5 Ways to Evaluate Your Writing Group

5 Ways to Evaluate Your Writing Group 5 Ways to Evaluate Your Writing Group 5 Ways to Evaluate Your Writing Group By Mark Nichol The writing group you started three or six months ago is still going, but there’s something not quite right about it. It’s time to step back and evaluate it: 1. Attendance Are the charter members all still attending? Or, if one or more people have dropped out, was it mutually beneficial for them to do so, or do you wish they had continued to participate? If the latter is true, and you haven’t already done so, send them a note asking for their frank appraisal, assuring them that you want the truth so that you can apply their response to improving the group. They might have simply found they lacked the time or the motivation, or they might have had a personality clash with someone else in the group or a problem with the meeting format. If one or more people is regularly tardy or absent, ask them why. You won’t know whether you can help them if you don’t know the reason they aren’t on time or present all the time. It might be as simple as needing more time at home after work before heading to the meeting, or they might just be hesitating about quitting. 2. Skill Are the skill levels of the members basically on par? Not everyone needs at exactly the same place in terms of facility with writing, but it helps to have an only slightly divergent range. An especially skilled group member might make others feel inadequate, and someone who is noticeably deficient in talent may be dragging the group down. You will likely feel uncomfortable about approaching either type of outlier, but the more skilled writer will probably take it as a compliment if you suggest that they seek a writing group with higher collective abilities and may be glad to have â€Å"permission† to do so. For the person not quite up to the group’s level, it may take no-punches-pulled criticism respectful but candid to prompt them to look for a group more suited to their level of development. 3. Workload Are group members keeping up with the workload? If members routinely come to group meetings unprepared lacking either a writing sample for others to critique or completed evaluations of others’ passages perhaps the amount of preparation required is excessive. Consider reducing the frequency of meetings or the length of submissions, or mix up the way submissions are presented: If group members usually email their pieces for others to review and critique before the next meeting, alternate this approach with cold critiques (responses to writing samples that have just been distributed at that meeting). Alternatively, have members submit samples at every other meeting rather than each time, or skip critique meetings in place of tutorials (everybody presents a fifteen-minute lesson about character, plot, narrative structure, or some other element). 4. Development Do group members feel that the writing group is helping them develop as writers? Set aside part or all of a meeting to discuss how everyone feels about their progress. Are other members too timid about providing feedback, so that one or more people feel that they aren’t getting anything out of the critiquing sessions? Is criticism writer centered rather than writing centered? Critiques that focus on the author rather than on the writing samples not only hinder development but may also make members feel uncomfortable, which may also be the cause of absentees or dropouts. If you haven’t yet done so, model constructive comments that are specific and that respond to the piece, not the person. 5. Feedback External feedback, that is. At three months after the group’s launch, this step will likely be premature, but for a group that’s met for six months or more, it might be time to step up to the plate. Talk everyone in the group to committing to submitting: With a given period, everyone must send an article or poem or short story to a certain number of publications or writing competitions for consideration. That’s certainly one way to evaluate a writing group. If one or more people get a prize or get published, also-rans might feel resentment, but try to forestall any bad feelings by suggesting ahead of time that if anyone hits the jackpot, it means everybody has the potential to do so. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureTen Yiddish Expressions You Should KnowEach vs. Both

Penicillin essays

Penicillin essays Penicillin: The Bacterial Cell Killer Before the discovery of penicillin, bacteria-caused diseases took a heavy toll on the world population. During the 1800s there were only limited ideas about how diseases were generated in the human body. Two men, Pasteur and Koch, had clearly shown the connection between disease and bacteria, but not many people believed in the work they were doing. (Brown, 1996, P.1). Around the late 1850s, a few people were beginning to take seriously the idea that diseases were caused by unseen things. A twenty-one year old medical student in France made a chance discovery that a substance produced by a mold could apparently kill bacteria. This medical student was Ernest Duchesne. This work was mainly ignored, and eventually forgotten. (Brown, 1996, P.1). In 1928 penicillin was accidentally discovered by Dr. Alexander Flemming at St. Marys Hospital in London. Dr. Flemming had been working to find ways to kill bacteria in infected wounds. When Flemming returned from a vacation, he found that he had left the lid off one of his Petri dishes. He noticed that some kind of fungus was growing on his dish. Instead of throwing it away, he examined it first. While examining the fungus he notice that there was a zone around it that was completely devoid of bacteria. He reasoned that this growing fungus must be producing something that was killing the bacteria. Flemming identified the fungus as Penicillium notatum. He named the material that killed the bacteria penicillin. After researching it he found that although it killed many different kinds of bacteria, it was very unstable and sometimes didnt work. It was not until the second World War (1939-1945) that two British scientist, Florey and Chain, managed to purify the formula. (Bro wn, 1996; Wong, 1998) Even though the efforts and resources of many people were used to try and produce large quantities of penicillin, it so...

FAT file systems Essay Example | Topics and Well Written Essays - 1000 words

FAT file systems - Essay Example File Allocation Tables (FAT) is of huge significance to the users of Compact Flash (CF) because the requirement of FAT type is different for the devices that are optimized with over 2.14 gigabytes (GB) of storage capacity unlike those that require only 2.13 GB. This topic has gained huge importance specifically after the hard disk’s application into the personal computers. This paper tends to create awareness among the camera users regarding the FAT through a comprehensive discussion of its history. Introduction: The subject of this white paper is the illustration of FAT File Systems. This white paper is directed at creating an understating among the users of camera regarding the File Allocation Tables, which are generally referred to as FAT. Because of the disparity between the need of FAT type among different devices, Compact Flash (CF) users need to be given a thorough understanding of the FAT so that they may be able to make the right choice as per their device. The scope of this white paper is limited to the discussion of history of FAT File Systems along with a brief review of the relation of FAT with the Compact Flash (CF) devices which generate files with sizes up to 5+ mega pixels. This white paper first gives a comprehensive account of the historical background of FAT. This is followed by a review of the use of FAT File Systems in CF. Finally, the findings are concluded in the last section. History of FAT File System: Development of FAT File System: In February, 1976, during his stay at the Albuquerque’s Hilton Hotel spanning five days, a child known as Bill Gates who has gained immense fame for his contributions in the world of computer developed and coded FAT (Gilbert). â€Å"FAT was designed for small disks and simple folder structures† (Microsoft). Replacement of floppy disks with double-sided diskettes: The original Personal Computers made use of floppy disks for carrying the data whose capacity usually used to be 180 kilobyt es. After the floppy disks, use of double-sided diskettes increased. The double-sided diskettes used to be double the capacity of the floppy disks and were up to 5 ? inches in size. The initial DOS developers indicated the relation of sectors to individual files as well as identified the vacant tables by creating tables with a view to organizing the data. As a result of this, the Operating System (DOS) was able to use the limited space on the double-sided diskettes to the maximum limit. There was no more the need of availability of a continuous series of sectors for saving the files. It was possible to break up the data for the files and distribute that everywhere in the double-sided diskette in an increasingly organized and sequenced fashion; a process that is frequently referred to as fragmentation. Nevertheless, it was fortunate in those times to be able to keep the data in one diskette because one would not need to switch the diskettes in and out alternately time and again while the program’s operation would continue. Selection of table length: There are 768 sectors upon a diskette with a capacity of 360 KB. This required the table to be large enough in order to determine every single sector of the total of 768. There was also the requirement of some room for expansion because the developers were aware of the on-going creation of larger diskettes. Number of possible values permitted by the use of one byte per table did not exceed 512, so that would not practically serve the purpose. On the other hand, two bytes would waste the disk space by permitting 16384 entries. Thus, decision had to be made somewhere in between one and two bytes. So finally, table with the length of 12 bits that were equal to 1.5 bytes were chosen so that the usage of sectors on the first double-sided diskettes could be traced. As a result of this, 4096 possible values were permitted. Such a FAT table was able to deal with storage devices with the capacity as large as 2 GB prov ided that each entry

Essay due in Asian Collection at the Metropolitan Museum of Art

Due in Asian Collection at the Metropolitan Museum of Art - Essay Example The Asian collection of Art works at the Metropolitan Museum of Art contains a large number of Art works from Asian countries. It is renowned for its collection of Chinese and Indian Art works displayed. Thesis statement: From the perspective of a viewer, discussion on the basic differences between Chinese and Indian art and analysis of a piece of art to unearth its history, the artist’s motives and expression. The Asian collection at the Metropolitan Museum of Art includes a wide range of Art works from different cultures from Asia. The collection includes gifts from philanthropists who collected different types of Art works from different cultures in Asia. Besides, the collection covers the 4000 year history of Asian Art. Some important differences between the Chinese and Indian art objects which represent the Asian Art are mentioned below. The Chinese collection includes Calligraphy and painting which represent its rich tradition of Art. Carol Michaelson and Jane Portal opine that: â€Å"Chinese painting is quite different from brightly coloured Western oil painting† (Michaelson and Portal 8) the tradition of painting in China is entirely different from Western form of oil painting. Besides, the Art works represent the history of different dynasties that ruled over China for centuries. For instance, the work ‘Model of a watchtower’ represents the Eastern Han dynasty in ancient China. But the Indian collection is different from Chinese works. The difference from Chinese Art can be seen in the usage of colors, medium and theme. The favorite medium of Indian Artists includes paper and cloth. For instance, the work ‘Mahavira Sitting at the Top of the Universe: Folio from a Kalpasutra Manuscript, 15th century’ is in paper. The favorite theme of Indian artists includes stories from sacred te xts. In addition, red is a dominant color in Indian Art works. But the favorite colors

State budget cuts influence on students Research Paper

State budget cuts influence on students - Research Paper Example of education, factors that influence college choice, factors that contribute to college dropouts and students opinions on the effects of cuts in the state budget to education. -Many of the respondents surveyed were in their third year of study (60%), while a significant 24% were in their third year of study with the remaining proportion covering freshmen students and second year students. -The email response from the questionnaires indicated that the average cost of education, including tuition, room and board added up to $16,000 at least for all public state colleges while that of private colleges added up to $37,000 -Nearly 10 out of the 15 students interviewed responded relying on loans to assist them with college financing costs. Equally, a third of the respondents relied on part time jobs to help cater for college costs, that was often complemented by parent’s support with 11 out of 15 getting regular support from their parents. A similar number also relies on college scholarship and financial aid to clear their college bills. -13 out 15 of all the participants interviewed reported being always concerned about having enough financial resources to utilize while still in college in providing for daily expenditures. Economizing was reported as a tradition employed for the college years, occasioned by tough economic times in the real world. -In the age bracket of 18-25 sampled for this survey, many of the participants, 76% cited difficulties associated with money as the driving force for college drop out. Other issues as bad grades and peer influence also emerged as strong reasons for college drop out. -Many of the college students surveyed reported feeling uncomfortable with borrowing to finance their education. This they say becomes unbearable as they are unable to pay the money borrowed within the appropriate period and as such loans accrue to longer periods of time attracting higher fines and interest rates that accrue. -Despite high costs associated

The 4 Gospels and their Themes

The 4 Gospels and their Themes The authors of the four gospels in the Bible had a specific group of people they wrote to and in this assignment I am going to look at those specific people and what the authors said about the life and work of Jesus. I am going to also going to look at the main themes of these four gospels, beginning from Matthew to John. The author of the book of Matthew is the Apostle Matthew who was one of Jesus` disciples. The gospel of Matthew was written in Greek. The author wrote to a particular group of people mainly Greek speaking Jews, even though the author wrote to certain group of people the writing does have a worldwide outlook. Matthew concentrated more on the fulfilment of the Old Testament than the writers of the other gospels. In Matthew Jesus teaching pointed to the blessings of the kingdom being extended to gentiles. MATTHEWS MAIN THEMES The main purpose of Matthew is to prove that Jesus Christ is the Messiah which means the anointed one. Jesus can also be interpreted as Joshua in Greek which means the Lord saves. Matthewss goal was to convince his readers that the King of kings has come, with this in mind he uses words and names that the Jews are familiar with. Also unique to Matthew is the expression, that it might be fulfilled which is spoken by various prophets.  [1]   THE MAIN PURPOSE AND FOCUS OF MARK The gospel of Mark was written by John Mark. Mark was a close associate of peter, it was from Peter that he received the tradition of things done and said by the Lord Jesus Christ. Mark has more of the preaching of Peter, put together by John Mark. According to early church tradition Mark was written in the region of Italy more specifically in Rome. In book of Mark John Mark explains Jewish customs and interprets Aramaic words John Mark seemed to have an interest in persecution and martyrdom. John Mark wrote that the suffering Jesus was also the Son of God, the Son of Man, the Christ and the Lord. MARK`MAIN THEMES Marks gospel is simple and holds an important account of the ministry of Jesus Christ, with an emphasis on more of what Jesus did than what he said. Mark moves quickly from one scene in Jesus` ministry to another. Even though Mark bases his emphasis on the humanity he does not neglect the deity of Christ. Mark wrote to strengthen and guide the Roman believers who were being persecuted by Nero. After the death of Peter and eyewitnesses to Jesus` life, this gospel message needed to be written down.  [2]   THE MAIN PURPOSE AND FOCUS IN LUKE The writers name is not mentioned but evidence points to Luke. The gospel of Luke was written to Theophilus and the message in this gospel was meant for his own instruction and also for those among whom the book would be distributed. Luke was probably written around A.D. 59-63. The book of Luke would have likely been written in Rome. Luke had an outstanding command of the Greek language. Lukes words in general seem to reveal geographical and cultural sensitivity. Lukes gospel centers on Gods plan to provide salvation to the world. LUKE`MAIN THEMES Luke was written to strengthen the faith of all believers and to give an answer to the unbelievers. It was written to displace and unveil the false reports about Jesus. This third gospel presents the works and teachings of Jesus that are especially vital for understanding the way of salvation. The first two chapters of Luke emphasize the Old Testament and its promises of a Messiah while the third and part of the fourth chapters show clearly that Jesus is the Messiah, who can fight against the evil one, Luke continues in the rest of the chapters to write about the life and works of Jesus and everything that had been revealed by the law, the prophets and the Psalms about Jesus had been fulfilled.  [3]   Luke often stressed the humanity and compassion of Jesus. Lukes favourite expression is the Son of Man. The disciples were witnesses of to this fact and their mission was to share this Good News with all nations. THE MAIN PURPOSE AND FOCUS IN JOHN Some translators have felt that Johns aim was to present a forth from a different view point the Christian message that would appeal to Greek thinkers. John would have been thinking of the Greek readers some of whom were being influenced by heresy. John` main purpose was evangelistic, to build up believers as well as to win new converts. John also focuses on Jesus` claim that He was God by including Christs seven I am statements. John records certain occasions when Jesus equals Himself with the Old Testament I AM. John 8:58 Most assuredly, I say to you, before Abraham was, I AM. JOHN` MAIN THEMES The writer of John also said that These are written that you may believe that Jesus Christ the Son of God and that believing you may have life in His name John 20:31. John also speaks of Jesus as the pre-existent divine Word who became a human being so as to speak the words of God, reveal the glory of Gods grace and truth, to put a bridge between the children of light and the children of darkness, to bring judgment on the unbelieving world and to give eternal life through the gift of the Holy Spirit to all believe and abide in Jesus. John wrote that Jesus was and is the saviour of the world.  [4]   John reveals the Bibles most important message, believe and follow Jesus, because He is the way to eternal life. John speaks of Jesus as the light of the world and the bread of life, the way, the life and the good shepherd. CONCLUSION The four canonical gospels are very detailed and factual about the life and work of Christ. Matthew writing to prove to the Jews that Jesus is their Messiah, while Mark stressed the humanity of Jesus but he does not neglect His deity. Luke wanted to show that the place of the gentile Christian in Gods kingdom is based on the teachings of Jesus. Luke` main theme is the nature of Jesus Christ` messiah ship and mission. The gospel of Luke presents Jesus in ways that would appeal to an audience of high minded gentiles. The gospel of John is presented firstly with a prologue or introduction. John speaks of Jesus as one sent from God to reveal His love and grace to man. All the four gospels have unique story on the life and ministry of Jesus Christ and they all speak of one person only Jesus who is the saviour of the Jews and the saviour of the world. All the resources I used are very helpful for doing a research like this one and I would recommend any theological student to use these book s when doing their essays or research work.  [5]  

Subliminal Perception, Neuropsychology, and the I-Function :: Biology Essays Research Papers

Unconscious Processing: Subliminal Perception, Neuropsychology, and the I-Function In his 1957 book The Hidden Persuaders, Vance Packard warned the American public that "Large-scale efforts are being made, often with impressive success, to channel our unthinking habits, our purchasing decisions, and our thought processes... Typically these efforts take place beneath our level of awareness; so that the appeals which move us are often, in a sense, hidden" (1). Packard was convinced - perhaps rightly so - that advertisers were "professional persuaders" whose marketing techniques were deceptive and overly manipulative. Not only were advertisers becomingly increasingly adept at developing campaigns, pitches, and slogans to send specific messages to targeted consumer populations, but some had gone so far as to suggest that such messages could be effective even if they were presented below the level of conscious awareness. James Vicary, one of the market researchers and entrepreneurs profiled in Packard's book, claimed to have developed a machine capable of flashing such unnoticeable, "subliminal messages" within big screen movies. Vicary had allegedly tested his technique by altering movies so that messages urging viewers to "Eat Popcorn" and to "Drink Coke" were displayed at regular intervals throughout the film for such brief durations that they could not be consciously perceived. Vicary claimed that his subliminal messages resulted in a significant increase in sales of popcorn and coke (1). Although no experiment involving subliminal messages has ever replicated the success which Vicary claimed to have achieved and, in fact, Vicary later admitted that it had been no more than a marketing gimmick, the possibility of subliminal or unconscious perception has not been dismissed. In fact, although the use of subliminal messages is generally considered a foolish and invalid practice, the more general phenomenon of subliminal/unconscious perception deserves to be reevaluated in light of current debates surrounding the nature of consciousness. Subliminal or unconscious perception refers to the idea that stimuli presented below the threshold for conscious awareness can influence an individual's thoughts, feelings, or actions (2). The possibility that an individual can acquire and act on input without being aware of doing so has implications for the study of consciousness and the larger set of processes which characterize the I-function. It is generally assumed that that conscious perception of a stimulus is necessary in order to act on that stimulus, and this conscious decision to act is one of several processes which characterize the I-function.

Research Strategy Paper. Stress

A vast amount of information about work-related stress is readily available. After doing a preliminary search of keywords â€Å"work related stress,† I found that the National Institute of Occupational Safety and Health, the Center for Disease Control (CDC), Oxford university's medical department, the US National Library of Medicine and the National Institute of Health all maintain sites which will be useful as sources for me. All of these sites are administered by well-known and legitimate organizations and loud be excellent sources of accurate and reliable information.They also include the results of professionally conducted clinical research studies. Additionally, the same keyword search conducted In the university of Phoenix library resulted In 330 sources available for research utilization. By focusing on these numerous sources, I will find relevant and unbiased studies and material directly specific to work-related stress. An overview of my research strategy process is s ummarized as follows: – Identify and select the problem/topic. I have already decided my topic will be â€Å"Work-Related Stress†.Find and Identify the symptoms of the work-related stress that are common to the ma]orally of people affected by work-related stress and not to a specific career field or occupation. – Find and identify the common causes that are relevant to the majority of people and not a specific career field or occupation. – Find and identify both long-term and short-term health risks and benefits, if any, related to work- related stress. – Identify the treatments available to reduce or eliminate work-related stress. Any medication prescribed for the treatment of stress must be approved by he Food and Drug Administration(FDA).Pipeline or experimental medication will not be considered. ; Develop conclusions related to the above research. – Summarize research findings and conclusion in the form of a written report. In order to e ffectively get the most reliable information regarding work-related stress, I will utilize credible publications, books, articles, Journals and studies and I will reference all cited data. Utilizing both the Internet and the University of Phoenix library, I will search for, locate and compare legitimate data and studies to find profession.Different Jobs have different stresses and stress levels and I am trying to capture the common theme behind work-related stress as a general topic. I will verify the source of any potential research information by conducting some background checks on the author to ensure that they are experts in their field. Once I have located and identified what I feel to be relevant data, I will compile the information for comparison. Only material meeting my specific research parameters will be utilized in order to ensure consistency and accuracy throughout all phases of my project.While conducting my research, I will combine both quantitative and qualitative r esearch methods in order to ensure that my findings are reliable, unbiased and objective. Because I am not focusing on a specific career field or occupation, I will ensure that my research is objective and can be reproduced by data supported through studies and research conducted on people from various backgrounds, locations and professions. By comparing data collected from the different studies meeting my criteria, I will be able to effectively utilize consistent data and eliminate irregularities or other material not applicable to my particular search focus.The symptoms, causes and health risks must be consistent in all studies. Additionally, hours spent at work and work environment should be varied to ensure that the common causes and stresses are captured. Since my topic is medically related, my research will be more effective by utilizing the most recent information and studies available. Medical technologies and research can evolve rapidly and therefore make older data and mat erial obsolete very quickly. Obtaining the most recent and credible material will be key for my research topic.For the retirement portion of the research, I will limit studies to natural remedies or medication approved by the FDA. After combining and comparing all data that is applicable to my research of work related stress, the material will be reviewed again for accuracy and also to ensure that all material is objective. Conclusions will be drawn based on the findings and the results will be presented in a written report. References * (1) Retrieved from the National Institute of Occupational Safety and Health website: * http://www. CDC. Gob/nosh/programs/work/emerging. HTML

Confused With and Confused About

Confused With and Confused About Confused With and Confused About Confused With and Confused About By Maeve Maddox Preposition use is tricky. Sometimes a rule can be applied, as in the choice between in and into: The dog jumped from the bank into the water. (connotes movement from outside to within) The drowning man flailed in the water. (connotes containment within) More often, the choice of which preposition to use is idiomatic. That is, speakers use a particular preposition with a certain word because its use has been established by custom. From time to time, the established preposition is replaced by another. Initially, speakers accustomed to the older form express outrage, but in time, as the old-timers die off, the new preposition achieves acceptance. An example of such a change in progress is the use of excited followed by unconventional for instead of the customary about or by. A similar change seems to be in progress regarding the expression â€Å"confused with.† The verb confuse, with its participle form confused, has more than one meaning. If I say, â€Å"I always confuse Barbara with her sister,† the meaning is â€Å"fail to distinguish, erroneously regard as identical, mistake one for another.† This is clearly the definition that applies to the prepositional phrase in the following headlines, but in each case, the writer has used the preposition for instead of with: Knife attack confused for performance art at Art Basel Miami Beach- CNN Local Doctor Confused for Razorback Football Player- Fox16 news Liam Payne Still Gets Confused For Louis Tomlinson- MTV A possible explanation for this growing usage is confusion with another expression close in meaning: â€Å"mistaken for.† The knife attack was mistaken for a performance. The doctor is mistaken for the football player. Liam Payne is mistaken for Louis Tomlinson. The preposition switch in this idiom is not as noticeable as the one that uses â€Å"for† with excited, and it does not provoke the same amount of outrage. Only one reader has ever commented negatively on the use of â€Å"confused for.† My post on â€Å"excited for,† on the other hand, garnered twenty passionate comments and 427 â€Å"Likes.† â€Å"Confused for† may be destined for acceptance, but at present, it is simply careless writing. An even more blatant preposition error with confused is to follow it with of. So far, I’ve noticed this misuse chiefly in badly expressed readers’ comments on tech sites and in social media, but there is a song with â€Å"confused of† in the lyrics- always a bad sign. Here are some examples of the incorrect use of â€Å"confused of†: I’m aware that there’s [sic] licensing fees and such and all this ATHP stuff. I’m confused of the requirements and how to know when you need to register and pay. I am 25 years old and I am confused of what to do in the future professionally. I feel  confused of  the PlayerSetup.cs in Multiplayer FPS tutorial #3. For the few that  are confused of  what is a hero or have courage visit the wounded Warrior Website and find the true answer. We fight and love so much Sometimes I get confused of who we are, - â€Å"We Fight/We Love,† by rapper called Q-Tip In each of these examples, â€Å"confused about† would be the correct usage. Related posts: Excited About, Not For A Chance of Showers Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Slang Terms for Money34 Writing Tips That Will Make You a Better WriterStarting a Business Letter with Dear Mr.

How Long Is the SAT With Extended Time

How Long Is the SAT With Extended Time SAT / ACT Prep Online Guides and Tips Students with documented disabilities may be eligible to receive extended time on one or more sections of the SAT. The options for extended time vary by student and must be approved ahead of the testing date by College Board's Services for Students with Disabilities (SSD). If you're a student, parent, or educator interested in extra time accommodations on the SAT, read on to learn about the different options and how long each one makes the SAT. First, let's briefly review who qualifies for additional time. Who's Eligible for Extended Time on the SAT? In order to qualify for extended time on the SAT, students must have a documented disability that constitutes a "relevant functional limitation." In other words, their disability impacts their ability to take the SAT, and extended time may help them improve their performance. These disabilities include visual, physical, medical, and motor impairments and learning disorders. Generally, eligible students will have an established Individualized Education Plan (IEP) or 504 plan with their school. However, having a plan or accommodations for extra time at school doesn't necessarily guarantee them extra time on the SAT. A qualified school coordinator must make an official request to College Board and provide all the necessary documentation. Since approval takes about seven weeks, she should start this process early. When making the request, the coordinator will indicate whether the student needs extended time for reading, mathematical calculation, written expression, or listening/speaking (for SAT Subject Tests). If the coordinator specifies extended time on reading, then the student will typically get extended time on all SAT sections, as they all require reading of some form. Apart from differences in time per section, what other options does College Board offer for extended time on the SAT? What Are the Options for Extended Time on the SAT? There are three options for extended time on the SAT: time and a half, double time, and 150% additional time. The amount of time students get varies depending on whether they take the SAT without the optional essay or the SAT with the essay section.Below, you can see the amount of time students get with each extended time option. Time and a Half The most commonoption for extended timeon the SAT lengthens it by 50%. Time and a half makes the SAT without the optional essay a total of 4 hours and 30 minutesand the SAT with the essay a total of 5 hours and 45 minutes.Students with time and a half take the SAT at the usual time and place, on a Saturday morning at their testing center of choice. Double Time The second option is double time, or 100% additional time, for a total of 6 hourson the SAT without essay or 7 hours and 40 minutes for the SAT with essay. Students with double time typically take the SAT over the course of two days at their school. 150% Additional Time Finally, in rare cases students may be granted 150% additional time and get 7 hours and 30 minutes on the SAT without essay and 9 hours and 35 minutes on the SAT with essay. Like students with double time, students with 150% additional time typicallytake the SAT over the course of two days at their school, rather than take it at the official testing center. They would sit with a school coordinator, generally one on one, unless there were another student or two with similar accommodations. While the above mentioned times technically describe the length of the test, the actual experience is longer due to breaks and time for instructions. Considering these factors, how long will the SAT with accommodations actually take? Ready with your planner? How Long Is the SAT With Extended Time? The times above describe how much time a student has to complete the Reading, Writing, and Math sections, but they don't include breaks, instructions, or other logistics of the test-taking experience, like passing out and collecting the test booklets. Students with extended time must stay for the entire designated time, even if they finish early. They also can't flip between sections or self-pace, but instead must stay on each individual section until time has been called. Without accommodations, the SAT is 3 hours with the essayor 3 hours and 50 minutes with the essay. Without the essay, students get two breaks totaling about 10 minutes. With the essay, students get three breaks for a total break time of about 15 minutes. Extended time doesn't include extended or extra breaks unless a specific request has been made and approved. For most students with extended time, therefore, you can just add 10 or 15 minutes of break timeand 30 to 60 minutes for administrative tasks to get a sense of how long the SAT will be. In the charts below for the SAT without essay and SAT with essay, I added 30 minutes for check in, instruction, filling out personal information on the tests, and finishing up. In a testing room with a lot of students, it may take a bit longer. For students testing individually or in small groups, check in may take a little less time. Here are my estimates for each extended time option to answer the question, how long is the SAT with breaks? SAT Without Essay Extended time option Total testing time With breaks Total time No extended time 3 hours 3 hours, 10 minutes ~3 hours, 40 minutes 50% additional time 4 hours, 30 minutes 4 hours, 40 minutes ~5 hours, 10 minutes 100% additional time 6 hours 6 hours, 10 minutes ~6 hours, 40 minutes 150% additional time 7 hours, 30 minutes 7 hours, 40 minutes ~8 hours, 10 minutes SAT With Essay Extended time option Total testing time With breaks Total time No extended time 3 hours, 50min 4 hours, 5 minutes ~4 hours, 35 minutes 50% additional time 5 hours, 45 minutes 6 hours ~6 hours, 30 minutes 100% additional time 7 hours, 40 minutes 7 hours, 55 minutes ~8 hours, 25 minutes 150% additional time 9 hours, 35 minutes 9 hours, 50 minutes ~10 hours, 20 minutes Taking the SAT takes a lot of time, energy, and focus. Students definitely don't want to add to their stress by showing up late, and when finished they're probably eager to head home. So what's a safe time for pick up and drop off for students taking the SAT with extended time? Safe Times for Drop Off and Pick Up As mentioned above, students with 50% additional time will take the SAT on Saturday morning at their preferred testing center. They should plan to arrive by 7:45. The SAT is administered between 8:30 and 9:00. Students with time and a half will be finished and ready to be picked up around 1:40 PM or 3:00 PM, depending on whether or not they're taking the essay section. Students with more time will take the test over the course of two days at their school under the supervision of a designated administrator. Their timing will vary. Usually students who start at 8:30 AM test until around noonand then resume the next day. These accommodations are meant to improve the test-taking experience for students and meet their needs. Since the SAT is time intensive, students, parents, and coordinators should make sure to know the ins and outs of the process and options for extended time. Below are the key points to remember. Key Points It takes about seven weeks for College Board to approve SAT accommodations, so gather your documentation and make your requests early. The most common option for extended time is 50% additional time, though some students will get more or only qualify for extra time on certain sections. Students decide whether or not to take the essay section when they register. Students with time and a half will spend from around7:45 AM to 1:40 or 3:00PM at their testing center (depending on if they take the essay or not). Extended time does not automatically include extended or extra breaks, so you need to make these requests separately. Students must stay for their entire designated testing time, so even if they finish early, the above schedule will still apply. Extended time can be a huge help for students with functional limitations, like reading comprehension or attention issues. Make your requests specific and supported by in-depth documentation, and leave extra time in case you need to appeal College Board's decision. Since the SAT is such an important test, you want to make sure you or your student is getting the accommodations she needs to see her best results. What's Next? Apart from extended time, what other accommodations are available to students taking the SAT? Read our full guide on SAT accommodations and how to get them here. Now that you know how long the entire SAT will take, what about each individual section? Answer any questions you have about exactly how long the SAT is here. Want to score a super high SAT score?Get all the tips and expert advice you need inour guide to getting a perfect SAT score. Disappointed with your scores? Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Particular policy debate Essay Example | Topics and Well Written Essays - 1250 words

Particular policy debate - Essay Example ECB is assigned the task of maintaining price stability and it is the major component of Euro-system. The fate of Euro-zone is the topic of debate on international forum. European Union is commonly known as EU, a supranational body which proposed integration of European countries. It adopted a unique framework for integration and set the goal of complete integration among European countries. By complete integration, EU meant to integrate the economies, politics, educational, cultural and all other aspects. By economic integration, the EU dreamt of common market and common currency. The common market was based on the idea of free movement of goods, services, capital and labour (Toner, 2004). By free movement means, there were no tariff and quota restrictions, there was no excise duty and the exchange rate was relatively kept stable. In order to go a step ahead in economic integration, the common currency named as Euro was introduced. The member countries were required to abolish their local currency and adopt Euro as the official currency. Adoption of Euro is a difficult task for the member states and they need to make certain changes in their economic system to adopt this new currency. The fate of Euro-zone is important to determine because it is one of the most important key performance indicators of ECB and EU itself. EU has achieved many successful milestones in its earlier periods of economic integration. The common market initiative was warmly welcomed by the member states and in order to reap its benefits, many other European countries showed their willingness to join EU. When EU launched the initiative of common currency i.e. Euro, few countries showed enthusiasm while UK, Denmark and Sweden adopted the opt-out option. This option relieved them from the mandatory requirement of replacing their national currency with Euro. It has raised much confusion in the economic circles of EU. Many other

Mathematics Essay Example | Topics and Well Written Essays - 2250 words

Mathematics - Essay Example Mathematics is major component of our culture and we need to learn more and more of it. Mathematics has been considered a necessity and essentiality what ever time period. Plato's Academy was marked with phrase "Let no one ignorant of Geometry enter here" Mathematics enjoys unshakable foundation and its basis is pure rationality. It promotes rational thinking and ideas and leaves nothing to chance. Even the chance or the probability is dealt in a very rational and logical manner. Logic grew into thriving field through algebraically minded mathematicians like George Boole, Ernst Schroder, Balzano, Ferge and Hilbert. The history of Mathematics goes as far back as 30000 BC when Paleolithic people in Central Europe and France recorded numbers on bones. Uses of early geometric designs were found to belong to 25000 BC. In 2000 BC Harappans adopted a uniform system of weight and measure. Quadratic equations were solved in 1950 BC. In 1850 BC Babylonians came to know about Pythagoras theorem. Almost at the same time multiplication tables were used by them. Sexagesimal number system was used to predict the position of Sun, moon and other planets in 500 BC. Hippocrates wrote "Elements" in 450 BC which is first compilation of elements of geometry. Euclid gave a systematic development of geometry in Stoicheion (The Elements). He also gave the laws of reflection in Catoptrics. In 250 BC Archimedes floated Archimedes Principles and gave an approximate value of . In 127 BC Hippocras discovered the precision of Equinox and calculated the length of year. In about 60 AD Heron of Alexandria wrote Metrica (Measur ement), which contained the formula for calculating Areas and Volumes. The Maya civilization in 250 AD used an almost place-value number system to base 20. In 499 AD Aryabhatta calculated to be 3.1416. In about 850 AD Thabit Ibn Qurra made important mathematical discoveries such as extension of the concept of number to real number, integral calculus, theorems in spherical geometry and non Euclidian geometry. Lot of other developments in mathematics need to be mentioned here but the only point is to show that mathematics developed through different generations and in different societies and cultures, which means that Mathematics was inevitable for one and all and was the nucleus for discoveries, inventions and development. Mathematics is one subject that transcends time and culture. The Pythagorean Theorem is true in any culture and every century, and is studied wherever mathematics is taught. In a world of rapid change, mathematics is one thing that endures. Its heritage is treasure we pass from generation to generation, a common store of wisdom whose usefulness takes a different manifestation in various culture and settings. Mathematics is rooted in timeless values and still is evolving. Newton gave mathematical laws of motion only three centuries ago. Lately new ways of measurements are being propounded which helps in advancement of science and commerce. Mathematics is used as an essential tool in almost all fields like