How to Write a Business Essay

How to Write a Business Essay How to Write a Business Essay Purpose of a Business Essay Writing a business essay is for the purpose of conveying a message, giving information, or convincing the readers to take some sort of action. So, the business essay must be clear and to the point. It is a good idea to make sure you know your audience before you start. This will assist you in creating a good outline that will keep you focused on the task and topic. This also ensures that you effectively demonstrate your point to your audience. Segments of a Business Essay In order to write an effective business essay, you need to be organized and create the essay in relevant segments. These segments are: Purpose of the Essay The Title The Introduction The Body The Conclusion Purpose of the Essay The purpose of your essay is what your topic is about which should be established before you start writing. This is where you come up with your topic, unless you have already been assigned a topic. If you are charged with choosing your own topic, then you will want to write about something you know of, keeps your interest, or sparks your passion. After you choose a topic, then use it to craft your thesis statement, which should be a single sentence about the main idea of your essay. The Title Your title is another important element of your essay because it is what most people will use to decide if they want to read your essay. The title should express the main idea of the essay and be persuasive. For example, â€Å"Get 50% More Traffic to Your Website with these Tips!† is more persuasive than, â€Å"Websites Need Plenty of Traffic.† The Introduction The introduction of your business essay reconfirms your thesis statement and introduces the main idea of your essay to your audience. This should be one paragraph and should give the reader a good idea about the topic covered in the essay. This is another segment where many readers will look to decide if your essay is worth reading. The Body The body of your essay is the meat of the essay. This is where the main content is located and is where you go on to develop your story, based on your research or notes. The body should contain all relevant key points about the topic and it should be informative. The body should also give the reader a call to action, if necessary. The body of the essay should contain a paragraph on each key point about the topic. The Conclusion The conclusion of your essay should sum up the purpose and topic, as well as tie back into your introduction. The introduction contains a purpose statement but the conclusion summarizes the purpose and all relevant key points in the essay. Feel free to get professional Business essay help from top-rated academic writers at our custom writing service. All Business essay papers are written from scratch. Plagiarism-free and high quality are guaranteed.

Complete Guide Writing a Strong Letter of Recommendation

Complete Guide Writing a Strong Letter of Recommendation SAT / ACT Prep Online Guides and Tips As an English teacher and college counselor working with high school students, I've had the privilege and responsibility of writing letters of recommendation. Starting out, I had a strong urge to help, but no clear sense of what exactly should go into a reference letter. If they all speak to students' impressive qualities and accomplishments, what makes some letters stand out among the rest? To answer this question, I researched recommendation letters from both sides of the college process, drawing on the advice of high school counselors and teachers and the perspective of college admissions officers. I also read dozens of recommendation letters, from the ones that admissions committees loved to the ones that were cast aside as mediocre, useless, or straight up negative about a student. This article compiles the most important lessons I learned through this research and my own work supporting students through the college process. Read on for a discussion ofwhat exactly needs to go into the kind of rec letter that effectively advocates for a student and boosts her admissions chances. First, let's take a deeper look at what purpose recommendation letters serve when they arrive before an admissions committee. The Goal: What's the Purpose of Letters of Recommendation? Admissions officers put a lot of weight on recommendation letters. Especially in selective admissions, when thousands of qualified students are competing for a limited number of spots, reference letters can go a long way toward differentiating one student from another. According to Harvard dean of admissions William Fitzsimmons, recommendation letters are "extremely important" and are read "with great care" (often projected onto large screens in front of the whole committee!). So what are all these carefully reading admissions officers looking for? Two main features. The first is an insightful, in-depth story of the student that reveals both her academic skills and personal qualities. As a teacher, you're in a great position to comment on a student's intellectual curiosity, creativity, and attitude towards learning. Additionally, you can speak to a student's admirable personal qualities, like her sense of integrity, compassion, and leadership skills, to name a few. This in-depth look gives an admissions committee a holistic view of your student beyond the grades and clubs listed on their application. It helps the student come to life. The second main feature that admissions committees typically look for is a student's potential to contribute positively to the college community, as well as to succeed after graduation. In your recommendation, you can state your confidence about a student's success on campus and future achievement. Certain qualities are especially impressive to admissions officers and hint at success in college, though this might vary somewhat by individual. Some of these qualities include love of learning, academic commitment, communication skills, commitment to mastery of a specific skill or area, and leadership capacity. Since these personal qualities may not be apparent on the rest of the application (apart from the student's own personal essay), the letters of recommendation can go a long way toward describing a student's best traits. Plus, they show that a student has teachers who are motivated to advocate for her. Of course, hopefully no one would agree to recommend a student and then write bad, sabotaging things in the recommendation letter. It's generally safe to assume that all recommenders want to support students in continuing their education. But mediocre letters can often be just as bad as ones that are outright critical, and merely "good letters" pale in comparison to excellent ones. So what must go into a letter of recommendation to make it particularly strong and effective? How to Write a Strong Letter of Recommendation The strongest letters of recommendation take time and thought to craft. They're individualized to each student and are thoughtfully revised for word choice and flow of ideas. First and foremost, what content is essential for a strong letter of recommendation? Include Key Content Perhaps the best way to describe what a letter of rec should include is to start out by describing what it shouldn't include. A rec letter should not simply be a restatement of a student's grades, clubs, and awards. All of these facts and figures should already be stated on the student's application. The most ineffective rec letters just repeat a student's resume. Admissions officers are hoping for deep insights into a student's character, rather than a list of data points that could apply to any number of students. This is not to say that recommenders shouldn't mention what a student has achieved or been involved in, but they shouldn't feel compelled to list every single accomplishment. Instead, writers can point to a specific involvement or story that demonstrates something meaningful about the student. For instance, you might be writing about Michael, whose powerful commitment to equality and education led him to establish a Gay-Straight Alliance at the school. In this way, you're discussing something a student has done to illuminate something significant and admirable about his character and motivations. Speaking about his establishment of the GSA is more illustrative than simply stating that he's committed to equality and social justice. So if reiterating the student's grades and activities (ie, resume points) shouldn't go into the rec letter, what should? MIT offers an insightful breakdown of the questions its admissions officers would like answers to in a letter. These questions are a useful guide for recommenders writing to any college. What is the context of your relationship with the applicant? Has the student demonstrated a willingness to take intellectual risks and go beyond the normal classroom experience? Does the applicant have any unusual competence, talent, or leadership abilities? What motivates this person? What excites him/her? How does the applicant interact with teachers? With peers? Describe his/her personality and social skills. What will you remember most about this person? Has the applicant ever experienced disappointment or failure? If so, how did he/she react? Are there any unusual family or community circumstances of which we should be aware? Source: MIT Admissions A recommender doesn't necessarily have to answer all of these questions, but they're great starting points for brainstorming. They shift the focus from what a student does to what a student is like, in terms of her intellectual curiosity, specific skills or talents, passions, and personality. Some other impressive qualities include communication skills, resourcefulness, and innovative problem-solving. Admissions committees often also look for demonstrated leadership and the ability to collaborate with others in an interactive and diverse environment. Beyond these personal qualities, letter writers might speak to unusual circumstances or challenges that the student has faced or survived. These can be especially meaningful to explain a dip in academic performance or to show how a student has overcome hardship. I would advise getting the student's permission before including personal family information, just to make sure she's comfortable with you sharing it. Finally, a recommender may want to demonstrate her own familiarity with the school to which the student is applying. If the school is particularly competitive, then you might express your confidence in the student's ability to thrive in an academically rigorous environment. If you're an alum of the school, then you can believably assert your confidence that the student would be a strong cultural fit. The strongest recommendation letters give insight into a student's intellectual orientation, motivations, and personal qualities. As a writer, how can you rave about your student in a sincere, genuine, and convincing way? One of the best ways to accomplish this is to focus your recommendation on the student's best assets. Highlight your student's most important strengths. Highlight the Most Important Themes Just as you don't have to feel compelled to repeat every grade, club, and award on the student's resume, you also don't have to speak about every quality that makes the student great. In fact, well-rounded students aren't necessarily what the most competitive schools are looking for. While selective schools look for academic excellence in most subjects, what they really appreciate is a student's singular commitment to a specific and distinct area. Developing a "big spike" in a certain area shows passion, dedication, and the ability to sustain long-term focus. As PrepScholar co-founder and Harvard alum Allen Cheng writes, top colleges are looking for students who are going to change the world. They're expecting deep achievement, and the best predictor of that is deep achievement in high school. Therefore admissions committees are especially impressed by a "huge spike" in science, writing, athletics, or whatever your commitment might be. Of course, not all or even the majority of students are applying to Ivy League schools, but the takeaway message still applies. Recommendation letters don't have to present the student as well-rounded and good at everything they do. Instead, they can paint a specific picture and highlight the qualities that are most important to understanding who the student is and what drives her actions. Some letters may highlight that a student is a top scholar, while others may speak to a student's leadership skills. Some may focus in on the student's passion for volunteer work, or her talent in acting, art, music, or athletics. For students with extensive international experience, recommenders may rave about their multicultural, global perspective or unusual maturity and sophistication. Other students may have had to overcome hardships in their life, and the recommender could speak to their resilience and strength as a survivor. As mentioned above, I would suggest discussing this kind of content with the student to make sure she's comfortable sharing it with admissions commitees.All in all, a recommender can brainstorm a list of the student's best assets (with the aid of the student's resume and "brag sheet"), and zero in on the most important themes. What if the student hasn't demonstrated interest in a particular area, but you're excited to see her further explore her interests in college? In this case, you could write earnestly about the student's room to grow and the potential you see in her. At the same time, be careful with this kind of wording, as it may suggest different things to different admissions officers. If you really feel not able or qualified to provide the student with a recommendation that will help her admission chances, then you shouldrespectfully decline or suggest someone else better able to write her letter. Once you've chosen the most important themes to highlight about a student, you can think about specific stories, experiences, or observations that demonstrate those strengths. The best recommendation letters "show," rather than just "tell." Bring your letter to life with meaningful stories and examples. Give Specific Examples Which sentence paints a better picture in the mind of the reader? a) Kate is a strong writer. b) Due to Kate's superlative writing and analytical skills, I'll be using her year-long thesis on representations of gender inJane Eyre as an example of the highest quality work to students in my future AP English classes. The second uses more powerful words, but more importantly it gives a specific example, thereby proving that Kate has strong writing skills. It explains the grounds on which the teacher draws her conclusion that Kate is a good writer. It additionally suggests that Kate can sustain focus in a long-term project and impressed the teacher so much that her thesis became a model for future students. The best recommendation letters support their praise of a student with specific anecdotes and observations. These stories accomplish a few things. One, they support the writer's claims. Rather than just listing adjectives, the writer backs up her description with examples. Secondly, they make the letter more interesting and help the student come to life in the eyes of admissions officers. Officers may be up all night reading through applications. The last thing they want is a generic, boring recommendation letter that blends into all the others. Interesting stories make both the letter and the student pop. Finally, the use of specific stories proves that the recommender is, in fact, qualified to assess the student. The best letters come from teachers who know a student well. Sharing anecdotes and observations prove that you've gotten to know the student thoroughly and your evaluation of her is trustworthy and reliable. In addition to sharing examples, you should take the time to be intentional with your word choice. Consider which phrases and adjectives will present the clearest and strongest endorsement of the student. Dance, words, dance! Use Powerful Words As with any piece of writing, the best recommendation letters are eloquent, clear, and don't fall into the trap of cliches. Calling someone a go-getter with a heart of gold who leaves no stone unturned and is a friend to all may elicit a yawn or eye roll from the admissions officer. Often finding just the right word happens in the revision stage. Check if you wrote interesting when creative or innovative would work better. Keep an eye out for nice when you meant to dive into a student's unique empathy or compassion for others. Perhaps you wrote hard worker when intellectual risk-taker would more accurately describe the student. Some words and phrases that can be used to described a student's academic strengths includeinsightful, analytical, curious, observant, innovative, or mastery of a specific subject area.Others that fall more in the arena of personal and professional strengths includemature, flexible, generous, empathetic, leader, versatile, ethical, motivated, ambitious, resourceful, and strong communication skills. Admissions officers have read hundreds, if not thousands, of recommendation letters, and they're used to reading between the lines. Be intentional with your wording so you don't accidentally communicate something negative about the student. For instance, a phrase like "leads by example" or "excels at working independently" could indicate that the student keeps to herself and has trouble working with others. While it's more important to be authentic and not worry too much about what an admissions officer may or may not think, this mindset can help you be purposeful with what you say and how you say it in your letter. You can also keep an eye out for sounding over the top with your phrase. While the best letters rave about their students, they have the examples to back up their praise. Simply listing superlative adjectives could come off as overblown and insincere. A second technique that may impress admissions officers is the use of a high ranking. Rank the Student Highly, When Appropriate Consider these ranking statements: Carla is the most talented and driven math student I have taught in my twenty years at High School High. James is one of the top three students I have ever had the pleasure of teaching. An impressive ranking, like the two above, certainly communicates a strong vote of confidence in a student, especially if it comes from a teacher with hundreds of students to compare her recommendee to. If your student is applying to a selective or Ivy League school, then a powerful ranking can go a long way toward testifying to a student's outstanding achievement and qualities. On the other hand, a ranking like "above average" or "relatively strong effort compared to her peers" may do more harm than good. If you can genuinely provide a statement of high ranking, then you can help the student by including it. If not, then it's probably advisable to leave that kind of statement out of your letter. Apart from a statement of ranking, there are a few other key components to include in your letter of recommendation. While you can be creative and customize your letters to each student, there are a few essential pieces of information that you should include in all your letters. Include all essential elements. State All Essential Information There are a few necessary pieces of information to include in all recommendation letters that I touched on briefly at the beginning of this article. The first is an explicit statement of who you're recommending. If you can customize your letter for each college, all the better. Second, you should state who you are, your position at the school, and the contexts in which you've gotten to know the applicant. If you've gotten to know the student both in class for a year and as editor of the school newspaper, then this shows you've taught and supervised her in different contexts and are especially qualified to evaluate her. Admissions officers usually prefer recommendations from junior year teachers, as they had the student recently and for a whole year. A senior year teacher probably doesn't know the student very well yet, and sophomore and freshman year was too far in the past. Exceptions to this general rule include having the student for more than one year or supervising her in other capacities, like clubs or sports. You can begin the letter with a creative or catchy hook, or a more straightforward statement of endorsement, as long as you include these key components in the introduction. Here are a few examples. It is my great pleasure to provide this recommendation for Kate, who I enjoyed teaching and getting to know as her th grade AP U.S. History teacher. I have known Joe since 2012 in my position as Lincoln High School's Biology teacher. I am delighted to write this recommendation for Rosa, whom I have known for two years as her Psychology teacher and academic advisor. Please accept this letter as my enthusiastic endorsement of Chris, the top student in my th grade AP Chemistry class. After introducing the student, your relationship with her, and your statement of recommendation, you can go on to provide your evaluation, while keeping in mind the above mentioned suggestions, like focusing on important themes and using specific stories, powerful language, and a statement of ranking. If you want to balance out your recommendation by presenting a weakness, I would suggest doing so in a mild way, perhaps with an explanation of how that weakness could be turned into a strength. In your letter's conclusion, it's a good idea to restate your support for the student, while also talking about how you envision the student being successful at college. Admissions officers want to build a strong, dynamic, and diverse class with a range of abilities and interests. By attesting to the student's potential for future success and contributions at campus, you can reassure admissions officers that she is a student they want at their school. Finally, you can conclude your letter with your contact information and an invitation to call or email you with any further questions. Use an official letterhead, and welcome them to get in touch for any further discussion of the student. To sum up, let's go over the do's and don't's of writing recommendation letters for students applying to college. Key Points to Remember Do: Include key content, like who you're recommending, who you are, how you know the student, and what makes you qualified to evaluate her. Be enthusiastic in your recommendation, discussing both a student's academic ability and potential and her character and personality. Highlight a few key qualities that you think are essential for admissions officers to understand who the student is and what she can accomplish. Use specific stories, examples, and anecdotes to support your evaluation. Be intentional in your word choice, making sure to powerful words and phrases and to avoid cliches. Provide a high and impressive ranking, when applicable. Conclude with a strong statement of support, vision of the student's future success, and invitation to the admissions committee to follow up with you if need be. Don't: Simply repeat resume points or quantitative data that are already listed on other parts of the application. Cast too wide a net and end up saying very little, because you tried to say too much. List adjectives without having examples to back them up. Use generic, bland, unenthusiastic language or cliche statements. Use similar letters for more than one student, especially if the students are applying to the same schools (the same admissions officers will see this!) Agree to provide a letter of recommendation unless you can honestly recommend a student. Finally, not all students develop strong connections with their teachers, perhaps because they have trouble participating in class or their school has a large teacher to student ratio. To help you write your recommendation, students may provide a "brag sheet," where they talk about their goals and what's important to them, as well as a resume. If you need more information or time to talk to the student, it can help to meet with her and have a conversation or two. I always found the easiest letters to write were for students who were open and eager to share their plans and personality. If you feel you haven't gotten to know a student as well as you need to to write a compelling and insightful letter, then it may help to elicit her thoughts and feelings, as well as make time to get to know her better. As long as you have the raw materials, in terms of a good relationship, stories, and observations, then you can use these suggestions and examples to craft a thoughtful, customized letter of recommendation that will help her get into college. As you write, remember your mission: to differentiate the student as a unique and impressive candidate, to shed light on both her intellectual and personal qualities, and to give admissions officers a holistic view of the person that will show up on campus in next year's class. What's Next? One of the most helpful resources for me as I wrote recommendation letters for students were examples of great and bad letters. Check back soon for our articles with great letters, bad letters, and a suggested recommendation letter template. While recommendation letters are important for all schools, they must be especially outstanding to help a student get into the Ivy League. Check out our complete guide to Harvard recommendation letters (coming soon). Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The effect of stress on personnel and organization behaviour Essay

The effect of stress on personnel and organization behaviour - Essay Example 81) on job exhaustion, physical wellbeing issues, and performance setbacks. In a recent study, the workers who felt exhausted were put into three groups of managers - (1) best, (2) moderate, (3) worst - employees with the ‘worst’ managers felt exhausted and were more expected to have sleep disorders as a result of job uncertainties. In addition, workers with the worst managers were 60 percent more liable to have colleagues who were thinking about leaving the company. Job-related stress was directly linked with exhaustion, physical and mental fitness issues, as well as performance problems, for instance, absence, increase in employee turnover, poor value, mishaps, and blunders. At the moment, major apprehension of employees was looking for a technique to create stability in professional and personal life responsibilities. In view of the fact that flexibility is an extremely vital apprehension for workers, having slight flexibility in the career will be an important basis of stress. â€Å"The additionally practical as well as unyielding a business is regarding taking time off, finding out professional agendas, and so forth, the higher the stress level of its workforce† (Maslach and Leiter, 1997, p. 87). When employees are stressed as a result of work surplus or time constraints, they are more liable to disregard security practices or overlook the utilization of appropriate security mechanism, considering â€Å"they do not have time for either† (Gee and Gee, 2011, p. 99). Since stress neglects an individual’s capability to think, without a doubt, the worried workers are more expected to operate without paying attention to the possible outcomes of hazardous practices. A worker, who is tensed due to excess of work, is likely to rush and attempt to go as rapidly as feasible with a task. This raises the possibilities of blunders, mishandling objects, and taking no notice of safety warnings that could avoid

Business Report in Hilton Hotels Assignment Example | Topics and Well Written Essays - 2250 words

Business Report in Hilton Hotels - Assignment Example With the increasing reliability upon the group effort by the society and the increment in the organised groups, it has been found that the task of the managers has been increasing in importance and complexity. Since then the management theory has underpinned the way managers manage complex organisation. Therefore, it can be said that management is the process of designing and upholding the environment where the individual who are working collectively in groups efficiently accomplish their aims. There are various objectives of the management. One of them is to ensure that the organisational goals and targets are being met in the lowest possible cost and without any kind of wastage. There are primarily five management functions. They are ‘planning, organising, staffing, leading and controlling’. There are various management theories such as the scientific management school, the management science school, the classical organisational theory school, the behavioural school, a nd the recent development in management theory such as systems approach, team building theory contingency or situational theory and chaos theory. The contingency or situational theory is linked to the Hilton hotels as the main challenge for the hotel is to take its hotels to a greater height and expand its operation in international markets. It needs to beat the growing competition that are providing better facilities and hence are increasing their efficiencies in the service industry. There is a close link between the challenge of Hiltons and the contingency theory. The situational or the contingency theory tries to explain that whenever the decision is taken by the management they must take into consideration all the aspects of the current situation and must instantly act upon those aspects that are important to the situation (Olum, 2004). 1.1 The Competing Values Framework The framework evolved out of the research in order to determine the key factors of the organisational effect iveness. The theory was processed by Quinn and Rohrbaugh in the year 1983. There are two sets of dimension comprising four major quadrants that represent opposite and competing assumptions. The first set of dimension ranges from flexibility and discretion on one hand to stability and control on the other hand. The second dimension consists of internal focus and integration to external focus and differentiation. According to Quinn and Cameron, the quadrant has been labelled as Clan, Adhocracy, Hierarchy and Market cultures. The clan culture is similar to an extended family. This type of organisation focuses upon the employee involvement, empowerment, cohesion, participation, team work, corporate commitment to the employees and self managed teams. The adhocracy culture focuses on the dynamic, creative and entrepreneurial organisation. These kinds of organisations thrive in an ambiguous, turbulent and uncertain environment. In case of hierarchy culture, it is assumed to be a formalised and structured bureaucracy. It values reliability, predictability, efficiency and standardisation. The market culture is goal oriented and intensely competitive. It tries to put more emphasis upon the market share, profitability, penetration, productivity and wining (Lincoln, 2010). Source: (East Carolina University, n.d.).

The contrasting characters of Hal and Hotspur in King Henry IV Essay Example for Free

The contrasting characters of Hal and Hotspur in King Henry IV Essay Examine closely the contrasting characters of Hal and Hotspur in King Henry IV, Part One, showing how the play is built around their actions and different destinies, and how this contrast is reflected in the language associated with them. This play is showing the point of history when Henry IV (Bolingbroke) disposesses Richard II from the throne in 1399. It shows the problems Henry faces after he has changed and tampered with the divine rights of kings and then dishoned all the people who helped him overthrow Richard II. This creates a great main point to the story which shows a contrast between two characters, one being Hal, the kings son, and the other being Hotspur a honourable warrior. A contrast between Hal and Hotspur is established very early on in the play. Hotspur is portrayed as a great warrior who is brave and honourable, loyal to the king and an accomplished leader. Hal on the other hand is shown as someone who should be helping the king as he is his son but is not. He insteed is being dishourable and is showing the negative qualitites of being foolish and cowardly. In the kings speech in Act 1, Scene 1, the king says that he wishes Hotspur was his son and that Hal was not. This is a very strong and very important part of the play as this shows just how much higher Hotspur is than Hal in the kings eyes that he would want to trade his son. He describes Hotspur as theme of honours tongue and as the straightest plant which shows how important and how much respect the king has for Hotspur in using this personification. The word theme shows that Hotspur is a main part of the word honour and without Hotspur and all his honour there is not much honour left as Hotspur holds a great deal of it. He is described as: the straightest plant; by the king as the word straighest shows that hotspur is in his prime and that he is the strongest, most full and most wanted. The word plant is also significant as plants and trees are needed for the survival of humanity as they take in the carbon dioxide that humans exhale which is useless to humans and exchange it for oxygen which is a much needed and essential ingredient to human life and with him being the straighest and most full he is the main source of the worlds oxygen along with his fellow friends. This shows that without him the rest of the world would not be the same as it is now and the world of honour could well be lost if it wasnt for him. In this same speech of the king, Hal is described as riot and dishour stain the brow which shows the complete opposite of Hotspur and says that Hal is looked down upon and a disgrace to his family name. This contrast is shown clearly with the alternating scenes having every scene being set on either Hal in Eastcheap and then the next with Hotspur in a knightly place. This helps with the development and change of the two characters as you can see clearly the rise of Hal throughout the play and then the opposite decline of Hotspur in parallel. This helps to show the clear crossover of Hal and Hotspur in terms of honour in the midpoint of the play, Act 3. Straight away you can tell that Hotspur is going to be a great warrior and a well respected man through his name. The Hot part makes him seem as though he is fired up and ready for anything which could come along. It also shows he could be hot-headed and a slight brute in battle leaving no-one with any honour but himself. The spur part makes him seem as though he lives in the past like a cowboy. It also as was the point of cowboys makes him seem as though his main gol in life was to get as much honour and respect and the only way to do this would be as the cowboys would put it the quickest shooter in the west. Hotspur has many other positive traits which are shown towards the beginning of the play to signal how much of a strong and honourable character he is. He is portrayed as being a great warrior and a leader who would be great in battle; all praised knight. This shows how honourable he is and how everyone acnologise this fact. This is a good contrast between Hal as people dont see Hal as a warrior with honour but as a devious politician who cant seem to ever gain honour though his current lifestyle. Hotspur being honourable is one of his main strengths as this shows that he can always be counted on and being a good warrior aswell means hes the first choice for a man in battle: to pluck bright honour from the pale faced moon. The words used in this quote are very significant as it is short and to the point, compact into one strong and effect sentence which enables it to stick in your mind and be remembered. The words pale-faced moon make it seem as though the honour is very high and almost unreachable to any human being but not Hotspur as the words pale-faced and pluck make it seem as if getting the honour for Hotspur was very easy and even the moon was shocked and pale. Also the word bright makes it seem as if it is heaven like, holy and above any normal human being but again nothing is too hard for Hotspur. Hal however has a very dishonourable lifestyle and rejects his royal duties and instead drinks, whores and robs people of their money. The way Hals scenes are written in prose with alot of common tongue and swearing shows he is not acting like that of a prince, heir to the throne. The king has already right at the start of the play in the first scene told that Hal has Stain the brow of the royal family and the word stain makes it seems as though it is permenant and so can never been got out or redeemed. Hal while with Falstaff and the rest of the lads down Eastcheap is very lazy, careless and dishonourable and seems to not care at all for anything except from sleeping with prostitutes and drinking beer which he gets the money from through robbing others for their money which is shown in Act 2, Scene 2 where Hal and the rest of the gang at Eastcheap plan to rob tax men. This robbing scene though also shows more traits of Hals as Hal plans with Poins to not rob the tax men but to wait until Falstaff does it and then rob the stolen money off of Falstaff. This shows that he is a planner and has a political and cunning mind as he then says that robbing a robber isnt a crime and so he is only acting and playing a robber and is not actually a true lowlife. Robbing from Falstaff is also significant as it shows Hal cares little of Falstaff and is showing that Falstaff means nothing to him nd that this life may also be an act and not be true of Hal. Although Hotspur is expressed as an honourable warrior who is not at fault for anything and is on top of the world he also has his weak traits which on close analysis indicate a downfall of him at the time of the rebellion. Many of the sentences which are used when Hotspur is speaking are simple, short and exclamatary which shows he is hotheaded and has a bad temper: Hang him!; which would also lead to him being rude and unable to accept people different from his great warrior type which will end up to him losing allies unlike that of Hal who can get on with anyone: And you in hell, as oft as he hears Owen Glendower spoke of. But his main weaknesses are his lack of planning which will have great effect on the rebellon he is running: I forgot the map! and also the way he allienates his allies which will also lead to the same downfall and failure to the rebellion. A lack of planning shows a old trait of a warrior and not that of a politician which as shown by Hal is a new and effective way to shape life and succeed in life. The way he allienates his allies also shows how egolistic he is as he thinks he doesnt need anyone else as he on his own can do anything he wants and succeed in anything in life no matter what the chances of failure are: Well fight tonight; Act IV, Scene III, where the other members of the rebellion say to fight tomorrow when they have more men and a greater chance but Hotspur is not interested in numbers and planning but only himself and fighting. All the time Hotspur is on the downfall coming up to the rebellion Hal is on the rise thanks to his calculating and futuristic mind which he uses to plan the future to his advantage. This political and machievellian side shows his planning ability which will help him to defend his father, king Henry, in the rebellion and rescue him from a complete dishonourable life. The machievellian side indicates how good he is at acting and indicates tht he is actually acting to be part of the rough lowlife community when actually he is using it to his advantage as when he becomes honourable and a good king the contrast between the two different Hal and Prince Harry sides will be so drastic that everyone will see him as a much better king than he actually is: I will redeem all this on Percys head, which is said in Act 3, Scene 2 which shows his Machievellian side and how all of his life has been an act which is outlined in the soliloquy in Act 1, Scene 2. Hals calculating side is shown clearly as the further the play goes on the more financial and mathematical language is used; the debt I never promised; from the soliloquy in Act 1, Scene 2. This describes Hal as a prince which he sees as a debt as it wasnt up to him to be a prince he was just born into it. Also Hal pays Falstaffs tavern debt which gives the indication that he pays all debts and so will most probably pay the debt of being a good prince and finally king. In Act 3, Scene 2 Hal has a speech with the king which opens up the change of Hal. This is noticeable from the very start of the act as it is written in verse as that of the royals and not in prose like he used to talk in Eastcheap. In the speech the king starts by saying that God is punishing him for the way he overthrowed Richard II by giving him a lazy and ignorant son. Hal responds to this by accepting his faults but by aso saying that much of the news heard by the king was exagerated as Hal is prince. Bolingbroke then lies to his son and says that he himself kept out of the limelight unlike Richard and Hal and this is why he is king at the moment. But in Richard II, Bolingbroke is shown to be very much in the limelight unlike he has said and this this maybe suggests that Hal has got his skill of a politician from his father Bolingbroke. Then the king goes on to say what great qualities Hotspur has and how he is a warrior and a leader unlike Hal. He then goes on to say that he th inks his son is so dishonourable that if the rebels paid him he would fight for them against his father: to fight against me under Percys pay. This comment gets to Hal and so he reveals to his father, Bolingbroke, his plan of using Percy to gain all the glory and honour for him, which shows he is political and that of a Machievellian mind: Percy is but my factor. He then goes on to say that once Percy has gained the honour he will kill Hotspur and take all the Honour of Hotspur which will rid him of his bad life and allow him to make a good, princely new start: Stain my favours in a bloody mask/which, washd away, shall scour my shame. Hals change to a full new prince is shown clearly with evidence of this change being, the way he acts courteusly and kindly and doesnt tell a single lie. He also says that he is friends with his father which shows he has left behind the friends from Eastcheap and is now friends with the royals which he should be. He also pays back debt literally to the landlady in Eastcheap and also pays his royal metaphoric debt by giving commands and taking charge and acting like a prince in public for the first time. Hals rise is so great that it is even noticed by Vernon, one of Hotspurs rebels when he tells Hotspur of Hals rise by decsribing him as: gorgeous as sun at midsummer. The word sun is used to symbolise new hope and power from within Prince Harry and midsummer is used to tell Hotspur that th Prince is rising and peaking and so stronger than ever. The reference to sun also links to the soliloquy in which the Prince outlines his rise. Vernon also uses the quote: rise from the ground like feathered mercury to decsribe Prince Harry. The word rise shows that Harry is moving up in the world and Mercury to make he seem God-like. In Act 4, Scene 2, Falstaff sells his footsoldiers so he gets money and then just replaces them with the lowlifes of society and so he ends up with money and footsoldiers. Falstaff has an attitude that it doesnt matter hat footsoldiers you have they are all going to die and so who he has picked means nothing as he sees war as a blood bath which is a dramatic contrast to the idea of war to Hal and Hotspur as they both see it as honourable. Later on in the play in Act 5, Scene 1, Hal makes an offer to the king of single-handed combat with a Percy as he wants to re-inact what Bolingbroke did after he went from the drain to fame. To this proposal the king denies which shows he is know in the modern, political world and that the old medieval honour age is in the past. Falstaff later on in this scene dismisses honour and war again by saying it is useless and has no purpose as it cant keep you alive or save you from suffering and so he will have nothing to do with it. This speech by Falstaff signals the downfall of Hotspur as it shows that his whole life chasing honour is worthless as all it is is just a simple word which has no significance to our destinies. Hotspurs downfall is shown again in the next scene when he replies: Cousin, I think thou art enamoured on his follies; to Vernon when he praises the Prince and tels of his change. In saying this Hotspur is showing that he can not acept Hals change and so when it comes to battle Hotspur will be to arrogant and unestimate Hal which could and does lead to his death. Hal shows two last and most important traits of a true prince before killing Hotspur by refusing to leave the battlefield despite being wounded and told to by his father and then by saving his father, the King, from Douglas. The King tells of his forgiveness to Hal after he saves his life by saying that Hal has: redeemd thy lost opinion. The king uses the financial word of redeemd to show of the change to the new world and to show that Prince Harry is a political hero in the eyes of the king. Also, in saying this the king is forgiving him and allowing him to have a new start at being a Prince. Hal finally replies to the king by closing the soliloquy of that of princely debt by accepting that it was his debt and even if he never pomised it he still had to pay it to be a good Prince: never promiseth but he means to pay Hal then finishes his transformation into a Prince by defeating Hotspur in single-compact. But during the time in which Hotspur is finally dying and has lost his honour he relises it means nothing to you once your dead but still can only accept the lose of his life to Prince Harry over the lose of his honour. Once Hotspur is dead the Prince regains the traits of a true prince and pays respect to Hotspur after he dies and then covers his face as a final show of respect: But let my favours, hids thy mangles face. Hal then refers to himself as the Prince for the first time and this symbolised a complete change: I am the Prince of Wales. A truely transformed Prince Harry then backs up a total transformation by releasing and showing remorse on Douglas who fought against him and the king as part of the rebels in the rebellion and then finally rides of to fight Glendower with the king to show him and his father as true political royals side by side as they should be.

Conflict Resolution in Groups Essay -- Intergroup Relations Social Psy

Conflict Resolution in Groups Conflict resolution has been researched, analysed and discussed for many years; however, it is only until recently that psychologists have gotten involved on a wider scale. Up until then the study of relations has more or less been the preserve of political scientists, historians and professionals such as lawyers and diplomats. Much of the social science research has therefore been based on the previous; therefore the theories developed give a much deeper insight to the psychological aspects of conflict resolution. In order to discuss conflict resolution, conflict needs to be defined. Chambers (2003) defines conflict is as â€Å" a violent collision: a struggle or contest: a battle: a mental struggle â€Å"(pg. 272) This is a general and very broad definition of the word which has been differently interpreted by psychologists as well as sociologists and economists. Shaw claims that in conflict situations driving forces are involved, combined with restraining forces, own forces and various combinations of induced or impersonal forces. All these contribute to a conflict situation. He goes on to explain that driving forces produce conflicts when the person is located between two positive valences, two negative valences or the person themselves. He uses a diagram to represent this (Appendix 1). In his next diagram he shows an avoidance-avoidance conflict situation is shown. (Appendix 2). Shaw refers to this as a stable conflict situation whereby the conflict usually remains unresolved. The third and last diagram represents two goals which both represent positive and negative valences in the same direction. This he calls the approach-avoidance conflict situation in which conflict is also stable however, people in this situation psychologically think they are in the avoidance-avoidance situation. Conflicts which involve other forces such as driving forces or restraining forces, and these restrictions can’t be passed the person may respond with aggression, hostility, frustration, apathy or other negative feelings. Shaw believes that conflict can be caused by opposition of forces corresponding to the persons needs, or by induced forces. However, this theory makes little sense, as Shaw gives the example of an employer giving orders to an employee, may show signs of some kind of power of P ( a boss would have a certain hold/power over his/... ...oup," in Henri   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tajfel (ed.) Social Identity and Intergroup Relations. Cambridge, UK: Cambridge  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Univ. Press: 15-40. Tzeng, O., & Jackson, J (1994) "Effects of Contact, Conflict, and Social Identity on   Ã‚  Ã‚  Ã‚  Ã‚  Interethnic Group Hostilities," International Journal of Intercultural Relations   Ã‚  Ã‚  Ã‚  Ã‚  (vol. 18, No.2): 259-276. Van Knippenberg, A. (1989) "Strategies of Identity Management," in J. P. van   Ã‚  Ã‚  Ã‚  Ã‚  Oudenhoven & Tineke Willemsen (eds.) Ethnic Minorities: Social Psychological   Ã‚  Ã‚  Ã‚  Ã‚  Perspectives. Amsterdam, NL: Swets & Zeitlinger: 59-76. Vayrynen, R. (1991) New Directions in Conflict Theory: Conflict Resolution and Conflict   Ã‚  Ã‚  Ã‚  Ã‚  Transformation. London: Sage Publications Volkan, V. & Itzkowitz, N. (1994). Turks and Greeks: Neighbours in Conflict.   Ã‚  Ã‚  Ã‚  Ã‚  Huntingdon, England: Eothen Press. Volkan, V. (1988) The Need to Have Enemies and Allies: From Clinical Practice to   Ã‚  Ã‚  Ã‚  Ã‚  International Relationships. Northvale, NJ: Jason Aronson. Volkan, V. (1992) "Ethnonationalistic Rituals: An Introduction," Mind and Human   Ã‚  Ã‚  Ã‚  Ã‚  Interaction, Vol. 4: 3-19. Woodhouse, T. & Rambotham, O. (2000) Peacekeeping & Conflict Resolution. Portland:   Ã‚  Ã‚  Ã‚  Ã‚  Frank Cass Publications

Authority Essay

Define the term â€Å"authority.† What does it mean to be authoritative, and how do you go about establishing whether a source is, indeed, credible? Why is it important to not only invite authorities to speak in your writing, but also to establish your own authority as you write? Authority by definition: the power to give orders or make decisions, or the power or right to direct or control someone or something, or the confident quality of someone who knows a lot about something or who is respected or obeyed by other people (Merriam-Webster, 2010). Figures of authority are extraordinarily significant to the credibility within any paper. Including citation from members of society with an advanced skill set will not only solidify proposed ideas, but can also aid in swaying an argument (Ballenger, 17). Valid credibility can go a long way in improving the impact a piece makes on its reader. While it is important to include factual information of the writer’s proposed idea, it is equally important to establish a voice within the piece. Each article of information that comes from a professional standpoint can be a stepping stone towards the finished product of the writer’s work. Weaving an authoritative voice simultaneously strengthens the paper as well as the validity of the writer’s work. Lastly, citing authoritative individuals in a piece will grant the permission of their facts without sending the writer towards plagiarism. Although it is often unintentional, plagiarism happens quite frequently. It is imperative to the writer that citations of an authority figure (ie: scholars, researchers, critics, or specialists) are included in their piece to ensure the professionalism of their message can be brought to light using convincing sources.

Faces of Aids: Gender Inequality and Hiv/Aids

Running Head: Face of AIDS: Gender Inequality and HIV/AIDS 1 Face of AIDS: Gender Inequality and HIV/AIDS Introduction The human immunodeficiency virus (HIV), which eventually develops into acquired immunodeficiency syndrome (AIDS) is a devastating disease that has reached pandemic levels, affecting all populations worldwide. Since the first reported case of HIV/AIDS in the early 1980s, HIV/AIDS has become one of the leading causes of mortality across the globe in the history of mankind (U. S.Global Health Policy [USGHP], 2010). While HIV/AIDS has contributed significantly to the global burden of disease; amongst those living with HIV/AIDS, it has had devastating impacts on women and girls. Amid 40 million people living with HIVAIDS globally, virtually half of them are women (Quinn & Overbaugh, 2005). In addition, new infection rates have been escalating dramatically worldwide, with most centralized in developing countries (The Global Coalition on Women and AIDS [GCWA], n. d. ).In su b-Saharan Africa, women account for almost 60% of all infected adults, while girls account for approximately 75% of all infected young people between ages of 15 and 24 (Brijnath, 2007; Quinn & Overbaugh, 2005). In developing countries such as sub-Saharan Africa, the proportion of women infected with HIV/AIDS is also on the rise, for every ten men infected with HIV/AIDS, 13 women are diagnosed HIV-positive (Brijnath, 2007). In developed countries such as United States, the incidence of HIV/AIDS had increased by 15% compared with 1% that of men from 1999 to 2003 (Quinn & Overbaugh, 2005).These alarming statistics imply an ominous future for women and girls affected by the disease – feminization of HIV/AIDS. This paper will highlight the burden of disease implications on gender inequality in developing nations. Running Head: Face of AIDS: Gender Inequality and HIV/AIDS 2 Feminization of HIV/AIDS When HIV/AIDS cases were first reported, it was viewed that HIV/AIDS was a disease a mongst homosexual men, and the main modes of transmission were through men who have sex with men (MSM).Presently, however, 80% of infections were contracted through heterosexual sex while 19% were through drug injections (Quinn & Overbaugh, 2005). It is evident that women and girls are bearing a hefty portion of the burden of HIV/AIDS. Women and girls are socially, physically, and biologically more vulnerable to HIV/AIDs transmissions and stigma associated with the disease. On the societal level, women in developing countries are perceived as being inferior, which is the root cause of gender profiling and stigma towards this group (Quinn & Overbaugh, 2005).The society have set the stage for women and girls to be more susceptible to means for HIV/AIDS transmission; furthermore infringing on their freedom of choice. Due to cultural structure and gender norms, women and girls are deprived of education, thus they grow to be economically dependent on men. This limits their autonomy to re fuse sexual liaisons with their intimate partner. For instance, the practice of safe sex through condom usage is mainly the males’ choices, while women have restricted negotiation power (Mulligan, 2006). The minority status of women in developing countries thus exposes them to high rates of HIV/AIDS infections.Gender norms impacts of HIV/AIDS are discerning and even more harmful towards women and girls because they face stigmatization and discrimination on a greater magnitude than men. An ethnographic study conducted by Carr et al. (2004) reported that women were more concerned about the psychosocial insinuations affiliated with being HIV-positive, rather Running Head: Face of AIDS: Gender Inequality and HIV/AIDS 3 than the adverse health outcomes of the disease. The fear of stigmatization accompanying disclosure of HIV-positive status has hindered women from reaching out for appropriate and necessary medical and mental support.Stigma and discrimination have shown to have neg ative effects on women’s mental and physical wellbeing because they suffer from social isolation and low self-esteem (Carr & Gramling, 2004). This has not only resulted in the under-representation of HIV-positive women, it has also created barriers for women to attain better health (Carr & Gramling, 2004). Being physically inferior to men, women are prone to be coerced and being victims of sexual violence. These factors contribute to escalating infection rates because there is an increasing likelihood for survival sex work (Brijnath, 2007).Attributable to poverty and lack of education, women resolve to prostitution for survival. The combination of lack of knowledge regarding practices of safe sex and frequent encounters of sexual partners further enhance women and girls’ vulnerabilities to contracting the disease. Sexual violence is also a common theme among women living with HIV/AIDS (Rountree & Mulraney, 2008). Moreover, it has also been suggested that women are biol ogically more susceptible to disease progression of HIV/AIDS when taking hormonal contraceptives (Quinn & Overbaugh, 2005).The Global Coalition on Women and AIDS The feminization of HIV/AIDS is evident, and requires serious attention. Gender inequality in developing countries has placed significant burden of disease on women, and has been the propelling force for feminization of HIV/AIDS pandemic. In recognizing and fully comprehending the severity of this pandemic, The Global Coalition on Women and AIDS (GCWA) has taken initiative towards fighting for a brighter future for women on a national level. Running Head: Face of AIDS: Gender Inequality and HIV/AIDS 4GCWA is an UNAIDS collaborative effort, which involves diverse networks of organizations and political bodies to alleviate this burden of disease on women and girls (GCWA, n. d. ). The objectives of GCWA are to provide necessary medical attention to those in need, raising awareness, mitigate violence against women, and promote gender equality. GCWA tackles issues concerned with gender inequality and the adverse impacts it has had on women. Public Health Intervention Recommendation Gender inequality and inferiority are the undertow that has deteriorated the feminization trend of HIV/AIDS.Public health initiatives should focus on empowering women and improving their independence. This can be achieved through specialized support systems that educate and raise public awareness of the roots and gravity of the situations. Furthermore, this should be complemented with employment referencing and acquisition support programs to enrich their economic autonomy. Conclusion HIV/AIDS has become a feminizing pandemic, resulting in disproportionate burden of disease on women and girls. Traditional subordination of women as minorities has exacerbated the severity of the issues.Global Coalition on Women and AIDs is a comprehensive initiative that targets the root of this problem. Future initiatives for decreasing this gap of gender inequality should emphasize on empowering women and promoting their autonomy. Running Head: Face of AIDS: Gender Inequality and HIV/AIDS 5 References Brijnath, B. (2007). It’s about time: Engendering AIDS in Africa. Culture, Health & Sexuality, 9(4), 371-386. Carr, R. L. , & Gramling, L. F. (2004). Stigma: A health barrier for women with HIV/AIDS. Journal of the Association of Nurses in AIDS Care, 15(5), 30-39. Mulligan, S. (2006). Women and HIV/AIDS.The Furrow, 57(4), 232-238. Quinn, T. C. , & Overbaugh, J. (2005). HIV/AIDS in women: An expanding epidemic. Women’s Health, 308, 1582-1583. Rountree, M. A. , & Mulraney, M. (2008). HIV/AIDS risk reduction intervention for women who have experienced intimate partner violence. Clinical Social Work Journal, 38, 207-216. The Global Coalition on Women and AIDS. (n. d. ). About GCWA. Retrieved March 25, 2011, from http://www. womenandaids. net/about-gcwa. aspx U. S. Global Health Policy. (2010). AIDS deaths (adults an d children) 2009. Retrieved March 27, 2011, from http://www. globalhealthfacts. org/topic. jsp? i=7

Dissertation Thesis

Dissertation Thesis Dissertation Thesis Dissertation Thesis Tips To start speaking about creating a dissertation thesis, it is necessary to make clear what a thesis is. Within the past few years the term thesis has acquired an additional meaning. Now the third meaning of this word is document, dissertation. But in this paper we shall speak about a thesis as a conjecture, an essential part of any dissertation. Well, a thesis is a conjecture, which must be supported by evidence a dissertation writer collects. Therefore, a dissertation is a lengthy piece of writing that argues to defend a particular dissertation thesis. The research, conducted by a dissertation writer to support a thesis, must be original and substantial. A dissertation is created not only to show a writers ability to gather, synthesize ad analyze evidence, but also to demonstrate his original contribution to a particular field. The scientific method of research means that a dissertation writer starts with a conjecture, and after that provides evidence w hich supports or denies it. So before writing a dissertation to defend a dissertation thesis, it is necessary to collect evidence, supporting this thesis. Students face with unexpected difficulties, as it appears that the most difficult aspect of dissertation is not creating a dissertation thesis and collecting evidence, but organizing them into a coherent form. Writing a dissertation, it is important to keep in the forefront of ones mind that any argument is being constructed to defend a dissertation thesis. It is important to think about the main dissertation idea as you write, is this way you will be protected from danger of writing useless pages, which are away from the main path. Every paragraph you write should be about the central argument, giving additional evidence, synthesis of evaluation of evidence, related to your dissertation thesis. While you write, remember that every statement of your dissertation must be supported by original work or by a reference to a particul ar published paper. Avoid a mere reproducing of the material you found, you should use the results of a scientists work as a fact and refer the reader of your dissertation to the source. Moreover, keep in mind that your dissertation must be written according to the rules of formal grammar. Well, we hope that the stated above tips will be useful for you, and now the nature of dissertation thesis is clear. So, maybe it is high time to start looking for a topic that will interest you particularly.

ACT Percentiles and Score Rankings

ACT Percentiles and Score Rankings SAT / ACT Prep Online Guides and Tips What’s the difference between a good ACT score and a great ACT score? One way colleges make that distinction is by looking at ACT score percentiles. ACT score percentiles help colleges compare students with one another, rather than just looking at everyone’s individual score. Learn more about your ACT score percentile so you can maximize both your study time and admission chances. Then, find out your current score percentile using our detailed charts. What’s an ACT Percentile Ranking? Your percentile ranking is a comparison of your ACT score with everyone else who took the test. Specifically, your percentile tells you how many people you scored higher than. The ACT will give you a percentile ranking for your composite score as well as for your four subject-area scores. (For more on how the ACT is scored and how your composite is calculated, check out our guide.) Your ACT score percentile is not like a grade out of 100;rather, it’s a comparison between you and other students. For example, if you get in the 70th percentile, this means you scored higher than 70% of test takers. It doesn’t mean you got exactly 70% of the test questions correct. (In fact, the ACT is tricky enough that if you got about 70% of the questions right, your ranking would be closer to the 75th percentile.) What Are the Current ACT Score Percentiles? Now that you know about percentile rankings, it’s helpful to know what the ACT percentiles actually are, both for composite scores and individual section scores. You can use the following chart to find percentile rankings for your overall ACT composite score and for each section (English, Math, Reading, and Science). To find your percentile, first find your score between 1 and 36 on the left-hand side, and then slide over to the correct subject area or composite to see your percentile ranking. For example, a composite score of 30 has a 93rdpercentile ranking, but a Reading section score of 30 has an 87thpercentile ranking. Here's the most recent ACT percentile data from 2018: Score English Math Reading Science Composite Score 36 100 100 100 100 100 36 35 99 99 99 99 99 35 34 96 99 97 98 99 34 33 94 98 94 97 98 33 32 93 97 92 96 96 32 31 91 96 89 95 95 31 30 90 95 87 94 93 30 29 88 93 94 92 91 29 28 86 91 82 90 88 28 27 84 88 80 88 85 27 26 82 83 77 86 82 26 25 79 78 74 82 78 25 24 75 73 70 77 74 24 23 70 68 66 71 69 23 22 64 63 60 64 64 22 21 59 59 54 57 58 21 20 53 55 49 50 52 20 19 48 51 43 44 46 19 18 44 46 38 37 40 18 17 40 38 33 30 34 17 16 36 29 28 25 27 16 15 30 18 22 18 21 15 14 24 8 18 14 15 14 13 18 3 13 10 9 13 12 14 1 9 6 4 12 1 5 4 1 10 6 1 3 2 1 10 9 3 1 1 1 1 9 8 1 1 1 1 1 8 7 1 1 1 1 1 7 6 1 1 1 1 1 6 5 1 1 1 1 1 5 4 1 1 1 1 1 4 3 1 1 1 1 1 3 2 1 1 1 1 1 2 1 1 1 1 1 1 1 Source:ACT.org Did you know an improvement of 4 points on the ACT will revolutionize your chances of getting into your dream school? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. One important thing to note is thatthere's really no difference in percentiles at the highest and lowest score ranges. At the upper end, anything higher than a 34 composite score is in the 99th-100thpercentiles. Similarly, at the lower end, any composite score between 1 and 8 is in the 1stpercentile. However, things change quickly in the middle. For example, a 3-point jump from 17 to 20 raises your percentile from the 34th to the 52nd- or, from below average to average. To take another example, a 3-point jump from 26 to 29 takes you from the 82ndpercentile to the 91stpercentile. Getting into the 91st percentile is fantastic because it puts you in the top 10% of all test takers. What all of this means is that if you get a lower or middle-range composite score, raising it by just a few points can have a dramatic effect on your percentile ranking and thus your college admission chances. In addition, unless you're shooting for the most elite schools, if you get a 34 composite or higher, you probably shouldn't worry about having toretake the ACT. What About ACT Subscore Percentiles? ACT subscores give you more detail about your performance on the ACT and what specific areas you can improve on. However, as of late 2016,ACT, Inc.,no longer releases public information about percentile ranks for ACT subscores,so the only place you can get information about your performance on subscores compared with other test takers is your own ACT score report. If you haven't taken the ACT and are curious, you can take a look at this sample score reportfor the 2017-18 testing year. Note thatcolleges likely will not look too closely (if at all) at your subscores. When it comes to the ACT, your overall composite score is most important.It's the number most colleges use when reporting admitted student score ranges, and the scoremost often used to determine scholarship recipients. Ultimately, subscores can be used to give more context about your performance, but they're not be-all and end-all numbers. Does My ACT Percentile Actually Matter? Percentile rankings are important because they help colleges compare your ACT performance with those of other test takers. But the ACT score ranges for the colleges you're applying to are far more important than your overall percentile ranking. Colleges have average ACT score ranges for admitted students that usually don’t change drastically from year to year, and they rely on these ranges when making admissions decisions. This range is the middle 50%, or the 25th and 75th percentile scores,of admitted applicants. To find ACT score ranges for a college, search "[School Name] ACT scores PrepScholar." By doing this for all of the colleges you want to apply to, you can come up with a target ACT score. Your goal score will then be equal to the highest 75th percentile score for your schools. The goal is to get a higher than average ACT score for your dream college. Though your target score is most important, ACT percentiles can help you interpret your own scores better. For example, say you got a 30 on Math (95thpercentile) and a 24 on English (75thpercentile). Without percentile data, it would be hard to say exactly how much better you did on Math than on English.But with rankings, you can see that your Math score is excellent and your English score, while strong, could be improved- a 3-point jump to 27 could net you an 84th percentile score. To sum up, percentiles are a very helpful tool, both for college admissions officers looking at your application and for you in your own studying. But rather than obsessing over your ranking, aim for a score that is competitive for the colleges you want to go- this willgive you your best shot at getting into your dream school! What’s Next? Now that you know about the importance of percentiles, learn more about the average ACT score and come up with your own personal target score. Dreaming big? Find out what ACT scores you need to get into the Ivy League. And if you’re aiming for perfection, check out our guide to a perfect 36, writtenby our resident full scorer. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Halle Edwards About the Author Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process. 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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Techniques for constructing facilities in remote locations Essay

Techniques for constructing facilities in remote locations - Essay Example processes involved when constructing facilities in remote areas which include: site selection, site characterization, construction and post construction technique. The construction of facilities is a very important aspect of the day-to-day lives. An effective facility needs to be responsive and able to support the economic activities that might be taking place at the constructed facility. The constructed facility needs to be safe, secure, comfortable, accessible, well illuminated as well as well ventilated in order to support the activities that might be taking place at the facility. The constructed facility needs also to be aesthetically pleasing to the eyes too. It is mandatory clearly to note that a constructed facility also includes other building systems that might be included in the facility too. They include the mechanical systems of the constructed facility, power and electrical systems, plumbing, security, telecommunications as well as the fire suppression equipment. The constructed facility also includes some materials and supplies, the furnishings as well as the equipment for information technology. The layout and design of the cons tructed facility help in supporting the activities that might be taking place at the constructed facility (Chandra2005). However, there are those facilities that are specifically constructed for the remote areas. Much technology and engineering principles go a long way into helping construct such facilities in a remote environment. This is because a remote environment is a place that is naturally inhabitable by human beings or any other life forms. Therefore, many techniques are usually employed in order to help construct a facility in a remote location. The main advantage of constructing a facility in a remote location is that it is much easier to achieve much more sustainable outcome from the remote facility compared to other locations (Sears, Sears and Clough (2010). However, the magnitude of the proposed construction