to Present

Education From Past to Present Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are translated from one generation to another. Filipinos have been through different changes in economic and social aspect. We are taught on our Philippine History the colonization of Philippines from powerful countries such as Spain, Japan, and America.We credit some Filipino lifestyle to them, most especially to Americans who taught us to be wise and introduce some basic learning ideas. During the Pre-Colonial Era, the educators were the Babaylan and Katalonan who both looked upon the society possessing wisdom and knowledge on spiritual practice. The type of education that was taught to the people was based on beliefs and spiritual practice. When Spaniards came, it was the most tragic century ever recorded in Philippine History.Although during their time, they implemented a systematic and institutionalized kind of education. We suffered gre at grievances from them. After three hundred and thirty-three years, here comes the Americans and saved us from the hand of Spaniards by treaty of Paris. The establishment of the system of education in the United States of America in the Philippines was under the context of a wide collective struggle to topple down the marks of colonialism left by colonizers.Meanwhile, the Americans established and administered how schools and colleges like Siliman University. Nothing has much changed during the Japanese colonization. Since the American system of education still prevailed. If I compare the educational system before and today, there is a lot of difference. It is more productive and technology makes it easy, but we should not forget the Educational system before, because it win always be part of our life and it made a big help until now.

A Clockwork Orange Essay

The novel A Clockwork Orange written by Anthony Burgess and published in 1962 is a brilliant commentary on humanity and morality in our evermore controlling world. Burgess believes that the freedom to make moral choices is what seperates human beings from plant life and lower animals. He illustrates his beliefs on morality with his main character Alex. Alex is given freedom to make his own choices, and is able to see good and bad as both equally valid decisions. Once the state removes Alex’s right to make these moral choices he becomes nothing more then just a thing. This novel uses elements such as the Christian idea of morality to further this point. Also Burgess uses his own creation, the language of Nadsat to further this point that our reality is subjective to our moral stances in this world. The language Brugess developed is the fashionable dialect amongst the teens of A Clockwork Orange. Deemed Nadsat by Burgess to reflect the Russian roots of its dialect, â€Å"Indeed, the word ‘nadsat’ actually comes from the Russian suffix for ‘teen’. † (What Effects Does the Language in A Clockwork Orange Have on the Reader). Burgess developed the language of Nadsat after learning Russian for a trip he had been planning with his wife. This article explains the language as us elements of Anglo-American, but many of the words having Slavic roots. †The language,nadsat, is explained by Blake Morrison in his introduction to the book as, ‘essentially Anglo-American †¦ but many of the words are Slavic in origin,’. † (What Effects Does the Language in A Clockwork Orange Have on the Reader). This is a testament to Burgess’ ability to manipulate English and other origins of language to paint a picture and create an atmosphere with words. Another example of Burgess utilization of vocabulary is in main character Alex’s name, that stems from a-lex which has means without law, a fair testament to his personality, and behavior, â€Å"Another interesting feature of the book, related to the language, is the meaning of Alex’s name, which comes from a-lex, which means without, or outside the law. † (What Effects Does the Language in A Clockwork Orange Have on the Reader). The language was developed to have certain effects on the reader, and put emphasis on the first person perspective in which this novel was written. One of the effects the use of Nadsat has on the reader is creating a distancing feeling from reader to Alex and his story. This makes the reader feel like more of an outside observer to the happenings of this novel. However, dialect used like â€Å"O my brothers† creates a conflict effect to the effects of Nadsat, as it is inclusive as opposed to distancing. This gives the novel a feel that Alex is telling his story to you, a close friend, in a later more stable time in Alex’s life. This article establishes recognition of this incongruous literary device, â€Å"the way in which Alex addresses us, quite often with the words ‘O my brothers. ‘ makes the story being told more personal, as it seems to be just us that Alex is talking to, and we are in receipt of an amazing story which is only being told to a chosen few. This use of language is incongruous to the use of the nadsat†¦ † (What Effects Does the Language in A Clockwork Orange Have on the Reader). The trend of distancing through Nadsat is continued in the effect it has on dulling the violence and graphic content found throughout A Clockwork Orange. Most of the context in which Nadsat is used contains discussions of ultra violent behaviors. This allows the reader to judge and observe Alex with only a vague understanding of the extent of his violent and sinister activities. This article illustrates this point with a quote from Burgess, the violence in the book is partially veiled, making it seem less shocking. As Burgess himself explained;’to tolchock a chelloveck in the kishkas does not sound as bad as booting a man in the guts. ‘† (What Effects Does the Language in A Clockwork Orange Have on the Reader). Another effect Nadsat has on the reader is that it helps differentiate the teenagers from mature adults, or furthermore, those who carry a similar ideology, or hold a similar understanding to main character, Alex, and those who do not. As Illustrated in this article, â€Å"In one way, however, Burgess’ use of the nadsat provides a useful reference point for us in figuring out who among the characters is a ‘teen’ and who is not. † (What Effects Does the Language in A Clockwork Orange Have on the Reader). This point is also made by Alex in part three,†Oh, that,† I said, â€Å"is what we call nadsat talk. All the teens use that, sir. (A Clockwork Orange, 167). This article is an introduction to Brugess’ creation, Nadsat. It clarifies the roots and origins of the dialect found in a Clockwork Orange. Explaining where Anthony Burgess found the inspiration to develop the dialect to represent the youth of his novel. Also it helps the reader understand the effects Burgess is trying to have on your perception of the story with the introduction of Nadsat. These understandings all furthers your understanding and immersion into the story and ideals behind the story A Clockwork Orange, which I think is one of the many reasons this great story carries such a cult following. A clockwork orange Essay By the end of the novel Alex has changed as if by clockwork, because he cannot stop himself growing up into an adult and he knows that he will become one of the bullied people as the new youth are born, and if he has kids that they will go through the same process as he did, just like clockwork and he cannot stop it from happening: † and nor would I be able to stop him. And nor would he be able to stop his own son, brothers. And so it would itty on to like the end of the world†. After chapter two, he said â€Å"I am a clockwork orange†, this is because after Lodovico’s technique, he had no free will because as he could not even protect himself from fights because whatever the doctors said he would do, in this sense he has become a machine, or a clockwork toy, like children’s toys, as this novel has many references to children’s things, which have been warped, like the milk with drugs in it, and now Alex being a clockwork toy. These attempts to change him failed because he had become a mechanism of the doctors, and change was forced upon him, but the final chapter of the book shows that people change and mature naturally from within, change cannot be forced upon them. The novel â€Å"Dr Jekyll and Mr Hyde† has a completely different structure to that of â€Å"A Clockwork orange†. In Dr Jekyll and Mr Hyde there is the use of multiple narrators, instead of just the one. This tells us, that there was no voice for the people not in the higher class of society with the upper class only important, because all the narrators are all high-class people with well paid jobs, as seen by: â€Å"Mr Utterson the lawyer† this shows that Victorians had a very narrow view of society. This relates to Robert Louis Stevenson’s background because he was brought up in the upper middle classes of Edinburgh, he was raised as a Calvinist, in which the elect were the ones blessed by God, who turn out rich and the reprobates had a bad life, however Stevenson rebels against this and gives up law to become a writer, and he marries an already divorced woman with three children, he also by the final years of his life travels the world, this is why we only hear from Jekyll/Hyde in the last chapter, because Hyde represents rebellion , as Roberts life was very restricted, like Jekyll before he rebelled, but after he rebelled he was free like Hyde. Stevenson breaks the book apart in this way because at the time he wrote the book, society was disintegrating, as immigrants were coming to London bringing disease, religion was breaking apart because of science, crime was rising, and there was a huge division of classes, and Hyde in the novel is represented as foreign, as he is described as â€Å"some damned juggernaut†, which is a Indian religious statue which is carried through the streets not stopping even if people are crushed underneath it, portraying him a some sort of disease. The language of Jekyll represents that of the other narrators in the novel, because all of them are upper class men so they are expected to talk in a certain manner, as seen: â€Å"But I have been pedantically exact, as you call it†, this is quite a high class way of speech, and Jekyll is narrowed by this way of speech because he is high class. However in the final chapter, the language starts to change because he has to make a final decision about who to stay as, Jekyll, or Hyde, as he start to become scared, as when Jekyll starts to describe his transformation into Hyde the language becomes more fluent, fun, youthful language: â€Å"Edward Hyde would pass away like a stain of breath upon a mirror† However Jekyll’s speech was respectable, but with boundaries, and was very sharp and did not flow like Hyde’s. Jekyll enjoys evil in the form of Hyde, because in a way it gives Jekyll an opportunity to experience free life without having to be a lower class. He enjoys the life of Hyde more because it has no boundaries, and he feels free with it. In Jekyll’s normal life he is bounded by upper class rules so he has no passion, which he really wants. This resembles † A Clockwork Orange†, as the final chapter of A clockwork Orange, ends unhappily, because Alex has lost all his passion, and beauty, because of his changes in music: â€Å"I was slooshying more like malenky romantic songs† when he was small he was full of life when hearing Beethoven, and he has lost that as he has become older, his fun youth days have gone. This is like Dr Jekyll and Mr Hyde because with Jekyll his class binds him, so he cannot be free and have wild fun, but when he is Hyde he is free and youthful: â€Å"I was often plunged into a kind of wonder at my vicarious depravity†, he is also † younger, lighter, happier†, and he gets a † heady recklessness† when Hyde. Stevenson is like Hyde in the sense that, Hyde is a figure of rebellion again the upper class boundaries, and Stevenson did exactly the same as he rebelled against Calvinist beliefs. He could also be seen like Jekyll, bounded because of his class, but Stevenson bounded by his illness, and all the time he wanted to break free, and finally he did, to become an individual, not held back by beliefs, or morals. This novel says that morals and classes cannot bind human nature, people have to become what they become, and there is no stopping that, because as people grow they will change, and rebel against beliefs, which they think, are wrong. A Clockwork Orange Essay Anthony Burgess uses a number of devices to evoke both sympathy and empathy from the reader, most notably in the direction of the novella’s protagonist. Alex’s first person narrative thrusts the reader into the dystopian world Burgess creates and the twisted actions he undertakes as a part of his drug-fuelled ‘ultra-violence’. Despite this, the reader is also forced into grasping the understanding of the morally disturbed character and Burgess cleverly manipulates Alex as a representation of the young and troubled generation. The plot itself equally contributes to the readers feeling towards Alex as he additionally becomes a government subject; torturing his mind to remove any capacity of evil and the subsequent downward spiral his life takes. But Burgess continually begs the question: is it possible to feel sympathy for a character capable of the most disgraceful crimes? Structurally, Burgess uses the formation of the novella itself and the division of the parts as a method of finding empathy for Alex. Each part begins with the same question to the reader: â€Å"What’s it going to be then, eh? † which at the start appears innocuous as they decide on their night’s dwellings. But this is repeated in the beginning of the second part as Alex is imprisoned; the same question now has an alternative meaning, his future looks bleak and he is sentenced to a stint in prison because of the murder he commits. Instead of an innocuous question, it now is a meaningful question in the readers head evoking empathy by the uncertainty of his punishment and the impending circumstances of the ‘staja’. Yet the final repetition of the question in the concluding part of the novella enforces the most empathy. Firstly the cyclical nature of the question as it refers right back to the beginning suggests to the reader that perhaps Alex is now actually faced with a choice to either improve his life or to continue to neglect his obvious intelligence. What evokes perhaps the most empathy is that because of his torturing under the Ludivico Technique, he no longer has the capacity to commit evil and free will is ripped away from him. The reader is forced into a moral dilemma through Burgess’s manipulation of the structure which confirms the fear that he has become ‘A Clockwork Orange’. One of the most effective methods Burgess uses is the first person narrative of Alex. First person becomes a tool in the novella which allows Alex to convey his deepest thoughts to the reader, and the perspective of events. Because Burgess uses first person narrative, the reader is forced into the mind of Alex, giving an excellent insight into the absence of morality in the main character. Alex says: â€Å"where was I to go, who had no home and not much cutter? † despite being a criminal, the first person narrative immediately changes the viewpoint for the reader who now sympathises with Alex who is seemingly helpless and abandoned. Burgess successfully uses this narrative to ensure that the reader’s reaction is maximised; the closer to the action the reader is, the more likely they are to feel emotion for the character involved. In the context of the novella, this is following from his family’s rejection of him who have replaced him with ‘Joe’; adding to the sympathy from the reader because family is supposedly the main body of support in life and when your family fails you, that renders you helpless. Alex’s narrative certainly includes numerous examples of emotive language â€Å"I’ve suffered and I’ve suffered and everybody wants me to go on suffering† here the repetition of the word â€Å"suffering† cements the idea to the reader that this is a character who has faced adversity and has appears to have the world against him. The first person narrative immediately sides the reader with Alex, defending his actions when everybody else turns on him. The word â€Å"suffering† suggests the pain Alex has been through, which Burgess conveys to the reader in order to connect with the character in spite of his sickening acts. The device of first person narrative develops into a powerful method of evoking empathy of the reader; shared emotions of the troubled character allow the reader to enter Alex’s mind and the thought process behind the violence thus excusing him from even the most unacceptable atrocities. How Alex addresses the reader is also a method which Burgess uses as a connecting link. Whilst in first person narrative, he addresses the reader continually: â€Å"O, my brothers†. Initially this appears to be neither transcending nor condescending which gives the reader a certain relation to Alex, as if he was a regular person somebody would meet. But also the connotations of the word â€Å"brother† is significant as it develops a fraternal relationship between the reader and Alex; a family, brotherly bond where the trouble Alex finds himself in, the reader understands and can even begin defending him. But as the plot progresses Alex also appeals to the reader directly labelling himself: â€Å"Your Humble Narrator†. The language is suggestive of Alex lowering of himself, in service to the reader. To the reader, this changes the relationship previously outlined by the character who now considers himself beneath his superiors and perhaps this is a result of the continual demise of his life and his treatment, the lack of confidence and recognition of his place on the social hierarchy. The character of Alex himself can certainly be seen as a device constructed by Burgess which attracts sympathy. Notably, his love of classical music is considered an acquired taste and is associated with the higher class things in life as a fine art. But his passion for it is evident: â€Å"Then, brothers, it came. Oh, bliss, bliss and heaven† and his reaction upon hearing his favourite sound is interesting as he closes himself from the rest of the world in his corner of his bedroom. In relation to a 1960’s audience when classical music was perhaps more common in society, Alex’s preference would have certainly be shared with many people of the era. The effect this has is that both the reader and the main character have a shared taste, a common ground, linking them. Here, sympathy is created by Burgess as the readers feel closer to Alex through his love of classical music, giving him a more human side despite his violent tendencies. In conclusion, the novella on the whole culminates to evoke sympathy for the main character. Burgess main device of achieving so is certainly the first person narrative in which the audience is given the clearest insight into the protagonist’s actions and thoughts; making a strong bond from the beginning. Rather than ‘not encouraging to find much sympathy’ indeed it is actually hard to not find sympathy in the character of Alex. Ultimately the audience’s moral dilemma of feeling sympathy for a character capable of the most sinister acts is overridden by the embedded human nature of nurturing and rehabilitation; even the most evil of criminals can be put on the right path and change their ways. A clockwork orange Essay Q1. What do we learn about the character of Alex in â€Å"A clockwork orange† form the first four chapters? In â€Å"A clockwork orange† Alex is the main character, there are also 3 other important characters too they are Dim, Pete and Georgie, they are all in the same gang. Alex is the leader of this gang we know this because he calls Dim, Pete and Georgie â€Å"his droogs†. Alex is fifteen years old and he is a teenager who enjoys drinking and taking drugs, like all teenagers he is rebellious. He has a lot of power over people and can be quite manipulating at times as in chapter one he buys some drinks for some ‘old baboochkas’ so he has an alibi. We find out that Alex is fascinated and enjoys violence and sex. He chooses to do the bad things he does because he likes to do them ‘But what I do I do because I like to do’. We learn that Alex is well educated and can speak politely to people who are able to find out what he does and make him stop doing what he does, like P. R. Deltoid, his post-corrective adviser; he talks to him very politely however he does go over the top on the politeness and sounds patronising for example ‘to what do I owe the extreme pleasure? Is anything wrong, sir? ‘ we learn that he doesn’t care for anyone than himself, otherwise I don’t think he would of caused pain to innocent people. He doesn’t like to be dirty, and when Dim was all dirty and looked a mess Alex and the other two characters tidied him up. I don’t think he feels guilty after all the crimes that he commits however I do feel that he sometimes holds back and he only does the bad things he does when he has taken drugs. As well as enjoying violence and sex he enjoys classical music especially Beethoven’s ninth symphony, as when he rapes a woman in her home he puts classical music on and the way he describes the music ‘slooshying the sluice of lovely sounds’. In chapter three he associates violence with the music and climax’s with the music whilst thinking about violence. Alex is very much of an individual. Q2. What effects does the style of the novel create? The way ‘A clockwork orange’ is written is using a mixture of slang, old English, cockney rhyming slang, and foreign words, this is because it is Alex’s own special gang language. Every gang at the time had their own gang language, which could be very different or very alike to Alex’s, to this day people around the country have their own gang language. The way Anthony Burgess has written the novel has made the reader feel very involved in the violence; I sometimes feel that I have actually witnessed Alex doing the dreadful things he does. The writer has achieved this by preaching to the reader ‘O my brothers’. The word brother makes you feel part of his gang, when he is speaking to his other gang members or describing something he is doing or done, he will almost every time say ‘my brother’. The way Alex describes things he likes doing he does in so much detail and it really makes the reader feel the same way Alex does about what he likes. As it is from a males view point women aren’t seen as good as men and they are only there for sex. Q3. What do we learn of the society of the novel? In this novel we learn that the society or the area Alex lives is a very rundown area, and it is a working class area. We know there is a lot of trouble in the area as when P. R. Deltoid comes to see Alex, Alex describes him as ‘an overworked veck with hundreds on his book’ this meaning that P. R. Deltoid had lots of trouble makers to see that morning and that he had been in his job for a long time. Also people wont go out at night because of all the crime. His dad says ‘but we don’t go out much now. We daren’t go out much, the streets being what they are. Young hooligans and so on’. This also suggests that there is a big lack of police in the area to control the crime, the authority is undermined by the younger generation. There is also a lot of vandalism in the area as the ‘old municipal painting’ in his flatblock had been graffiti on by people drawing rude things on it. The painting was to show the society of the area and it describes the painting as ‘vecks and ptitsas very well developed, stern in the dignity of labour, at workbench and machine with not one stitch of platties on their well-developed plots. ‘ This is saying that the people in the society are working class however they are proud of what they do. I feel that there isn’t a lot of trust in the area as well and that everyone is frightened of each other because in chapter two the woman at the door had the chain on the door so it is obvious that she is aware of all the crime in the area and is also scared. Although in chapter four the two young girls did not know about the danger of being around Alex maybe this is because they were so vulnerable or they were not aware of the danger in the area. A Clockwork Orange Essay I chose for my text transformation to use the base text ‘A Clockwork Orange’ by Anthony Burgess. This novel interested me because of its individual language of ‘Nadsat’, a form of slang created by Burgess for gangs of violent English teenagers. The slang serves a serious purpose, which is too keep the violence of the protagonist from becoming unbearable to its reader, keeping the language partly veiled, for example making ‘gratizny bratchny’ sound more pleasant than its meaning ‘dirty bastard’. It is important to realise that its audience of the 60’s have not yet become subject to such violence and despair explored in the novel. So what have I done? I have taken four characters from the novel (Alex’s parents, Alex and the schoolmaster) and placed them into ‘The Jerry Springer Show’, creating a parody of the show. I have given Alex’s parents the names of Janet and Derek and looked at their perspective of Alex’s violent activities. As I would chronologically slot the show in just before the police catch him, I have kept Alex’s attitude of his enjoyment of violence. When the schoolmaster has been beaten up and staggers off, that is the last we have heard of him in the novel, I decided to give him a voice and see what he would have said about his attack. So why did I choose to do this? ‘The Jerry Springer Show’ is a dysfunctional show and Alex is a dysfunctional character. Jerry Springer’s show is amoral TV; it is outrageous, shocking, scandalous and hilarious. The show has no limits. Nearly all stories have major big twists that unfold as more guests get called out. These guests often get violent and try to kick and punch other parties involved, whilst typically Jerry tries to redeem his guests. This is why I think it works well with the character of Alex and his behaviour seen in the novel. The novel represents the society in which Alex lives in as complete dystopian, dark and dismal, with no law and order. ‘The Jerry Springer Show’ is a chat show, although it is very staged with his agenda-setting questions and appearing guests, the show is almost entirely full of spontaneous speech. Therefore I decided to do a transcript version of the show, although obviously not true to its discourse as I would be giving the characters a voice as appose to spontaneous speech written down as it is heard. Jerry Springer, as an American, has his own geographical dialect. It was important to keep this as well as phrases ‘singly the best audience’ and his own idiolect ‘right’, ‘well’, ‘hey’, ‘so’, to indicate his regional origin. Jerry has an informal register that contains much ellipsis, such as â€Å"you’re singly the best† and â€Å"here ’cause you love†. The graphology of the transformation is laid out in the convention of the transcript. The names of the characters have been placed on the left hand side indicating who is talking and to the right, is what is actually being said: â€Å"Alex: are you saying do i enjoy lubbilubbing with a devotchas Janet: against their will alex against their will Alex: not recently no em† Sounds that are not fore grounded I have placed in italics for example, the audience’s reactions to the quests comments â€Å"(Audience boos loudly)†. As this is a transcript and not a play, I have not included stage directions or actions taken by the characters, as a recording of the show a transcript would only contain sounds heard on the recorder. The syntax of Alex and his friends, in the novel, is completely different to that of any other characters. The Nadsat slang has derived from many different language sources but many are Slavic in origin. A mixture of Russian and demotic English, with elements of rhyming slang and gypsy talk, ‘O my brothers’, as well as anglicized words and amputations ’em’, ‘pee’.

Diego Rivera essays

Diego Rivera essays Cubism is an attempt to combine three-dimensional sculpture and two-dimensional painting. You have to imagine walking around an object and piecing it together from several different sides in order to decide what the artist is trying to do (Ernest Goldstein). When Diego Rivera painted Zapatista Landscape in 1915 it was mistaken by many critiques to be a work of Picasso, who was a prominent painter of the time. Rivera spent 14 years in Europe studying modern art. Riveras charm, talent, exaggerated stories, and shocking behavior, lead him to become known as the Mexican Cowboy. Diego Rivera painted the hardships of the Mexican people. He painted the history of Mexico and showed the many injustices that occurred. One of the most well known painter in Mexico and the world in the twentieth century. Rivera saw the Spanish, church, wealthy landowners, and capitalists as exploiters of his downtrodden people. A leader of the Mexican people, he inspired them to take pride in their heritage. Diego Rivera has painted portraits of famous writers like Martin Luis Guzman, who took part in the Mexican Revolution, and spent time with Rivera in Paris. From 1905 to 1918 Rivera studied modern art in Paris. Many of Riveras exaggerated and false stories came back to haunt him. Mexican Indian artists had shown great force and genius. Like all first rate art, their work had been intensely local; it related to the soil the landscape, the forms, animals, deities, and colors of their own world. Rivera spent 1918-1920 studying renaissance work in Italy. Diego Rivera was ten when his family moved to Mexico City, where he enrolled in the Academy of San Carlos, a school for highly talented artists. Mural painting is designed for the people on the street you dont have to pay admission for it. Between 1920 and 1930, Mexico became a world center for art. Most artists during this time shared the belief for ...

PSAT Score Range Where Do You Rank

PSAT Score Range Where Do You Rank SAT / ACT Prep Online Guides and Tips Although the PSAT and SAT share many similarities, their score ranges are actually pretty different. Unlike the SAT score range, which has a maximum score of 1600, the PSAT score range only goes up to1520.But why? What are thescore ranges for each PSAT section? Also, canyou use the PSAT scoring scale to predict your SAT score? In this article, we’ll go over the current PSAT scores range and PSAT score distribution.We'll then compare PSAT score ranges with SAT score ranges before concluding with a list of estimated PSAT score cutoffs for the National Merit Scholarship Program. What Is the PSAT Score Range Overall? For Each Section? The total PSAT scoring scale is320-1520 in 10-point increments.Like the SAT, the PSAT has three major sections: Math, Reading, and Writing and Language (hereafter Writing). Each section is first scored on a scale of 8-38 in one-point increments;these areyourPSATtest scores.These test scores are then converted into section scores on scales of 160-760 in 10-point increments(which combine to give you a total PSAT score out of 1520). To get your Math section score, simply multiply your Math test score by20. To get your Evidence-Based Reading and Writing (EBRW) score, add your Reading and Writing test scorestogether and then multiply the sumby 10. There are also subscores and cross-test scores,which measure your mastery of specific skills and knowledge on each section. Subscores are scored on scales of 1-15 and encompassthe following seven areas: EBRW Command of Evidence Words in Context Expression of Ideas Standard English Conventions Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Cross-test scores are a little different in that they apply to all PSAT sections and use scoring scales of8-38.The two cross-test scores are as follows: Analysis in History/Social Studies Analysis in Science Finally, you’ll geta Selection Indexwith a score range of 48-228.To calculate this score, multiply the sum of your three PSAT test scores by2. The Selection Index score isused solely to determine your eligibility for National Merit distinction (we’ll explain this in more detail later). Hereis a table showcasing thecurrent PSAT score rangeas well as the score ranges for each PSAT section, subscore, and cross-test score: PSAT Score Range PSAT Section Score Range Evidence-Based Reading and Writing (EBRW) 160-760 Reading 8-38 Writing and Language 8-38 Command of Evidence 1-15 Words in Context 1-15 Expression of Ideas 1-15 Standard English Conventions 1-15 Math 160-760 Math (Test Score) 8-38 Heart of Algebra 1-15 Problem Solving and Data Analysis 1-15 Passport to Advanced Math 1-15 TOTAL (EBRW + Math) 320-1520 Cross-Test Scores* - Analysis in History/Social Studies 8-38 Analysis in Science 8-38 Selection Index 48-228 Source: PSAT/NMSQT Understanding Scores 2018 *Cross-test scores are for all sections of the PSAT. Before October 2015 (and the introduction of the redesigned SAT in 2016), the PSAT looked quite differentthan it does now. Back then, the PSAT scores range was 60-240,the Critical Reading and Writing scores didnot combine for a total EBRW score, and test takers received neither subscores nor cross-test scores. To help you better visualize these differences, hereis an overview of the old (pre-2015) PSAT scores range: Old (Pre-2015) PSAT Score Range PSAT Section Score Range Critical Reading 20-80 Math 20-80 Writing 20-80 TOTAL (All Sections) 60-240 Source: PSAT/NMSQT Understanding Scores 2015 The old PSAT has made way for the new PSAT to shine. PSAT Score Distribution The PSAT scores scale makes it so that most test takers score around 920 (the halfway point between 320 and 1520). And the data backs this up: the average PSAT scores are934 for 10th graders and 1014 for 11th graders. This pattern in scoring creates a bell curve on which most PSAT takers score around the middle of the PSAT scoring scale and veryfew score at the lowest and highest ends of the scale: Now, let's look at thePSAT score distribution using percentiles. These percentiles will tell us what percentage of test takers you scored higher than on the PSAT. In general, a score in the 75th percentile or higher means you’re doing well, a score in the 50th percentile means you’re about average, and a score in the 25th percentile or lower means you have some room for improvement. Below is a condensedlistof the mostrecent PSAT percentiles for 11th graders.For more info onPSATpercentiles for 10th graders, read our article on good PSAT scores for sophomores. PSAT Percentile EBRW Math TOTAL 99 or 99+ 730-760 750-760 1460-1520 90 650-660* 640 1280 75 590* 570 1150 50 510* 490-500* 1000-1010* 25 430 430* 860-870* 10 370 380 760 1 or 1- 160-300 160-300 320-640 Source: PSAT/NMSQT Understanding Scores 2018 *Estimated score or score range (exact score for designated percentile unavailable). In 2018, approximately 1.6 million juniorstook the PSAT.The data above tells us thatthe top 1% of test takers- about 16,000 juniors- scored between 1460 and 1520.Contrary to what many believe, youdo notneed aperfect PSAT score to get into the99th percentile. In fact, you can miss up to 60 pointsand still getin the top 1%! Likewise, very few test takers scored at the lowest end of the PSAT spectrum:only 16,000 or so juniors scored 640 or lower.In other words, your chance of scoring below 640 is quite rare, as 99% of test takers score above this range. But what about the percentiles for individual sections?As you probably noticed, the score ranges for the 99th percentiles for EBRW and Math are not the same. For EBRW, ascore as low as 730 guarantees you aspot in the99th percentile. For Math, on the other hand, you must score at least 750- a near-perfect score! This discrepancy between thePSAT score ranges for the sections indicates thatMath is slightly more competitive than EBRW is,as more people receive high scores on Math than they do on EBRW. So if you want to get 99th percentile scores on Math and EBRW, you’ll have to work a little bit harder on Math than you will on EBRW. On the opposite end of the percentile scale, EBRW and Math maintain identicalscore ranges: any score below 300 falls in the 1st percentile for both EBRW and Math.Once again, though, very few students actually score in this range, so you’re more likely to get above 300 on both sections. Cupcake distribution: 99% for me, 1% for you. SAT vs PSAT Score Range: Is There a Correlation? We've covered the basics ofPSAT score distribution, so let's address another question: how does the PSAT score range compare with the SAT score range?Although the PSAT and SAT share several striking similarities, their score ranges are more like siblings than they are twins. Here is a side-by-side comparison of the current SAT and PSAT score ranges: Section PSAT Score Range SAT Score Range Evidence-Based Reading and Writing (EBRW) 160-760 200-800 Reading 8-38 10-40 Writing and Language 8-38 10-40 Command of Evidence 1-15 1-15 Words in Context 1-15 1-15 Expression of Ideas 1-15 1-15 Standard English Conventions 1-15 1-15 Math 160-760 200-800 Math (Test Score) 8-38 - Heart of Algebra 1-15 1-15 Problem Solving and Data Analysis 1-15 1-15 Passport to Advanced Math 1-15 1-15 TOTAL (EBRW + Math) 320-1520 400-1600 Essay* - 2-8 | 2-8 | 2-8 Reading - 2-8 Analysis - 2-8 Writing - 2-8 Cross-Test Scores - - Analysis in History/Social Studies 8-38 10-40 Analysis in Science 8-38 10-40 Selection Index 48-228 - Source: The College Board *There is no Essay section on the PSAT, but there is an optional Essay on the SAT. Note that the Essay score does not factor into your composite SAT score. At a glance, the two tests look as though they mirror each other, but in reality the PSAT and SAT differ in a fewkey ways. According to the table, the maximum PSAT score is 1520 and the maximum SAT score is 1600. But if the two tests are so similar in terms of form and content, why does the PSAT score scale only go up to 1520 and not 1600? Thisdifference in maximum scoresis due to thetwo tests' differences in difficulty.Because the PSAT is a preliminary to the SAT, it has fewer questions and is overall less challenging than the SAT. As a result, the PSAT score rangedoesn't reach as high as the SAT score range does. But wouldn't a 1520 on the PSAT simply correspond to a 1600 on the SAT? Nope! Even though both scores are the two tests' respective maximums, a 1520 on the PSAT is not the same as a 1600 on the SAT; rather, a 1520 on the PSAT is the same as a 1520 on the SAT. This pattern applies not justto the maximum scores but to all possible PSAT scores. For example, a1050 on the PSAT equals a 1050 on the SAT, a 1300 equals a 1300, a 1280 equals a 1280, and so on.In other words, scaled PSAT and SAT scores always signify the same level of ability. The reason for this is thatyour PSAT score ismeant to be a direct indicatorof your SAT score. If I scored 1170 on the PSAT, then- at that exact point in time and without any additional studying- I should also be scoringaround 1170 on the SAT. The PSAT essentially acts as acrystal ball, revealing the level ofyour current (and possibly future) SAT ability. Unfortunately, the PSAT doesn'temit bright, magical lights like a Magic 8 Ball does. (bark/Flickr) What Is the PSAT Score Range for National Merit Scholarships? As I mentioned briefly at the beginning of this article, high PSAT scorers (who are juniors) might qualify asSemifinalists for the National Merit Scholarship Program.This competitionis a big deal in the academic world. Not only does the program look great on college applications, but it also hands outa$2,500scholarship to every winner! Sowhat PSAT scores do you need to qualify? The National Merit Scholarship Corporation (NMSC) uses Selection Index scores to determine which students are eligible for scholarship consideration. Each year,the top 3-4% of test takers become Commended Students, and the top 1% proceed as Semifinalists.This works out to around16,000 Semifinalists, of whom 15,000 will move on and become Finalists. (And of that 15,000, about 8,000 will eventually win scholarship money.) But here's the caveat:the Selection Index score you need in order to qualify as a Semifinalist varies by state.Below are theestimated cutoff scoresneededto qualify as a Semifinalist in each state. Beside each Selection Index score is an estimated total PSAT score cutoff. I calculated these estimated PSAT score cutoffs by working backward. First, I divided each state's Selection Index by 2. Then, I divided the quotientby 3 to get (estimated) PSAT test scores for Math, Reading, and Writing. Next, I converted each test score into a section score. Finally, I combined the EBRW and Math section scores to get an approximate PSAT score for each Selection Index cutoff. State Selection Index Cutoff PSAT Score Cutoff Alabama 216 1440 Alaska 215 1440 Arizona 220 1470 Arkansas 214 1430 California 223 1490 Colorado 221 1480 Connecticut 222 1480 Delaware 222 1480 District of Columbia 223 1490 Florida 219 1460 Georgia 220 1470 Hawaii 220 1470 Idaho 214 1430 Illinois 221 1480 Indiana 219 1460 Iowa 216 1440 Kansas 218 1460 Kentucky 218 1460 Louisiana 217 1450 Maine 217 1450 Maryland 223 1490 Massachusetts 223 1490 Michigan 219 1460 Minnesota 220 1470 Mississippi 215 1440 Missouri 217 1450 Montana 214 1430 Nebraska 216 1440 Nevada 218 1460 New Hampshire 219 1460 New Jersey 223 1490 New Mexico 215 1440 New York 221 1480 North Carolina 220 1470 North Dakota 212 1410 Ohio 219 1460 Oklahoma 215 1440 Oregon 221 1480 Pennsylvania 220 1470 Rhode Island 220 1470 South Carolina 216 1440 South Dakota 215 1440 Tennessee 219 1460 Texas 221 1480 Utah 215 1440 Vermont 216 1440 Virginia 222 1480 Washington 222 1480 West Virginia 212 1410 Wisconsin 216 1440 Wyoming 212 1410 AVERAGE 218 1460 As you can see, the PSAT score required to be a Semifinalist can vary significantly bystate. In North Dakota, West Virginia, and Wyoming you can become a Semifinalist with a score of about1410. But in California, Maryland, New Jersey, and Washington, DC, you’ll need a far higher score of around 1490- that’s an 80-point difference! Luckily, in no state do you need a perfect PSAT score to qualify as a Semifinalist.In fact, in all states you can miss at least 30 points and still qualify for National Merit! But what scores should you aim for on each PSAT section? To calculate your individual section goal scores, divide your state’s Selection Index cutoff by 2 and then again by 3.This number will act as your approximate goal score for Reading, Writing, and Math. (Note that it will be a test score out of 38 and not a section score out of 760.) For example, if you lived in New Mexico, your Selection Index cutoff would be 215. Using thisscore, do the math as described above to get your goal (test) score for each section on the PSAT: 215 / 2 = 107.5 107.5 / 3 = 35.83 35.83= 36 (Always round up!) Of courseyou don’t need to aim for the exact same score on each section.If you’re stronger at Reading and Writing than you are at Math, you could instead aim for 38 on both the Reading and Writing sections and 32-33 on the Math section. This combination will still get you a Selection Index score of 215 (just do the math to check it!). Ultimately, if you plan to strivefor National Merit status, it's important to know the cutoff score for your state.Always aim, at a minimum, for your state's cutoff score,though I suggest aiming a little higher if possible. Doing this will give you a solid buffer should thecutoff score for your state go up a little the year you take the PSAT. If you don't meet the PSAT score cutoff, you can't ride the roller coaster to Free Money Land. Takeaways for the PSAT Score Range The PSAT score range is 320-1520 in 10-point increments.This composite range includes two score ranges of 160-760 for EBRW and Math. In terms of test scores, Reading, Writing, and Math are all scored separately on scales of 8-38.You'll also receivesubscores with ranges of 1-15 and cross-test scores with ranges of 8-38. In regard to PSAT score distribution, most test takers score at or around 920,the halfway point between the minimum and maximum scores. As recent percentiles show,Mathis slightly more competitive thanEBRWsince youneed a higher Math score to get into the 99th percentile than you do to get into the same percentile for EBRW. PSAT and SAT scores are analogous, meaning thata scaled score on the PSAT will always equal that same scaled score on the SAT.Therefore, you canuse your PSAT score to get a rough idea of how your SAT performance might look. ThePSAT also assigns each test takera Selection Index score on a scale of 48-228.This is the score used to determine your eligibility for National Merit consideration. Each state maintains a different Selection Index cutoff score,with the lowest being 212 and the highest being 223. To ensure you have thebest shot at winning a scholarship, try to aim for your state's cutoff score- ideally, even higher! What’s Next? Got more questions about the PSAT scoring system? Our guide to PSAT scoring explains how PSAT scores are calculated, and gives you tips onhow you can use thisinfo to your advantage on test day. Confused about what's tested on the PSAT?Get the rundown with our guides to what the PSAT is and what you should know about its structure and question types. Want to know exactly when you'll take the PSAT?Our guide to PSAT test dateswill give you info onwhen the next PSAT will be, where you'll take it, and what you can do to prepare for it. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Observation and Reaction assignment Essay Example | Topics and Well Written Essays - 250 words

Observation and Reaction assignment - Essay Example He found that discounting was the future of retail. This strategy led to the success of his business. Relating it to nursing, in order to gain positive patient outcomes, nurses and practitioners must be able to make strategic decisions that prove to be beneficial for patients in the long run (Sare & Ogilvie, 2010). Walton held the view that one should go the opposite way of the conventional methods to be successful. This strategy can be applied to gain patient outcomes by ignoring the traditional ways of dealing with patients and treating them the way others are not following, to make a unique niche. This will attract more patients, and will also improve the quality of health care. For example, under situations when nurses have to deal with drug addicts, they should focus more on their psychotherapy rather than traditional medicines. To conclude, Sam Walton’s leadership style and competencies should be applied in the field of nursing to gain quality patient outcomes. Nurses can use Walton’s strategic planning to improve the quality of services. They are also suggested to use Walton’s nontraditional style for treating