Whats Considered a Bad SAT Score Avoid This

What's Considered a Bad SAT Score Avoid This SAT / ACT Prep Online Guides and Tips Many students worry that a bad SAT score will be the kiss of death for their college applications. The SAT is an important part of the admissions process, so you obviously don’t want to submit a crummy score - but how do you know whether your score is all that bad to begin with? If you're worried about low scores, understanding where your scores stand in relation to other students’ is the first step to improvement. In this post, I’ll talk about comparing your own scores to those of the general population, your peer group, your target schools, and even your own potential scores. I'll finish off with strategies to bring up scores no matter your goals or study timeline. With this information, you'll be well-prepared to make necessary steps in improving your SAT scores. A Note on Percentiles Before we get started, I want to take a minute to explain percentiles, which arean important concept to grasp when we talk about comparing your SAT scores to different groups, whether they're big or small. Percentile scores are not the same as percentage scores (for example, a number out of 100 that tells you the fraction of correct answers you gave on a test). Percentile scorestell you how you do in relation to other people, which is really helpful when you’re dealing with a scoring system that isn’t necessarily intuitive. For example: A 10th percentile score means that you scored higher than 10% of the people who took the same exam 50th percentile means you scored higher than half 90th percentile means you scored higher than 90% of test-takers. You can have a high percentage score on a test and still end up with a low percentile score (if the test was easy), or a low percentage score and a higher percentile score (if the test was hard). For example, if you score a 90% on an exam where only 10% of students scored below a 90%, you'd be in the 10th percentile. This information is important because your actual SAT scores are only useful when you cantranslate them to percentile scores. When we talk about good or bad scores, we're inevitably comparing your test scores to those of other people or groups. Now that you know all about percentiles, we can get into the nitty-gritty stuff: what is a bad SAT score? Low Scores Compared to the US General Population We're starting big here - to get a basicunderstanding of low SAT scores, we'll look at how the general population performs on their tests. Your definition of low or poor scores might differ from other students - a reasonable cutoff for low scores, for simplicity’s sake, would be at the 25th percentile (so, the bottom quarter of scorers). As you may already know, the SAT is currently scored out of 1600points (the lowest you can score is 400).The average composite SAT score is around 1000, which is about the 50th percentile. Because the scoring system has recently changed, we don't have a lot of information about typical So that you can get a better understanding of general performance, here are some other important percentile cutoffs and their corresponding composite scores: 25th percentile→about 840 composite score 50th percentile→about 1000 composite score 75th percentile→about 1200 composite score If you'd like more detailed information about SAT percentiles, check out our score rankings guide. Low Scores Compared to Your Peers I don't usually recommend comparing yourself to peers;in this case, it's unfortunately necessary. Now that you know how you may compare to the rest of the country, the next step in figuring out what a low score is would be to figure out what your peers are scoring. Although college admissions officers often view SAT scores as a decent measure of academic preparation, they recognize that many other factors - including family income, social privileges, and educational advantages - play into students' scores as well. Thus, you'll be most likely compared to students who are similar to you in terms of school type, geographical area, background, interests, and grades. The better a handle you have on your peers' scores, the more nuanced your understanding of what a low score will be. Getting ahold of this information will be a bit more sensitive than just looking up average national SAT scores. Even if you can't get information right from your classmates, there are steps you can take to get a good estimate of peers' SAT score ranges: Get your school report with SAT score information. This report will have aggregated scores from students from your high school. How does the high school average compare to the national average? How do your scores (real or target) compare to those of your peers? See your guidance counselor. If you don't have access to your school report, or you're having trouble interpreting the information, your guidance counselor should be able to give you an idea of how your peers perform on the SAT. Ask around. If you're still having trouble getting information on peer scores, you could try asking your classmates. This will beespecially helpful if you can get info from honors students - their scores will generally be more competitive. SAT scores can bea touchy topic, however,so be sensitive and respectful if you discuss this information with your classmates. Use a rough rule of thumb. When lacking good information about peers' performance, you could use these (general) rules of thumb. Just keep in mind that these may deviate from your own school's averages depending on average performance (i.e. whether SAT scores at your school are above or below the national averages): Low composite scores for honors students (top 1/3rd of the class) will be around 1117, or 70th percentile nationally Low composite scores for top honors students (top 1/10th of the class) will be around 1256, or 85th percentile nationally Low Scores for Your Target Colleges Knowing how your scores compare to your peers may help you hone in on appropriate target, reach, and safety schools. How do you figure out what these schools will think of your SAT scores? What's the low score cutoff that will put your application in danger? Put simply; a low score is a score that will get you rejected.Schools don’t really publish hard minimum SAT requirements, but it’s east to get a general idea of what SAT scores they expect from applicants. In general, the bottom 25% of scores for a particular school is the danger zone. You can still get into a school if your score falls below the 25th percentile, but the chances are that your application will have to be exceptionally strong in other areas (e.g. GPA, extracurriculars). The "middle 50" percent of scores is a pretty safe range to aim for. If all students' scores were lined up in order, the middle 50 would be the range of scores from the 25th percentile to the 75th percentile. Your SAT scores don't necessarily need to be at the top of this range to get into a particular school, because by definition, 75% of its students have scores lower than those at the 75th percentile. If you want more information about SAT score ranges for particular schools, just google"[school name] PrepScholar admissions requirements." You can easily convert old SAT scores (out of 2400) to the new scoring system by multiplying by 2/3. What do you do, though, if your scores consistently fall in the bottom 25% of score ranges for the schools you're considering? Although it'simportant to have reach schools, it would be wise to apply to some less competitive schools as well. Apply to several schools where you fall into the "middle 50" score range in addition to a few safety schools to optimize admissions options. Low Scores for Yourself This isn't a comparison that many students consider when setting their own goal scores. There's so much focus on outward comparison that sometimes we forget to consider our own capabilities when thinking about low or high scores. It's important to be realistic about your own strengths and weaknesses when setting low score and high score parameters. If you set your score goal too high, you'll cause yourself unnecessary stress and frustration; set it too low, and you could miss out on opportunities at more competitive schools. How do you get an idea of what's reasonable? Your first step is to get a baseline score. Study for about 10 hours to gain basic familiarity with the SAT before taking a full practice test. Your score will give you a concrete place to work from. Keep in mind that many students, with adequate test prep, can improve 240+ points from this original baseline. This important initial step should help you understand what to expect from yourself when it comes to good and bad scores. If you’re not improving much after your baseline, then you know that the way you’re studying isn’t working. You may consider your baseline score to be within your low score range since you achieved it with minimal study time. To learn more about how to set appropriate SAT goal scores, read our guide to good and bad SAT scores. Don't get discouraged if you have low scores - that just means you have room to grow! How Do You Raise a Low SAT Score? If you've gone through all the steps of comparison and you find yourself disappointed with your scores, not to worry! There are things you can do to bring up those scores, but your plan of attack will vary based on your goal score and your study time availability. So what's your goal score? If your scores are already pretty high, and you want to get them as close to perfect as possible, read our guide to scoring a 1600. If your scores are in the lower end of the range, and you want to bring them up across the board, check out our posts on bringing up your reading, writing, and math scores. How much time do you have to study? If you have quite a bit of time on your hands, read more about setting a study timeline. You can also dive deeper into our blog sections dedicated to the reading, writing, and math sections. If youaretaking the SAT relatively soon, check out our last-minute study tips and strategies. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. 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100 Idioms About Numbers

100 Idioms About Numbers 100 Idioms About Numbers 100 Idioms About Numbers By Mark Nichol Last week, I offered a post about idioms pertaining to the number one (I limited the scope because there’s only so much space on the Internet.) Here’s the sequel, with expressions that mention all other numbers. 1. (a number) (something) short of a (something): said euphemistically of someone who is mentally deficient or unstable (as in â€Å"one slice short of a loaf†) 2–3. $64,000 question/million-dollar question: a very important question (from game shows that offered such an amount to contestants who answered increasingly difficult quiz questions) 4. a dime a dozen: cheap and/or plentiful 5. a million miles away: distracted 6. a stitch in time saves nine: a proverb that refers to the importance of precaution 7. as easy as one-two-three: said of something as simple as counting 8. at sixes and sevens: confused 9. at the eleventh hour: at a late stage or the last possible moment 10. bat a thousand: be very successful (from the batting average in baseball: one who bats 1.000- or, in this context, â€Å"a thousand†- gets a hit every time) 11. behind the eight-ball: in a difficult situation (from the pool ball numbered 8 as an obstacle) 12. catch-22: a no-win situation 13. deep-six: dispose of or get rid of (from a nautical measurement of depth; compare to â€Å"six feet under†) 14: dressed to the nines: very well dressed 15. eight-hundred-pound gorilla: any formidable obstacle 16. eighty-six: to 86 someone is to eject or get rid of them, or to refuse them service 17–20: feel/look like a million bucks/dollars: said in reference to being in an excellent state of emotional or physical health or to having the appearance of being in excellent condition 21: fifteen minutes of fame: brief, superficial celebrity (based on Andy Warhol’s observation about ephemeral celebrity) 22. fifty-fifty: said of dividing something equally 23. five-finger discount: shoplifting 24. five will get you ten: in all likelihood (from the results of gambling on even odds) 25. fiver: five-dollar bill 26. four-bagger: a home run in baseball (from the batter touching all four bags, or bases) 27. four corners of the earth: all the parts of the world 28. four-eyes: a mocking term for someone who wears eyeglasses 29. four-leaf clover: an allusion to good luck because of the notion that finding a clover with four leaves, which is rare, will bring good fortune 30. four-letter word: an obscene or vulgar word, from the fact that several such words have four letters 31. forty winks: a nap 32. give me five: an exclamation prompting someone to slap another’s hand as greeting or acknowledgment 33. give two hoots about: said of someone, preceded by one or more names or a pronoun and doesn’t or don’t, to express a lack of concern 34. hang ten: a greeting referring to the surfing challenge of hanging all one’s toes over the front end of the surfboard 35. high-five: a gesture two people exchange by slapping hands with their arms extended upward 36–39. hundred-to-one/million-to-one chance/shot: said in reference to a low probability of success 40–41. hundred/thousand and one: said in reference to an indeterminate but large number of conditions or reasons something may fail or not turn out well 42. it takes two to tango: said of a situation in which two parties are both responsible 43. Joe Six-Pack: the average man (from the notion that he’s just a regular guy who likes to drink beer) 44. kill two birds with one stone: achieve two goals with one action 45. know a trick or two: said when one has an unorthodox solution to a problem 46. lesser of two evils: something that is bad but not as bad as something else 47. nine lives: a reference to having good luck (from the notion that cats have nine lives) 48. nine times out of ten: almost always 49. nine-day wonder: a briefly famous or attention-getting person or thing (see also â€Å"seven-day wonder†) 50. nine-to-five attitude: an approach to work in which an employee does the minimum required to remain employed (compare to â€Å"nine-to-five job†) 51. nine-to-five job: full-time employment during daytime hours, or, broadly, conventional office employment (compare to â€Å"nine-to-five attitude†) 52. no two ways about it: said to express certainty or inflexibility 53. of two minds: undecided 54. on all fours: on hands and knees 55. on cloud nine: very happy 56. phony as a three-dollar bill: said in reference to something patently fake 57. possession is nine-tenths of the law: a reference to the notion that someone who possesses something has a stronger legal claim to it than someone who merely asserts ownership 58. put two and two together: said of correctly figuring out or solving a problem, as compared with computation 59. queer as a three-dollar bill: said in reference to something very peculiar 60. scattered to the four winds: widely dispersed 61. seven-day wonder: sarcastic reference to someone or something supposedly made perfect in seven days (alluding to the biblical account of creation) 62. seven-year itch: a desire to cheat on one’s spouse said to manifest after seven years of marriage 63. six feet under: dead and buried (from the traditional burial depth of six feet; compare to â€Å"deep-six†) 64. six of one and half a dozen of the other: said in reference to little difference between two things 65–66. six-pack: while away the time drinking beer, or a reference to a well-toned abdomen (because the contours of the muscles resemble the adjacent curves of a set of beverage cans); see also â€Å"Joe Six-Pack† 67. six ways from Sunday: every possible way 68. slip me five: shake my hand 69. stand on (one’s) own two feet: be self-sufficient 70. take five: rest briefly 71. tell (someone) a thing or two: scold 72. ten: excellent or perfect (alluding to a 1-to-10 scale of quality) 73. ten-four: yes (from a radio code) 74. ten-spot: ten-dollar bill 75. ten to one: used as an introductory phrase to express one’s believe that the odds of something happening are favorable 76. that makes two of us: we agree, or something is true of the speaker or writer and another person 77. three-alarm fire: said of something as exciting as a major structural fire (the number referenced may vary) 78. three cheers: praise (also used sarcastically) 79. three hots and a cot: a slang reference to jail or prison as a place where three hot meals and a bed are provided 80. three squares a day: a reference to three complete meals 81. three R’s: reading, writing, and arithmetic (alluding to the first consonant sound of each word) 82. three-ring circus: said of a confused or noisy activity 83. three sheets to the wind: drunk (from nautical slang referring to sheets, or ropes that hold sails taut, coming loose, causing a sailing ship to move erratically) 84. three strikes: said in reference to having three chances before suffering a consequence (see also â€Å"two strikes†) 85. twenty-four seven: all the time, from the count of twenty-four hours and seven days (usually written 24/7 and sometimes extended to 24/7/365 to refer to the number of days in a year) 86. twentysomething: in one’s twenties (also thirtysomething, etc.) 87. two can play that game: refers to the possibility that one who has treated another badly may be treated that way in return 88. two cents’ worth: advice 89. two heads are better than one: collaboration will produce a better outcome than individual effort 90. two left feet: said of an awkward dancer 91–92. two of a kind/two peas in a pod: said of two people who are very similar (or, in the case of the second expression, often in each other’s company) 93. two shakes of a lamb’s tail: a very brief period 94. two strikes: said of someone or something that has two disadvantages or obstacles, with the implication that a third strike, as in baseball, will put someone or something out of action 95. two wrongs don’t make a right: doing something wrong in response to another wrong is not justified 96. two-timer: someone who cheats on a partner 97. two’s company: part of a proverb (followed by the counterpoint â€Å"three’s a crowd†) to express that often, a third person is unwelcome 98. up to eleven: to a great degree (an allusion to a volume dial going past the usual 1-to-10 scale) 99. whole nine yards: as far as possible, or the entire amount 100. wouldn’t touch (someone or something) with a ten-foot pole: a reference to assiduously avoiding something 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:How to Punctuate References to Dates and Times36 Poetry TermsAdvance vs. Advanced

PH 91 Assignment Example | Topics and Well Written Essays - 500 words

PH 91 - Assignment Example To treat this STI one of the best methods is to apply topical steroid ointments. A third STI that an individual can experience is the sexually transferred gastrointestinal disease especially in the genetalian and the symptom of this infection may include irritation of the region called colonic mucosa and the treatment of this STI is similar to the treatment of genital herpes. A fourth STI is Kaposi sarcoma and the symptom of this disease is the development of cuts on the skin that do not pose a threat to life. They are treated with radiation method of treatment. Developing any STI will make me feel depressed and I will feel that my life is under the danger of death. In order to secure oneself from STIs I would take precautionary measures such as contraceptives including condoms. There are various causes that can result in male experiencing sexual issues. These causes include both physical issues as well as psychological issues. The physical caused that may result in dysfunction includes diabetes as well as drug abuse and the psychological causes may include stressful life due to work and personal life issues. In order to treat male sexual issues can be treated through drugs and these drugs are used to treat the physical issues that are causing sexual problems. The physical causes of sexual issues experienced by the female includes diabetes, discrepancies of the hormones, substance abuse such as excessive and addictive alcohol drinking behavior and women may even experience these issues as a result of stress in the work and personal lives. To treat these issues those physical issues should be treated with the help of medicine that are causing these issues. Furthermore, providing females with education regarding their anatomy can help them overcome stress. The work of the sex therapist includes the identification as well as the analysis of the sexual issues

Drunk Drivers Should Be Imprisoned on the First Offense Essay

Drunk Drivers Should Be Imprisoned on the First Offense - Essay Example Drunk driving must be dealt with a stern approach and one of the reasons behind dealing with the same is through punishing the first time offenders. This leads to a chaotic situation where imprisonment seems to be the only way forward. Imprisonment is therefore a grave reality which shall open the eyes of the offenders once and for all and it ought to bring solace to the pedestrians and other drivers on the road that have made no mistake to be present there. Moving ahead, it has been seen that drunk driving leads to problems of magnanimous effects as this has been researched upon through studies and evidence that has been discerned to date. Hence imprisonment seems to be the only harsh reality that can dawn upon an individual when he is doing the undoable, i.e. driving whilst being drunk. If the offenders know beforehand that they would be imprisoned for a set duration of time, they would abstain from getting into such realms in the first place. Also it would mean that the people wou ld have little choice than to forego this habit of theirs forever. These offenders would know that if they commit something wrong in the future, they would not be spared and hence their driving license would also be canceled as a result of the same. (Lobmann, 2002) is of the view that they will not be allowed to drive a vehicle until their license gets active again and hence this would serve as a deterrent to curb the menace of drunk driving all over the world. It is understandable that the problems which this individual will face under such realms would be immense but then again these are needed to tackle this issue once and for all. The accidents have increased all over the world. This is because people are in a rush to make it to their desired destinations. Also the fact that drunk driving cases have increased drastically. People just do not care if they have to make it to their destinations while they are in a state of being drunk. What they forget is the fact that drunk driving makes them feel dizzy and drowsy which is indeed quite a problem for the other pedestrians and drivers on the road. The latter feel that they are at the direct mercy of these drunk drivers and that they would have to do it themselves in the case of safety on the road. Wagner (2011) asserts what is even more discouraging is the fact that some people believe in drinking whilst driving which is doubly dangerous for just about everyone. However precautions need to be taken by the authorities to make sure that drunken individuals do not hit the roads. No matter what happens, it would be a good starting point to put them behind bars for a certain amount of time and revoke their licenses to curb this problem once and for all. From a personal example, I have seen cases when drunken individuals have come on to the road and created absolute mayhem. This has meant that they have lost their control completely and hit different vehicles on the road and even the innocent pedestrians. I have seen accidents so severe that I have not been able to sleep properly after that. What is needed however is an understanding that drunk driving is one form of evil that must be avoided as much as possible because it creates trouble for the people on and off the road. The property that is destroyed under such domains is another aspect that needs to be given proper significance as well. In essence, the drunken drivers should be told to spend some time in

Z for Zachariah Essay Example for Free

Z for Zachariah Essay Survival, basically refined is stated as the fact or state of continuing to live or exist, especially in difficult situations. â€Å"Never, never give in, in anything great or small, never give in† is a famous quote by Sir Winston Churchill that helps explain the real aspects of what it takes to survive. The following text will explain and explore ‘survival’ from various techniques and effects as well as compare and contrast the similarities and differences between ‘Z for Zachariah’, our class novel of a teenage girl living in a post-apocalyptic world and ‘Touching the Void’, a thrilling story of two adventurous climbers who’s journey takes a turn for the worse. ‘Z for Zachariah’ is based in a post –apocalyptic time period within the American Midwest. It is set out in a diary entry written by the protagonist, in this case a 16 year old girl named Ann Burden. It focuses on what she does just to stay alive during the daily events she encounters. Through the use of this 1st person perspective, you are able to believe that you are right there in the heart of the novel. Most importantly, it enables you to experience the life of Ann and what it is like to live in a time of struggle and despair. Other techniques such as flashbacks (a jump backwards in time to fill in details from the past) and symbolism (the use of an object or idea to represent something else by association) help re-instate the initial format of ‘survival’ portrayed in the novel. Touching the Void’ is a documentary based on the true story of two mountaineers climbing in the Peruvian Andes where one of the climbers falls and sustains a serious leg injury, making him unable to carry on. This leaves them with a serious conundrum of what to do to get out alive. Throughout the documentary a variety of techniques are portrayed to get the audience engaged. It is c onstantly reverting to the interviews of Joe Simpson and Simon Yates to concede a much better engaging atmosphere for the audience. Also, through the use of re-enactment it provides the feeling of you actually being there and witnessing the events that happen throughout the film. ‘Survival’ is clearly shown in its true form in this documentary. Both of these particular texts have differences and similarities between them. Whereas ‘Z for Zachariah’ is written with many themes in mind such as ‘good and evil’, ‘hope and despair’ and ‘life and death’ ‘Touching the Void’ is filmed with only one, this is ‘survival instinct ‘. This simply stated is what happens when you are put in a high pressure situation with no apparent way of etting out. Also, where the novel is a fiction story, the documentary happened in the ever present world in which we live, making it a more realistic and easier to understand the viewpoint. Although there are not many similarities shared between the two texts, there is one key feature they both possess and that is the aspect of ‘Lone Survival’. This is what makes these stories of survival what they are and why they are truly great. The ability to think when you are all by yourself is quite difficult, especially when the thought of death is in mind. However, in both of these texts the protagonists are able to regain their focus and carry on strong to finish alive at the end of the journey. Both ‘Z for Zachariah’ and ‘Touching the Void’ have uniquely different ideas of how survival can vary in different ways, as well as change the people involved in the event for the rest of their lives. These are great examples of survival at their best, and In the end Life is the struggle for survival, in which the strongest wins, and as Winston Churchill once said â€Å"Never, never give in, in anything great or small, never give in†.

Symbolism in The Great Gatsby Essay -- The Great Gatsby F. Scott Fitzg

In the novel, The Great Gatsby, there is lots of reflection on symbolism, and especially colored symbolism. In this novel symbolism is a very important factor, it shows the difference between the different characters and scenes in the novel. The color green influences the story a lot. Green shows many thoughts, ideas, attitudes, and choices that Gatsby has throughout the story. White too plays an even more important role in the novel as it is used to represent some of the characters, it also talks about the drinking and the driving that happened, where the color green is more a symbol of the relationship between Daisy and Gatsby. This sort of symbolism reoccurs in different places throughout the novel, especially with Gatsby. The color green, as it is used in the novel, symbolizes different choices the character, Gatsby, can make during his life. The green element in this novel is taken from the green light at the end of the dock near Daisy's house. " I watched the green light fade away as the boat drew farther from the dock" (Fitzgerald, 26). The color itself represents calmness, as in everything is perfect. This warns Gatsby that he should not pursue his dream of getting Daisy back because his chance has passed and everything is as it should be. More than other colors in the novel such as gold or blue, with the exception of white, the color green influences the story greatly. Green shows many thoughts, ideas, attitudes, and choices that Gatsby has throughout the ...

Behaviorism Time Line and Today’s World

Introduction Behaviorism, as a theory evolved from around 1930 and fell out of favor around 1960. Here the topic will look at the linear existence of behaviorism in reference to the discipline of psychology, as well as the main influential persons that raised the theory from its infancy to its heights as to the contributions each made. In conclusion, relevance to what is still in use to day as residual as well as what differences have happened: what has changed and what has stayed the same. This investigation of the actual time line in comparison with the various groupings of the base theory as it evolved into various sub-groupings will be looked at particularly. Behaviorism Time Line and Today's World To have an idea of the theories involving behaviorism, it becomes crucial to know and understand the vocabulary and background of the terms and theories of the topic being discussed. This is a brief introduction of the theory of behaviorism, as it will be discussed and dissected here in. The evolution of this theory as well as contributions by its various champions will be looked at in a sort of time line to see what has been retained and what has been discarded over time. Behaviorism is the idea of all learned behaviors find genesis in specific conditioning; and that this conditioning occurs with interaction with the environment (Cherry, 2009). Behaviorism also purports systematic and observable study with little or no consideration of internal mental states (Cherry, 2009). Behaviorism can be broken into two distinct areas, being: classical and operant conditioning (Cherry, 2009). Classical conditioning consists of pairing a naturally occurring stimulus with a response, followed by the transference of the relationship to a formerly neutral stimulus, thus causing the reaction to the newly transferred stimulus relationship (Goodwin, 2008). Operant conditioning on the other hand consists of the relationship of either a reward or consequence regarding certain behaviors (Goodwin, 2008). This is also referred to as instrumental conditioning and revolves around the consequences of actions taken. Behaviorism can trace its roots to the empiricism idea of classical association pioneered by John Locke and David Hume as an idea loosely tossed about shortly before the 20th century in consideration of learning in animals and humans linking mental states and perceptual influences (O'Donell, 1986). The earliest reference to behaviorism as an idea in consideration though comes from 1863 when Ivan Sechenov published a paper titled Reflexes of the Brain, where a concept of the mind's responses being inhibited in the central nervous system instead of the brain itself occurs (Cherry, 2009). Even with this evidenced, the solidification of behaviorism would occur with the publication of the behavioral manifesto by John Watson in 1913 ushered in the realm of behaviorism that flourished from around 1930 until 1960, when it fell out of favor (O'Donell, 1986). The time line genesis is associated with Watson's manifesto, but other prominent scientists had pending works in place before, such as Pavlov with his classical conditioning research, officially starting around 1910 (Babkin, 1949). This researcher worked with canines in reference to classical conditioning and behavior modification in Russia, and then the Soviet Union as it fell to socialism, which seemed the lesser of two evils: the other being Nazi Germany (Babkin, 1949). His work was bolstered by the bolshevik regime at this time, who thought it would be a good tool for controlling their massive population to keep them in order and so funded Pavlov's research lavishly (Babkin, 1949). Edward Thorndike published his work Animal Intelligence, which lead to the theory of operant conditioning later in the realm of behaviorism (O'Donell, 1986). Thorndike also went on to carry out the first major scientific study of the adult learner and the learning process used by adults in 1928, and so formulating his theory of learning (Odonell, 1986). Kurt Lewin developed his theories on group behavior in 1946, working with T-groups in research with mob behavior and how it occurs, forming experimental theories still in use today by most counts (Lewin, 1964). Lewin worked with prejudicial situations spurred by social normality and group behavior in terms of group-think and mob behavior (Lewin, 1964). The ways groups interact and process as individual entities were the specialty he followed in his theories and assumptions, and became a pivotal expert in the situations of the 1960s with Negro aggression, warfare revolts, and the rights movements to name a few of the situational events of the time (Lewin, 1964). Later, Skinner worked on the theory of operant behavior, with its schedules of reinforcement: fixed ratio schedule; variable ratio schedule; fixed interval schedule; and variable interval schedule (Cherry, 2009). Skinner was best known for his idea that the consequences of a behavior determine the probability of its recurrence (O'Donell, 1986). In 1948, he published Walden 2, in which he described a behaviorist principally based utopian society, and in 1971, he published again, arguing that free will is an illusion in his book Beyond Freedom and Dignity (Cherry, 2009). It becomes clear, the radicalism of Skinner in statements such as that the ultimate goals of behavioral psychology should be to predict and control behavior (Goodwin, 2008). Operant conditioning was his realm of work, separating conditioning into S and R types, where S is Pavlovian conditioning and R is where a behavior is emitted and a reactive consequence it given as a reward or punishment (Goodwin, 2008). With a stricter methodology his schedules of reinforcement would be repeatable and so fall more into the scientific methods, which was a new way to proceed in psychology research to that time in eliminating explanatory fiction (Goodwin, 2008). Edward Tolman was a cross of the empirical research and the logical positivism, using theory to form predictions to be vetted out in research (Goodwin, 2008). Being goal-directed in his research, Tolman ideally thought of his methods as paralleling the subject's ultimate goals so he was able to follow in same (Goodwin, 2008). In this pursuit though, things happen to influence these goals, and Tolman labeled these as intervening variables (Goodwin, 2008). Cognitive mapping was a contribution of Tolman; as was the downplay of latent learning (Goodwin, 2008). He argued with the ideas of Clark Hull on nearly every point possible, believing in cognitive maps for children to influence their abilities to learn both academically as well as in the real world in terms of tools they could take and keep in their lives (Goodwin, 2008). A lot of these people can not really be placed on a linear time line because they contributed several points to the evolution of behaviorism. The contributions come from a standpoint of little background followed by research and data compilation in a collective knowledge base. Behaviorism has been declining in popularity for several years, or even decades as the philosophy of the cognitive theory changes through experimentation and hypothetical ideas rendered based on observations and speculations alike. Behaviorism started as a method to understand the way actions are taken and why they are done so. Behaviorist psychologists tended to â€Å"mechanize† the process, taking out of the scope the free will affect as well as that of decision on the part of the participant or subject of studies (Kassin, 2008). This can be seen in terms of either over-simplification of the mental processes or simplification of the tests for plausibility (Kassin, 2008). To this end, it can be seen how the testing apparatus put in place for conducting such experimentation holds true in its function and viability, so the actions and testing results are still affective, although interpreted differently as to data extracted from such experimentation (O'donell, 1986). The tests and ideas found and exemplified by these pioneers of behaviorism still ring true, and can be used today, but in different context. The mechanistic procedures held strenuously at the time though are both outdated as the more complex background information is discovered as well as methodologies used in light of the neo-behaviorism that followed referencing some animal to human references (Roediger, 2010). The principles have stayed the same, but the application and reliance has changed due in part to diversity and the simple will to differentiate the various peoples of the world. Today, reflecting back on the age of behaviorism, we can still use some of the principles of behaviorism in terms of treatment of bad behavior as well as understanding why this occurs. In the time of the behaviorists though, thoughts of utopian societies with everyone acting in unison, predicted and anticipated was just too mechanized for society to swallow, and guarantee freedom at the same time(Roediger, 2010). Today, behavior analysis is often used in various therapeutic techniques for all kinds of situations of behavioral situations such as to help children with autism with developmental delays to acquire new skills needed in the world for example. Advances in medical science research tools as well as cognitive theories and treatment overshadow behaviorism as it has starting in the 1950's from that of strictly observational to that of scientifically tested and verified facts in modern cognitive behavioral theories: simplistic boxes and pointers in references to thought processes of the day seem simplistic and abstract compared to today's brain scans for mapping cognizant processes in the advance of science in the roles of psychology research (Roediger, 2010). Behaviorism was never really proven wrong or accused of this, but rather drifted away due to its inability to modernize in relation to today's research tools and abilities of examining what is really happening (Roediger, 2010). the learning history associated with behaviorism simply is not relevant to today's cognizant theorists, and is either compartmentalized, or ignored all together as unimportant (Roediger, 2010). Babkin, B. P. (1949). Pavlov: a biography. Chicago: University of Chicago Press. Cherry, K. , (2009). What is behaviorism? Retrieved May 15, 2010 from http://psychology. bout. com/od/behavioralpsychology/f/behaviorism. htm Goodwin, C. J. (2008). A history of modern psychology (3rd ed. ). John Wiley & Sons, Inc. Kassin, S. (2008). Psychology in Modules-ORG 5002, Survey of Psychology II. Pearson Custom Publishing. Boston, MA. Lewin, K. (1964). T-group theory and laboratory method. New York: John Wiley & Sons, Inc. O'Donell, J. (1986). Origins of behaviorism. New York Univ ersity Press. Roediger, R. (2010). What happened to Behaviorism? Retrieved May 15, 2010 from http://www. psychologicalscience. org/observer/getArticle. cfm? id=1540

A Synopsis of the Movie Twilight: New Moon

Twilight: New Moon *Mise*-en-scene Title: Twilight: New Moon Year: 2009 Director: Chris Weitz Writers: Stephanie Meyer (novelist) and Melissa Rosenburg (screenplay) Actors/Actresses: Robert Pattinson-Edward Cullen, Kristen Stewart-Bella Swan, Taylor Lautner-Jacob Black, Ashley Greene-Alice Cullen Synopsis This movie is the sequel to Twilight, which was a major hit in 2008. In the first movie Bella Swan falls in love with a vampire. The vampire, Edward Cullen, is very protective of Bella and tries to keep her safe. In New Moon Edward feels that the only way to protect Bella is to break her heart so she won’t follow him. However after Edward leaves Bella comes face to face with danger and the only protection she has is her long-time friend Jacob who she realizes is a werewolf. By the end of the movie Bella is torn between her love for the werewolf and the vampire. Analysis My focus is on scene nine where Bella is confronted by the Cullen’s vampire rival, LaRon. LaRon’s intent is to kill Bella now that Edward has left her defenseless. The scene is set in the meadow where Edward first appeared to Bella in his true form. When the sunlight shined on Edward his skin glistened like diamonds. At that time the meadow was beautiful, the grass was green, the flowers were in vibrant full bloom, and the sunlight shined down so bright. Now that Edward has left the meadow is dead, the grass has turned brown, all the flowers are gone, and the lighting is low and gloomy. I like to think of this as a metaphor to Bella’s spirit how it was alive and vibrant with Edward’s presence and is now dull and a part of her has died. Also you see her in a dangerous position being face to face with LaRon without Edward being there to protect her like before. Then Jacob appears in the scene in his werewolf form to protect Bella. However at this moment she does not realize it is Jacob. Here we are seeing Jacob in his true form appear to Bella just as Edward did for the first time and in the same location. It almost seems as though Jacob has taken on Edward’s role in Bella’s world. There is one shot where the rest of the wolf pack proceeds on to kill LaRon and Jacob stops and turns his focus to Bella for one moment and then moves on. At this moment Bella is mere feet away from this massive wolf but she stands there and looks back at the creature. The up-close shot of the wolf’s eye as he is gazing at Bella shows her reflection and you can feel his harmless nature. This is where it all came together for me and I thought Bella had pieced together the clues but I wasn’t until two scenes later that she realized it had been Jacob that rescued her. In one still frame the full shot conveyed danger, protection, love, and loss. This was a very well-organized scene and I think it worked well in the movie and added drama and thrill for the audience.

Abortion8 essays

Abortion8 essays No one has the right to choose what is wrongAbraham Lincoln. Abortion is one of the most highly debated issues of our time. Several questions arise from the midst of this multi-faceted jumble of opinions, morals, and strongly held values. When does the fetus become a person, as opposed to a mass of tissue? Is abortion acceptable in some circumstances while not in others? These are points I will strive to clarify, and share my thoughts and beliefs on. My beliefs, briefly outlined, are as follows: a baby is a baby at the time of conception. It has all the rights of a child outside of the womb-including the right to live. Why do I believe that an unborn baby is a person? In the split second that sperm and egg unite to create a zygote, genetic codes are formed. These codes dictate a persons height, hair colour, eye colour, and even many personality traits. The blueprint for a human that will eventually be made up of over 64 trillion cells, all contained in a package no bigger than the point of a pin. Unborn babies are de-humanized by pro-choice activists. They use euphemisms to make the brutal dismemberment and killing of a human baby into termination of fetus. Try to find a pro-choice pamphlet that uses the word baby or person to describe what is being removed. The baby is often described as being merely tissue. Lets examine the reality of saying that a fetus is not alive. Sex can be determined in a preborn 3-7 days after fertilization. (Dr Jerome Lejeune M.D.) The human heart beats at 21 days. (Dr. William Liley, Foetologist) At 8 weeks a preborn is sensitive to touch and pain. (Human Development Resource Council Inc., 1996) Brain waves have been recorded in as early as 37 days. (Dr. William Liley, Foetologist) Fingerprints are detectable in preborns at 10 weeks. (Human Development Resource Council Inc., 1996) It has been found that fetal heart rate slows ...

These Are The Best Jobs for People With Disabilities

These Are The Best Jobs for People With Disabilities Ever since the Americans with Disabilities Act passed in 1990, it’s illegal for employers to discriminate against employees based on mental or physical disability. This means that no employer is allowed to make hiring decisions about qualified candidates who have disabilities- and in fact, they’re not even allowed to ask about a person’s disability status. Changes  have been made to strengthen the law, extending the types of disabilities covered. And additional legislation, like the â€Å"Final Rule† of Section 503 of the Rehabilitation Act of 1973, amended in 2014, requires any company or agency connected to the federal government to aim for 7% of their workforce made up of employees who are differently abled.So what does all of this mean for your own job search if you happen to have a disability, like nearly one-fifth of America’s adult population? For starters, it means that you should expect to help create a level field for yourself. Employers are not allowed to use your disability as a reason not to hire you, if you’re otherwise qualified for a position- so it’s on you to make sure you are presenting your strongest qualifications.Tips for Your Job SearchBe confident. Although it may feel sometimes like your disability puts you at a disadvantage against others who may not have the same challenges, you want to go into the process full steam ahead, knowing that you bring valuable skills and experience to this new opportunity. Your disability doesn’t necessarily define you or your career, so make sure you’re emphasizing your best self. A positive attitude is one of your best assets in any job hunt, so make sure you’re giving yourself that advantage.Don’t offer more information than you need to. You don’t need to talk in-depth about any disabilities or necessary accommodations up front in an interview. The employer isn’t allowed to ask. Still, you may need to make certa in disclosures up front, or they may just be apparent to the interviewer. For example, if you use a wheelchair for mobility, this will be noticed. You are not, however, obligated to go into details about any conditions you have, or your history. Unfortunately, assumptions may be made about your ability to do a job (human nature being what it is), but you can help offset this by revealing only the most necessary information about your challenges, and shifting the focus to your strengths as a candidate.Focus on what you can do. If you have mobility issues, you can talk about how you use accommodations or tools to get from one place to another, and emphasize your stellar history of being on time. This is especially important if the job involves travel between places. If you have vision or hearing impairments, you can talk about processes you’ve come up with to manage (and excel at) tasks related to your job. This is a good chance to show off your problem solving skills, and show ing how you’ve faced and gotten past challenges. Interviewers love detailed, real-life examples that show how you’d approach problem solving on the job, so this is a chance to be proactive and take control of that narrative.Get all the information you can. There are lots of great resources for job hunters who happen to have disabilities. Make sure you’re armed with this info before you even start your job search, so you know what to expect, and what is okay/not okay as you look for your next job.You want to target your job search as much as possible, so that you can find a job where you’re able to succeed, grow, and be happy. For example, if you have mobility issues, a job that requires constant movement, or a lot of outdoor terrain, may not be ideal, so a desk-based job in an accessible building would be more suitable. Or if you have Asperger’s or an autism-spectrum disorder, a field where social interaction is limited might be the right choice- r uling out jobs like being a receptionist or salesperson, where social interactions make up the bulk of the work day.It’s about finding a job that plays to your strengths and skills, while also working with your disabilities to the extent that you’re comfortable and able to do what you need to do.Fastest-Growing Jobs  to ConsiderLet’s look at some of the fastest-growing jobs that work well for people with disabilities.Pharmaceutical Sales RepresentativeThe job: These sales reps work for pharmaceutical companies, selling products and devices to healthcare professionals who then use them for treating patients. If you have physical or medical disabilities, it can actually give you an edge if you’re not just a seller of these products, but also a beneficiary of them. It gives you an extra layer of expertise. This position typically requires a bachelor’s degree, because of the science and medical knowledge involved in the products, but no advance train ing beyond some on-the-job training.The salary: Pharmaceutical representatives make a median salary of $59,080 per year, or $28.41 per hour.The outlook: This is a field that continues to grow, as the medical needs of the population grow, and technology offers more varied treatments. The U.S. Bureau of Labor Statistics expects that this field will grow 7% by 2024.Accountant/AuditorThe job: Accountants and auditors work for large firms, examining and analyzing financial records. According to CareerCast, large accounting firms like PriceWaterhouseCoopers are among the top employers of people with disabilities. To become an accountant or auditor, you’ll need a bachelor’s degree in the field, as well as strong math and finance skills.The salary: Accountants and auditors make a median salary of $67,190 per year, or $32.20 per hour.The outlook: The U.S. Bureau of Labor Statistics expects that this field will grow 11% by 2024.Vocational CounselorThe job: Twist! You’d be helping other people find employment, especially other people with disabilities or who face challenges in getting into the workforce. Because disabled people face an unemployment rate nearly double the national average, counselors who help people build job skills and advise on related legal and social issues.The salary: Accountants and auditors make a median salary of $56,490 per year, or $27.16 per hour.The outlook: The U.S. Bureau of Labor Statistics expects that this field will grow 19% by 2024.Management ConsultantThe job: With greater opportunities in the job market in general, companies need advice and perspective on how to reach out to the disabled community, as well as insight into creating accommodations for disabled employees. For this kind of role, you should have a bachelor’s degree and a strong business background.The salary: Management consultants make a median salary of $81,320 per year, or $39.10 per hour.The outlook: The U.S. Bureau of Labor Statistics expec ts that this field will grow 14% by 2024, as companies look for ways to diversify.Computer Support SpecialistThe job: Computer support specialists are IT professionals who manage and support computer hardware or networks for companies. Because the work is computer-based, electronic accommodations can be made for people with disabilities like blindness (braille computer displays) or deafness (voice commands). If you’re a computer whiz, this could be a great opportunity to put those skills to work, regardless of your disability.The salary: Computer support specialists make a median salary of $51,470 per year, or $24.75 per hour.The outlook: The U.S. Bureau of Labor Statistics expects that this field will grow 12% by 2024, faster than average and increasing opportunities across the board for all types of computer support specialists.If any of these jobs don’t sound like quite the right fit for you, you might also want to consider going into business for yourself- after al l, what better way to put your unique skills and strengths to work? A fantastic example of this is Colette Divitto, whose booming cookie business shows the world that having Down Syndrome is not the professional limitation it once might have been. This is your career, and it’s up to you to seize your next great opportunity, regardless of disability or challenges. Good luck!

Patient Safety - QSEN Initiative Term Paper Example | Topics and Well Written Essays - 1250 words

Patient Safety - QSEN Initiative - Term Paper Example To enrich the quality of treatment given to patients, it was realized that nursing standards need to be raised and standardised. ‘Innovation in nursing education is the key to improving quality and safety.’(Enhancing Quality and Education in Nursing Education, 2012) Hence, the basic need was to provide nurses with the Knowledge, skills and Attitude (KSAs) by training the nursing faculties through the help of medical institutes.The nursing faculties then formally train the nurses, thus, improving nursing performance and quality. To resolve this issue, The Robert Wood Johnson Foundation (RWJF) laid foundations for a project, Quality and Safety Education for Nurses (QSEN) via phase-wise funding.Through RWJF, strategies and policies were developed and implemented to ensure that‘future nursing graduates develop competencies in patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics’.(Enhancing Quali ty and Education in Nursing Education, 2012).According to ‘Integrating QSEN Competencies’, The QSEN project is categorized into three phases of action. 2005-2007 Phase I Pre-licensure Education 2007-2009 Phase II Graduate Education and Pilot School Collaborative 2009-2011 Phase III Faculty Development to Achieve Curriculum Integration The concern today is that there is stilllack of qualified, good-quality nursing staff in general (Hinshaw 2001). That can be roughly depicted as the growth in number of patients is much higher than the growth in patient-centered nursing staff. This lack extra burden on the existing system of nursing staff and institutions. Thus, during this shortage, it becomes a bigger challenge to conduct QSEN processes and ensure quality maintenance. The issue of shortage not only concerns the nursing staff, but it also exists in the number of nursing faculty that trains the nursing staff while utilizing QSEN standards. A future issue which can cause in efficiencies and counter-productivity is keeping in-check the size and number of trained nurses. When an institute produces its products in terms of trained individuals, credibility is often judged by quality of performance by the alumni. Hence, if there ever exists a period of low performances by nurses, the whole process will become counter-productive and might cease to be perceived as viable any more. The nursing leaders aim to take this initiative forward by stressing the importance of role-models in the nursing staff. During practical duty hours, role models are the figureheads who channel the treatment objectives and quality standards in the right way. They should be able to correct inappropriate processes while bringing the whole environment a positive air. It also serves to instigate a feeling of self-fulfilment in the nurses. Another step taken to enhance nursing environment is to allow nurses to take ownership of their specific wards. That means nurses can be allowed more control of their own wards and the nursing operations in the dedicated premises (Ford 2009). The very idea to develop and introduce the QSEN program to the nursing schools and healthcare system is a very commendable step. The three-phased project encircles the needs of the patients, the nurses and the faculty as well. For the betterment of patients in hospitals and hospital care, in general, it is of great significance Feedback and opinion-taking surveys area good inclusions to the QSEN project. This