Discussion on the Film A Beautiful Mind

Discussion on the Film A Beautiful Mind Introduction The movie, A Beautiful Mind, is a thought provoking film that makes one consider what it is that truly makes a genius, how far the human mind drive us to the heights of intelligence or the bottom of despair and finally makes one consider what it truly means to overcome adversity to rise and be recognized.Advertising We will write a custom essay sample on Discussion on the Film A Beautiful Mind specifically for you for only $16.05 $11/page Learn More Scenes in the movie such as Russell Crowes paranoid delusions, his incarceration in a mental asylum, his recovery and subsequent accomplishment of winning a Nobel peace prize are all scenes which highlight the sheer emotional quality evident in the way in which the movie attempts to portray the life of John Nash. The scenes invoke such joy, sadness and excitement in various instances that one cannot help but feel a distinct degree of emotional attachment to the character of Nash making the film that much more vivid to both watch and remember. Overall, the story quality combined with the plot film gives the movie a timeless quality that even a dozen repetitive viewings fail to tarnish due to the sheer strength of the emotions it captures and relays to viewers. While watching the film one cannot help but notice the touching and evocative film score that perfectly relays the emotions of the characters further strengthening the emotional connection between the film and its viewers. The film score is neither dramatic nor is too soft rather it is has a smooth tonal quality to it that draws people in, invokes a sense of nostalgia, wonderment and a sense of sorrow. The score has a steady melody wherein the sound of violins combines with smooth bass tones to create an environment that doesnt invoke excitement but rather a prolonged sense of contemplation. It music in the movie is almost entirely geared towards calm consideration and speaks highly of the skills of the composer in creatin g such a distinctive sound that people cannot help but think of both the good and bad that has happened in their lives and how they have helped to shape who they are at the present. The background of the movie isnt what one would normally consider exciting or for that matter overly interesting, rather, the setting itself seems to have been chosen for the way in which it closely resembles what an average person would see on a daily basis. This is an important point to consider since it provides an impetus for audiences to consider how they themselves could be placed in the exact same situation due to the similarity in settings. It makes people consider how they would react to the Nashs situation if they were in his shoes, if they would succeed the way he had done or if they could endure the same amount of emotional turmoil as what he endured. The background in the film doesnt overwhelm the characters in the story, rather, its muted quality helps to bring out the emotions, pain and an guish for the viewers to see and experience.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More When watching the film one cannot help but notice the sheer acting talent of Russell Crowe in his portrayal of Nash. From Nashs eccentricities, brilliance all the way down to the paranoid delusions and schizophrenia everything is perfectly portrayed by Crowe. Scenes such as Nashs animated talks in the University, his portrayal as being crazy and his subsequent incarceration and the penultimate scene where he finally receives his Nobel peace prize display such power and acting talent that one cannot help but think that Crowe is John Nash. Crowe did an excellent job in portraying the anguish of a person that is realizing that his mind that is his greatest gift has now become his worst enemy. The slow deterioration, the emotional suffering and the fear of losing ones brilliance is perfectly captur ed by Crowe and this in itself is transferred to viewers which makes them pause and consider what it truly means to be brilliant, what is necessary to rise to the heights of academic accomplishment and what it truly means to lose something that makes you what you are today. The movie itself is set in the mid to late 1900s due to the events of the movie taking place during this time. Overall, it can be stated that this particular setting is rather interesting to take note of since it displays a time where not only are social behaviors different but the way in which mental illnesses are looked upon are vastly different as well. One of the most thought provoking scenes in the movie is the instance where Nash is sent to an insane asylum and subject to treatments such as electroshock therapy, mind numbing medications and an assortment of other practices that seem brutal by todays standards. It is this particular setting that helps audiences consider what it meant to be different during t his particular time in Americas history and as such helps to further strengthen the appeal of audiences to the case of John Nash. Lastly, it must be mentioned that the films overall cinematography lend its storyline a very distinct flow. It non-linear method of telling a story helps the scenes to blend into to each other creating a rather riveting story progression. The film doesnt seem hurried or overly slow rather it tells the story of the life of John Nash at a plodding pace. It is slow and deliberate in the way in which the scenes progress and as such gives time for viewers to examine different aspects of the film while truly enjoying the various emotional scenes the movie has. Work Cited Crowe, Rusell, Perf. A Beautiful Mind. Dir. Ron Howard. Universal Studios, 2001. Film.Advertising We will write a custom essay sample on Discussion on the Film A Beautiful Mind specifically for you for only $16.05 $11/page Learn More

Death Be Not Proud Quotes

'Death Be Not Proud' Quotes Death Be Not Proud is a 1949 memoir written by American journalist John Gunther, about his son Johnny, who was a Harvard-bound teenager when he was diagnosed with cancer. He fought bravely to try to help doctors find a cure for his ailment, but died at age 17. The books title comes from a sonnet by metaphysical poet John Donne: Death, be not proud, though some have called theeMighty and dreadful, for thou art not so;For those whom thou thinkst thou dost overthrowDie not, poor Death, nor yet canst thou kill me.From rest and sleep, which but thy pictures be,Much pleasure; then from thee much more must flow,And soonest our best men with thee do go,Rest of their bones, and souls delivery.Thou art slave to fate, chance, kings, and desperate men,And dost with poison, war, and sickness dwell,And poppy or charms can make us sleep as wellAnd better than thy stroke; why swellst thou then?One short sleep past, we wake eternallyAnd death shall be no more; Death, thou shalt die. Here are some quotes and questions for consideration from John Gunthers Death Be Not Proud. God is whats good in me. Johnny Gunther said this at the age of 6, and it shows that even as a small child, he had a desire to do something meaningful and good for the world. Why do you think his father chose to include this in the novel? Does it give us a better understanding of who Johnny is and the person he might have grown up to become? I have so much to do! And theres so little time! Rather than wallow in self-pity, this is Johnnys reaction after the first exam shows the tumor that has been giving him neck pain. He says it to his mother Frances, and it seems to suggest that he knew his diagnosis was terminal. What do you think Johnny meant by saying he had so much to do? A primitive to-the-death struggle of reason against violence, reason against disruption, reason against brute unthinking forcethis was what went on in Johnnys head. What he was fighting against was the ruthless assault of chaos. What he was fighting for, as it were, the life of the human mind. His father realizes that Johnnys battle is not just his own, but that hes seeking answers that will benefit others who may suffer the same illness. But even as he tries to think of a solution, the brain tumor is affecting Johnnys mind and his memory. Oh how tired I feel. What a gut-punch for Johnnys father to read this entry in the young mans diary. Johnny often tried to shield his parents from the depths of his suffering, and even this only touches on a fraction of what he must have been going through at the time. Did this make you think perhaps the treatments Johnny was enduring were not worth the pain he was enduring? Why or why not? Scientists will save us all. Taken out of context, this could be read as an ironic or angry statement about medicines failure to save Johnny from the effects of the brain tumor, but its actually a statement from Johnny himself, written in a final letter to his mother. He feels confident that his battle will not be in vain, and that even if hes not cured, the treatments the doctors tried for him will prompt further study. My grief, I find, is not desolation or rebellion at universal law or deity. I find grief to be much simpler and sadder... All the things he loved tear at my heart because he is no longer here on earth to enjoy them. All the things he loved! The devastating reaction of Johnnys mother Frances as she comes to terms with his death. Do you think this is a feeling commonly shared among the bereaved? How much more acute do you think this feeling is for bereaved parents? These quotes are just one part of our study guide on John Gunthers Death Be Not Proud. See the links below for more helpful resources: Overview of Death Be Not Proud Characters in John Gunthers Death Be Not Proud Terms / Vocabulary Review: Death Be Not Proud Questions for Study Discussion

Why do uae nationals don't use public transportation Research Paper

Why do uae nationals don't use public transportation - Research Paper Example In light of the recent calls to ban the use of private means of transport for people from lower economic classes in Abu Dhabi (Oueiti, 2014), it is clear that there are issues to be looked into surrounding the issue of transportation. This essay will look into some of the reasons as to why nationals of the UAE avoid public transportation and some of the proposed remedies for the situation. The main forms of transport in the countries of the UAE are buses and trams Olson, 2012). Different countries in the UAE are all facing similar issues with their public transport system. That is, most of the nationals prefer to use private transport for commuting. As a result, officials report that there is congestion on their roads (Ruiz, 2013). Policy makers have because of this been forced to take drastic measures to encourage more commuters to make of the public transport system. For example, in Dubai, parking fees imposed on drivers of private cars have been raised (Bouyamourn, 2014) to discourage drivers from taking their cars to work. Apart from this is the ban on private transport for poor nationals in Abu Dhabi, also meant to encourage citizens to use public transport. One of the reasons for the poor use of public transportation is the poor state of buses in the region. The main issue is the fact that the air-conditioned bus shelters are in dilapidated states. As such, many are completely out of order and closed down, while some have inadequate power (National Editorial, 2014). Given the fact that the UAE experiences hot summers, this presents a problem with commuters, who do not want to suffer from excessive heat. Commuters that use public transportation have cited this as the main disadvantage of the system. In addition to this, the minimum standards of buses desperately need to be raised; commuters complain of unhygienic conditions. These factors make it hard to attract new users to the public

Health Threats From Environmental Pollutants Research Paper

Health Threats From Environmental Pollutants - Research Paper Example Evaporation of seawater has increased and this has resulted in droughts in some regions, and increased rains in other areas. Such unpredictable climatic changes have posed a threat to the economic well being of the developing countries. The rapid nature of these climatic changes has generally caught mankind on the wrong foot (Victor). Food production has been adversely affected, and the sudden and unpredictable changes in the climate have increased the mortality rate amongst those who dwell in coastal areas. It is the principal objective of the Kyoto agreement to countenance these challenges. This agreement endeavors to engender better cooperation between countries, in order to reduce global warming. Nevertheless, the fact remains that the Kyoto agreement is just an initial, though significant, step in this direction and several such agreements have to be implemented (Victor). There are several factors that contribute to water pollution. There are direct and indirect contamination sources, which act as contributory causes for water contamination. For instance, the effluents from industries and factories directly contribute to water contamination. Chemical treatment plants and chemical production units are major water pollutants. These are termed as direct contamination sources. In urban areas, such direct sources contaminate drinking water. Therefore, many countries have taken stringent measures to prevent drinking water pollution. The governments of developed nations have enacted several legislations to prevent industries and factories from discharging their chemical effluents into water sources. Despite these steps, water contamination still continues in most countries (Rubin). Water is chiefly contaminated by the activities of humans.

Early Childhood Educator Essay Example for Free

Early Childhood Educator Essay The inspiration for the Reggio Emilia approach came from Reggio Emilia, Italy. In Italy, all the preschools are centered on this approach. It is a city run program for children from birth to the age of six (Cyert Center, 2004). The philosophy is that, â€Å"children’s interactions and relationships with other children and adults are a vital component of their learning† (Schiller, 1995). Reggio Emilia schools in the United States, Italy, and other countries around the world differ greatly from standard preschools here in the United States. Some of the key differences and components of the Reggio Emilia program is its role in the community, attention to the environment, and its emergent curriculum which functions as a part of the teachers and the children. Role of the Community The community is a big part of the Reggio Emilia schools. There are regularly scheduled meetings for parents to take part in. These meetings are scheduled in the evening so that working parents are able to attend. The parents and teachers discuss issues regarding school policies, child development concerns, and curriculum planning and evaluations (Wikipedia, 2007). The parents are involved in the whole process of the education of their children. Teachers send home journals of children’s thoughts and ideas expressed in class. This kind of cooperation among teachers and parents make learning on the children’s part much easier and complete. Attention to the Environment According to Lilian G. Katz, â€Å"The physical environment of a preschool center is considered a ‘teacher’ in and of itself! † (Katz, 1990). This holds true in a Reggio Emilia school. The environment is considered the â€Å"third† teacher to the students attending this kind of program. The building itself and classrooms are filled with indoor plants, vines, and lots of natural light. Natural light enters the classrooms through wall-sized windows letting the children connect with the outside world. All of the classrooms have a door to the outside and open to a center piazza. Each classroom flows well with each other and the surrounding community. The lunch rooms, courtyards and bathrooms are designed in a way to encourage community among all the students (Wikipedia, 2007). Incorporated into each school is a common space available to all children in the school that includes dramatic play and work tables (Cyert Center, 2004). Each classroom is connected with a phone, passageway or a window. The classrooms are equipped with art centers called atelier (Gandini, 1993). In the atelier are easels, watercolors, crayons, markers, paper, and any art materials children need to be creative. Another part of the classroom has books about artists and a place where children can read comfortably (Schiller, 1995). Displayed around the classroom, among all the photographs of the children and carefully placed mirrors in the school, are works completed by the children with transcriptions of their discussions about the work. The physical environment of a preschool center is considered a ‘teacher’ in and of itself! † (Katz, 1990). Emergent Curriculum There is no time schedule where at some part of the day the students are learning about science, then language arts, and then math. The kind of schedule the students follow is that there is a group meeting when the students arrive in the morning. Then there is a work period, play period, lunch time, play time, nap time, and then another work period or play period (Hertzog, 2001). For their work period, there is no set curriculum that the teachers must follow. The curriculum is an emergent curriculum which is child centered. Emergent means that is builds upon the interests of the child. The teachers have broad goals but can follow the lead and interests of the children (Schiller, 1995). During the work periods, a teacher will work with one small group on their project while the other students are engaged in self selected activities. The projects are teacher directed and child initiated and begins with the teacher observing the children and asking the children questions on a topic that interests the child. The students then do in depth studies of the content that interests the children of that group (Wikipedia, 2007). The project moves in unanticipated directions. To avoid confusion the teachers help children make decisions about direction of study, how to research the topic, and how to represent the topic (Cyert Center, 2004). The projects can range in length from one week to the whole school year. When the students are content to be complete with their project they depict their knowledge through drawing, sculpting, dramatic play, or writing. At every school, there is a visual art specialist, an atelierista, who works closely with the other teachers and children (Gandini, 1993). The atelierista guides the children into appropriate media choices to complete their ideas and projects. Because art is such an integral part of all activities, the students’ old works, finished and unfinished, are available to them to finish or add on. While they work on their art projects, the teachers talk to the children and write down any thoughts or ideas the students have. They display the students’ discussions with their art work around the classroom and school (Schiller, 1995). In order for this curriculum to work, the teachers must also learn with the students. The teachers take turns with the following roles: observing, note taking, and recording observations between children. After all observations are recorded, they are shared with other teachers and parents in the planning of the students’ projects. It is crucial that teachers become skillful observers of the children. Their observations guide the curriculum planning and implementation (Wikipedia, 2007). Conclusion The Reggio Emilia approach to learning is a constructivist approach where the students learn at their own pace and guide the curriculum. It is all about the children. The children’s interests lead them into a project that is researched in depth at a level that they can understand. The children’s thoughts and ideas are implemented into the curriculum and planning and are shared with the community. Reggio Emilia works because the children are learning what they want to learn with the help of their parents, teachers, and the community.

How to Taste French Wine :: Personal Narrative France Papers

How to Taste French Wine The Vin Jaune, or "yellow wine", of eastern France's Jura region is not just yellow but the brightest yellow, like pure honey. The strange 62-oz. bottles in which they are sold are half-covered with dirt when photographed for supermarket glossies to show that their nectar, properly served chilled, is of the earth, of good, French earth. Plucked en masse from the sleepy fields of Chateau-Chalon, Arbois, or another smallish vineyard village of the like, Savagnin grapes are harvested late, almost in November, then squeezed, fermented, and sealed and aged in oak caskets for a period of exactly six years and three months. In these caskets, in dark and humid cellars, a layer of yeast forms upon the liquid's surface, protecting the young wine from the spoiling effects of oxygen and thus allowing for its unique yellowness to blossom from within. On the first morning after the last day of the third month of the seventh year, la Percà ©e, or "the piercing", of the caskets begins. Locals flo ck to a tiny, unknown village for the annual mass, ceremony, and piercing itself. There, 25 wine "houses" are set up, each offering only the most refined and choice flavors from the year's harvest. It was amongst these houses, each within a barn, or tent, or some other makeshift location, that I was introduced to proper wine etiquette, and how, in turn, to appreciate wine itself. It was also here where I learned how to go to a wine tasting with friends who buy bottles for in-between-tasting "tastings" and who drink on buses and trains. In other words, this is where I learned how not to go to a wine-tasting. The unknown village that would host the festivities this year was Cramans, indicated my yellow train ticket, printed especially for the event. It would be a formal affair, I decided, and I would wear a tie of red. Arriving at the town's train station around noon with my German friend Thomas, we stepped out into the soggiest, most bitterly cold February Sunday and continued down to a path of hay laid out like a red carpet that continued, little did we know, for about a half-hour until we reached the village "proper" (one main street, lined with ancient brick houses and barns, constitutes the "downtown"). We complained shamelessly and annoyingly about the weather amongst the large group with whom we were making our pilgrimage, but neither of us would have really turned back, not with the irreplaceable lesson in being cultured that lie ahead.

Childrens Rights

Children and Young Peoples Rights: Provision, Protection and Participation Assessment One The Children Scotland Act sets out the Rights of all children in Scotland and the responsibility of parents and those legally caring for a child. The Act also covers duties and procedures for public organisations such as Local Councils and Social Work Departments and Children’s Hearing System involved in promoting children’s welfare. The Act puts children first and states the rights of each child to basic standards of care, upbringing and nurture.The foundations for this Act are, each child has the right to be treated as an individual, they have the right to express their views should they wish to do so and that parents should be responsible and share the responsibility of bringing up their child. I think that this law promotes the rights of children well as throughout the Act the child’s best interests and welfare are the highest priority when their needs are being consider ed.The Law includes that the child’s view must be considered when decisions about their future are being made and unless a dispute arises the court should not make any order, I feel that when a child is mature and old enough to hold a view or opinion on a matter that effects them and their life that their voice should be heard and their opinion taken into consideration and I feel this Act helps to give them that voice.The UN Convention on Rights of the Child applies to all children and this Law states that a child is up to the age of eighteen the Law sets out in great detail what every child requires to have a safe and happy childhood and does not discriminate against age, sex, religion, nationality or social background. The aim of the UNCRC is to promote and recognise children’s rights, they have set out the rights as cultural, health, social, economic, political and civil.This is currently the most widely officially approved International Human This International agr eement aims to protect the rights of the children around the world. All fifty four ‘articles' aim to outline how all children all around the world should be treated and what adults can do to ensure that children’s basic rights are met. Articles 43-54 set out how the government and international organisations will help to ensure that children are given their rights.Regardless of age, race, nationality, religion the rights for all children are the same there are also additional rights for disabled children and those children who live away from home to ensure that their needs are also met and that they are treated fairly. As this Act promotes that Human Rights apply to all children and that all children are equal, I think that this helps to promote a positive healthy image for children to have growing up, that it encourages the belief that we are all equal.I think the fact that this act is continually assessing progress as reports must be submitted every five years and ind ependent organisations are invited to share their views and thoughts I believe this will help children to grow up with a positive outlook as the act covers every child with no exceptions. The Protection of Vulnerable Groups (Scotland) Act 2007. this Act was put into place after recommendations made in the Bichard Inquiry for a registration system for all those who work with children and protected adults in the UK after the deaths of two young girls in Soham.This new scheme was put into place to make sure that people who have regular contact with vulnerable groups either as a position of employment or through their work place do not have a history of behaviour that would make them unsuitable to work with either children or protected adults. This scheme will also ensure that if a person after registering and being successful should then become unsuitable for working with children or vulnerable adults that they are quickly removed from doing so.As this Act provides a few improvements o ver the previous disclosure system I think that this legislation is very effective at protecting children as it is an offence for an employer to employ someone to work with vulnerable groups or children without having become a member of the PVG Scheme. The check for employers to verify that a person is a scheme member and therefore suitable to be employed is very simple allowing them to make safe and quicker recruitment decisions. This Scheme also means that someone barred from working with vulnerable adults and children in Scotland would also be barred from the rest of the UK and vice versa.I feel this Act will help to give parents and also professionals working in this sector piece of mind in knowing that each and every member of staff has been vetted and police checked, therefore ensuring an environment in which all children and vulnerable adults will be safe and secure. Word Count: 823 References *COLEG, Children and Young People's Rights: Provision, Protection and Participation , DF50 34, Eleanor Mands 2004 *www. UNICEF. org. uk *www. scotland. gov. uk *www. children1st. org. uk

Ethical Dilema Essay

In this paper, I will discuss the ethical dilemma faced by a nurse who is caring for an eight month old patient, who reports with his mother to the emergency room with a suspicious fracture. The mother provides a plausible story, and the physician knows the family and does not suspect abuse. I will discuss the action I would take in order to provide the appropriate care for this patient. As a registered professional nurse, I feel the only approach to the case is to report the injury to Department of Family and Child’s Services (DFACS) for their investigation. When a report is made, DFACS will complete an investigation and make the ultimate decision if abuse or neglect was the cause of the injury. Each nurse has a duty to report all suspicious injuries to DFACS, regardless of her feelings on abuse or neglect. This is true even when the physician knows the family or does not suspect abuse. The nurse is responsible for her own actions. In order to provide the best quality of care for this patient, I would take the statement from the parent about how the patient was injured, and then talk to the physician to gather the physical finding, which may include x-ray reports after this information is gathered, I would report the case to the local DFACS. Anytime there is a suspicious injury regardless of the plausibility of the story, or if the physician knows the patient and does not suspect the parent, the DFACS case must be reported. The nurse in this situation has a duty to report this injury and let child services decide if the patient is in danger. I would perform a complete examination of the patient and communicate with the physician, in addition to noting any other signs of abuse, along with paying close attention for indicators of abuse. Indicators of abuse can warn healthcare providers to pay closer attention to situations that may indicate abuse or neglect and someti mes there are not indicators even though the child may be abused (Henderson, 2013). Three indicators of abuse or maltreatment include physical, child behavioral and parent behavioral indicators (Henderson, 2013). These indicators should not be considered in isolation but should be considered along with the child’s condition in the context with overall physical appearance and behavior; however, it is conceivable that a single indicator may be consistent with abuse or neglect (Henderson, 2013). Considerations of abuse are raised by injuries to both sides of the body and/or to soft tissues, injuries with a specific pattern or injuries that do not fit the explanation, delays in  presentation for care, and/or untreated injuries in multiple stages of healing (Henderson, 2013). It would be helpful to check the patient’s record for previous unexplained injuries or history of frequent visits to the emergency room or physician’s office. Any burns or patterns of bruising during the examination would warrant further investigation. Other signs of physical abuse I would monitor for include signs of pain where there is not visible injury and lack of reaction to pain. I would also note any emotional signs of physical abuse, which include passive, withdrawn or emotionless behavior, and fear when seeing parents. Any symptoms noted on exam should include this in the report to DFACS. Since the physical signs of abuse are often visible, most cases of abuse are recognized by a healthcare provider (Padera, 2009). These signs may be noted at routine appointments or while providing acute care. The ethical principle of non-maleficence and beneficence are addressed with this case. The ethical principle of non-maleficence helps to ensure that healthcare providers do not harm to their patients. If I did not report this case to DFACS for investigation and the abuse continued causing any harm to the patient, this would be an ethical violation of non-maleficence on the part of the nurse. The ethical principle of beneficence ensures that health care provider’s actions benefit the patient. By choosing to report this case to DFACS, my actions would benefit the patient and help ensure that the patient was no longer being abused. As a nurse, if I did not report this to DFACS for investigation, I would be in violation of the nurse practice act, and I could be held liable if the patient suffer more injuries or death at the hand of an abuser. My report of child abuse or neglect is confidential and immune from civil or criminal liability as long as the report is made in â€Å"good faith† and â€Å"without malice† (https://www.oag.state.tx.us/victims/childabuse.shtml). Provided these two conditions are met, as a nurse, I am immune from liability if they are asked to participate in any judicial proceedings resulting from the report (https://www.oag.state.tx.us/victims/childabuse.shtml). In conclusion, mandatory reporting can produce unanticipated and unwanted consequences (Buppert & Klein, 2008). Nurses may be concerned about reporting suspected abuse especially, when the investigation is completed, no abuse or risk to the patient is found (Buppert & Klein, 2008). Boards of Nursing rarely  discipline nurses for failure to report and nurses are covered with their nurse practice act when they make reports in â€Å"good† faith (Buppert & Klein, 2008). Given this information there is no reason not to report this mother to DFACS for investigation. References: Buppert, C. & Klein, T. (2008). Dilemmas in Mandatory Reporting for Nurses. Medscape. P. 4- 16. Henderson, K. L. (2013). Mandated reporting of child abuse: Considerations and guidelines for mental health counselors. Journal of Mental Health Counseling, 35(4), 296-309. Padera, Connie. (2009). Nursing, Child Abuse, and the Law. 7(37). P. 122-126. When you suspect child abuse or neglect: A general guide. Retrieved from https://www.oag. state.tx.us/victims/childabuse.shtml

State Sponsored Terrorism in Iran

State Sponsored Terrorism in Iran Iran has consistently been described by the United States as the worlds foremost state sponsor of terrorism. It actively supports terrorist groups, most prominently the Lebanese group Hezbollah. The Iranian relationship with Hezbollah demonstrates one accepted explanation of why states sponsor terrorism: to indirectly influence politics elsewhere. According to Michael Scheuer, the former CIA officer: State-sponsored terrorism came in the middle-1970s, and ... its heyday was in the 1980s and early-90s. And typically, the definition of a state sponsor of terrorism is a country that uses surrogates as its weapon to attack other people. The primary example to this day is Iran and Lebanese Hezbollah. Hezbollah, in the nomenclature of the discussion, would be the surrogate of Iran. State Sponsored Terrorism Thrives, says Michale Scheuer Islamic Revolutionary Guard Corps The Islamic Revolutionary Guard Corps (IRGC) was created following the 1979 revolution to protect and promote the objectives of the revolution. As a foreign force, they have also exported that revolution, by training Hezbollah, Islamic Jihad, and other groups. There is evidence that that IRGC is playing an active role to undermine Iraq, by funneling funds and arms to Shiite militias, engaging directly in military activity and gathering intelligence. The extent of Iranian involvement is not clear.​ Iran and Hezbollah Hezbollah (which means Party of God, in Arabic), an Islamist Shiite militia based in Lebanon, is a direct product of Iran. It was formally established in 1982 following the Israeli invasion of Lebanon, aimed at uprooting the PLO (Palestinian Liberation Organization) bases there. Iran sent Revolutionary Guard Corps members to assist in the war. A generation later, the relationship between Iran and Hezbollah is not entirely transparent, so it is not clear whether Hezbollah should be considered a full proxy for Iranian intentions. However, Iran funds, arms, and trains Hezbollah, in large part through the IRGC. According to the New York Sun, Iranian Revolutionary Guard soldiers fought alongside Hezbollah in the Israel-Hezbollah summer 2006 war by supplying intelligence on Israeli targets and manning and firing missiles. Profile of HezbollahIsrael Concludes Serious Errors Made in 2006 War with HezbollahNY Sun: Iranian Revolutionary Guards helped Hezbollah in 2006 War Iran and Hamas Irans relationship with the Palestinian Islamist group Hamas has not been constant over time. It has, rather, waxed and waned according to the interests of Iran and Hamas at different times since the late 1980s. Hamas is the dominant political party in the Palestinian territories that has long relied on terrorist tactics, including suicide bombing, to register a protest against Israeli policies. According to Cambridge University Professor George Joffe, Irans relationship with Hamas began in the 1990s; it was around this time that Irans interest in exporting revolution coincided with Hamas rejection of compromise with Israel. Iran has been alleged to provide funding and training for Hamas since the 1990s, but the extent of either is unknown. However, Iran did pledge to help fund the Hamas-led Palestinian government after its parliamentary win in January 2006. Profile of HamasGeorge Joffe discusses Iran-Hamas relations Iran and Palestinian Islamic Jihad The Iranians and PIJ first made extended contact in the late 1980s in Lebanon. Subsequently, Islamic Revolutionary Guard Corps trained PIJ members at Hezbollah camps in Lebanon and Iran commenced funding PIJ.​​ Iran and Nuclear Weapons The creation of WMD is not itself a criterion for being a state sponsor of terrorism, however, when already designated state sponsors to appear to have manufacturing or acquisition capabilities, the U.S. grows especially worried because could be transferred to terrorist groups. At the end of 2006, the United Nations adopted Resolution 1737 and imposed sanctions on Iran for failing to halt its uranium enrichment. Iran has contended that it has that right, in order to create a civil nuclear program

How to Get a Perfect 1600 SAT Score, by a 2400 Expert Full Scorer

How to Get a Perfect 1600 SAT Score, by a 2400 Expert Full Scorer SAT / ACT Prep Online Guides and Tips Updated for the New 2016 SAT! The maximum score on the SATis a 1600. Out of the 1.7 million students who take the test every year, only about 300 get the highest possible SAT score. This elusive perfect score catapults you to the top of high school academic achievement and can be a big boost to your college applications. I scored perfect scores on the SAT. I actually scored two perfect scores- a 1600 in 2004 when I was in high school, and a 2400 in March 2014 when I took it ten years later. Most of the advice out there about how to get a perfect score come from people who didn't get perfect scores. In this exclusive article, I'll be breaking down exactly what it takes, and the ruthless techniques I used to get a perfect score. Quick Disclaimer Let me start with a few disclaimers. I'm a humble person, and I don't like talking about my accomplishments without good reason. I know a lot of you are looking to score the highest SAT score possible, so I've written this guide to help you get there. So whatever I say here, please take it as advice from a mentor eager to help, not as a braggart strutting his stuff. Also,a last note:I co-founded the company PrepScholar- we create online SAT/ACT prep programs that adapt to you and your strengths and weaknesses. I want to emphasize that you do NOT need to buy a full prep program to get a great score. If you follow the principles below and are very driven, you'll do just fine. I do believe, however, that PrepScholar is the best SAT program available right now, especially if you find it hard to organize your prep and don't know what to study. I'll refer to decisions we made in creating the program to flesh out principles I discuss below. What Perfect SAT Scores Look Like For full transparency, let me show you my personal score report. This is a screenshot from my College Board SAT Organizer: I took the two SATs 10 years apart. The 2004 test was in an old format of the SAT and was scored out of 1600. I took the new test in 2014 and scored a 2400. (Yes, I took the SAT as an adult. Besides getting funny looks from high school students, I wanted to go through the experience anew so I knew what my students at PrepScholar were going through.) So that you can see in bleeding detail how I got the 2400, I've attached my unofficial detailed score report from the College Board. You can see exactly how many questions I missed and read my essay (my handwriting could use some work). Using my score report as an example, let's examine what it takes to get a perfect SAT score. While this score report talks about the Old 2400 SAT, the principles are still the same. In the new SAT, there are still Reading, Math, and Writing sections, and you still need to do EXTREMELYwell on them to get a perfect score. What It Takes to Get a 1600on the SAT At the top end of the scoring range, the SAT is not forgiving. You need to aim for perfection. Specifically, here's what you need to do in each section: In Reading, you can only miss 1 or 2 questions. This depends on the curve for that test. It's best to aim for missing 0 or 1 question. In my test, I missed 1 reading passage question. In Math, you need to get every question correct. No question about it.The curve is unforgiving for Math. Miss 1 question and you won't get an 800 on this section. In Writing, you can sometimes miss 1 question at most.In some tests, you have to get a perfect Writing and Language score to have a shot at an 800. Essentially, you need to aim for perfection during your prep. If you're consistently missing one or more questions on each section, you're not performing consistently enough to be safe for a 1600. We'll go into more detail about this below. If you want to confirm my statements here, check out the College Board score charts for official SAT practice tests. One last question to answer before my actual advice: But Wait...Are You Just Smart? Will This Advice Work for Me? You may have heard about top scoring students who just rolled out of bed, strolled to the SAT test center, and scored the highest possible SAT score without any prep. This was not me. Some people like the above may in fact exist, but they're rare.In high school, I was naturally stronger at math- I participated in math and science competitions- and I could reliably get 800's on the math section. But my reading and writing needed work. When I started off, I consistently got in the 700 range. Now, this is already pretty high, but it wasn't enough for the top schools I was aiming for. I just wasn't that accustomed to the SAT reading passages and the types of questions they asked. It took a lot of hard work for me to learn how the SAT works, how it tries to trick students, and how to find a strategy that worked for myself so I could reliably get top scores.My co-founder at PrepScholarhad a similar story. Since I'm older, I also have the benefit of seeing whether my methods worked over time, or just on the SAT. Emphatically, the principles below have worked throughout my academic career. Here's another example. As an undergraduate in college, I planned to attend medical school, so I had to take the MCAT (Medical College Admissions Test). In my view, this is a much harder test than the SAT. It covers many more topics: general chemistry, organic chemistry, physics, biology, and verbal reasoning. Furthermore, you're competing with pre-med's across the nation, people who are naturally driven and competing to get into medical school, not just the average high school student. When I started studying for the MCAT, I scored around the low 30's. The test is scored out of 45, and it's curved very aggressively. Again, this was already well above average, but it wasn't enough for the top medical schools I was going for. So I worked hard. I put in the time, covered all the subjects I needed to know, and was ruthless about my prep. In the very end, I scored a 44: As the testing organization notes, this is in the 99.9 percentile rank, with 0.0% achieving this score (this figure is rounded). I had multiple medical advisers tell me that they had never seen a score this high before, and there might indeed be fewer than three people per year- or none at all- who get a 44.Scoring this high definitely helped me get into the MD-PhD program at Harvard Medical School and MIT. I wish I were talented enough to get these test scores naturally without hundreds of hours of hard work. That would be the cooler thing to say. But it wasn't true for me, and it probably won't be true for you either. With this foundation laid, here's the meat of what I want to say: What Do You Need to Do to Get a Perfect 1600 SAT Score? In broad strokes, it takes a lot of hard work, a lot of smart work, and some amount of luck. But you've heard this before so just this alone isn't helpful. Let's dig deeper. You have to want it. Really, really want it. You need the motivation to push yourself. You need to put SAT prep as one of your top priorities in life, overcoming watching Youtube or hanging out at the mall. In the darkest of days, when you take a practice test and drop 100 points inexplicably, and your parents are freaking out, and you're worried you're never getting into your top college, you need the inner fire to not get depressed. Instead, you need to pull yourself up and objectively rip apart your mistakes so you don't repeat them. People don't often mention motivation, but in my view this is one of the most important pieces that differentiate successful people from not, in all aspects of life. It's much more important than just being smart. Make a list of all the reasons you want to get a perfect score. Write them down. Stare at them when you lose faith. Want to get into Harvard or an Ivy League school? Want to make up for a bad GPA? Want to prove to your parents that you can beat their expectations? Want to compete with your friends?Want to show up your 3rd-grade teacher who said you would never amount to anything? That's all good. Anything that drives you from within is a valid reason to work hard. You'll need this to combat procrastination and laziness. You'll need this to push yourself to execute every strategy I tell you below. If you're not motivated, it's just too easy to brush aside failure and be sloppy about your weaknesses. In my personal case, beyond the academic benefits, I thought the SAT was a dumb test that was impeding my life. I was angry at test writers who devised tricks to fool students. I approached it like a video game- the SAT and the College Board were bosses that I needed to dominate. Plus, my brother had a near-perfect score, and I wanted to one-up him. Write down all the reasons you want a perfect score and use it to fuel yourself every study session. Exclusive Blog Bonus: We've written a popular free guide on 5 tips to improving your SAT score by 160+ points. Get a free download here. Step 1: Do High-Quality Practice and Avoid Low-Quality Materials The SAT is a weird test. It's unlike tests that you've taken throughout school. It presents simple concepts in bizarre ways. This is essentially how the College Board makes the test hard- it takes concepts most students have seen before, twists them to be unfamiliar, and counts on students to screw up. To excel at this test, you need the highest quality practice materials. Because the SAT has questions that are twisted in a particular way, you need to train in exactly the way they're twisted so you learn the patterns. As we've said before, by far the best practice material comes directly from the College Board in the form of official SAT practice tests.When I was studying, I devoured every SAT practice test I could find. I took over 15 full-length practice tests and was ruthless about finding my mistakes, as I'll talk about soon. Just like the mantra about your diet and body, what you put in is what you get out. Trash in, trash out. If you train yourself on questions that don't reflect what's on the SAT, you're going to learn the wrong patterns. Using bad materials is like training for baseball by playing tee-ball. Yes, if you spend 1000 hours practicing tee-ball, you'll be a tee-ball pro. But when someone pitches a real baseball at you, you're going to freak out- "why is the ball traveling so fast? Why's it so close to my face? Ohmigod ohmigod ohmigod." And then you strike out. To be frank, most of the books available on the market are trash. They boast about having a lot of questions, but they're written by people who aren't truly experts on the test. This means the questions don't test concepts in the same way; the answers are sometimes ambiguous; the questions don't trick you in the same way the SAT does. In my company PrepScholar, we hire only SAT full-scorers and 99 percentile scorers to craft our thousands of test questions. You need to have mastered the test to really understand the intricacies of how the SAT works. We've turned away dozens of applicants who scored below a 2300since they really don't understand the test well enough. If you likestudying with books, here's my list of the top SAT prep books available. There are some pretty high-quality books written by true experts, though they can get pricey- buying the top five books will cost you at least a hundred dollars. Collect good prep materials and study using only these. Step 2: Focus on Quality First, Quantity Second Now you have a lot of materials. Some students focus hard on getting through every single page of every book they have. They might not know why they're studying what they're studying, but at least they sure put in a lot of time and effort! This is the wrong idea. You don't want to pound your head against the wall and use a brute force approach. Improving your SAT score is about quality first, and quantity second. It's so tempting to just focus on getting work done, because that's the easy part. Understanding your weaknesses, as we discuss below, is what takes real energy and insight. Think about it this way- let's say you're learning to throw a football with a perfect spiral. You can pick up a football and, by trial and error, if you throw it 1,000 times, you'll make some progress. Now imagine you have New England Patriots quarterback Tom Brady standing by your side. You throw the ball once, and he corrects your technique. Move your foot back this way, have your hand follow a certain motion, and follow through. You try again, and it's way better. In throwing 50 balls this way, I'm certain you'd end up doing better than 1,000 by yourself. I'm not suggesting that Tom Brady is a tutor, and you must have a tutor. You can be your own Tom Brady, and we discuss below how to do that. But you need to make sure you get the most out of your studying and make it as efficient as possible. You need your own SAT Tom Brady. Step 3: Be Ruthless About Understanding Your Mistakes On the ground level, when you're actually studying, this is by far the most important way you'll succeed over other students. EVERYmistake you make on a test happens for a reason. If you don't understand EXACTLYwhy you missed that question, you will make that mistake over and over again. If you're performing at the 700 level, you're missing around 10% to 15% of all questions. This means you have some consistent errors that are holding back your score. This is what you need to do: On every practice test or question set that you take, mark EVERYquestion that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (reading- passages vs sentence completion, writing- sentence errors vs improving paragraphs). It's NOT enough to just think about it and move on. It's NOT enough to just read the answer explanation. You have to think HARD about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. Everyone who wants to get to an 800 on a section has different weaknessesfrom you. It's important that you discover for yourself what those are. No excuses when it comes to your mistakes. Go Deeper- WHY Did You Miss It? Now, what are some common reasons that you missed a question? Don't just say, "I didn't know this material." Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content: I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach: I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question, and is there a general rule that I need to know for the future? Wrong Guess:I was stuck between two answer choices, and I guessed wrong. One step further: Why could I not eliminate one of the last answer choices? Knowing the correct answer now, how I can eliminate it? Does this suggest a strategy I can use for the future? Careless Error: I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Does this seem hard? It is- you have to think hard about why you're falling short and understand yourself in a way that no one else can. But few students actually put in the effort to do this analysis, and this is how you'll pull ahead. By the end of my studying, I had notebooks filled with practice questions that I'd missed, and when eating breakfast I could thumb through them to review them, like flashcards. Adopt a no-mistake-left-behind policy toward your mistakes. Letting one slip through can mean you make the same mistake on your real SAT. Five Why's Here's another useful trick when reviewing mistakes: ask yourself "Why?" five times? This is a revolutionary technique developed by Toyota to figure out the root cause of manufacturing problems. The point is that when you ask yourself "Why?" five times, you'll dig deeper and deeper to understand what the underlying cause is, and how to fix it. Here's an example. Let's say you miss a Reading passage question. Everyone does this. Starting point: I missed a Reading question about the big picture summary of the passage. Why? I picked the wrong answer choice, out of the two I had left. Why? The wrong answer choice had a phrase that was in the passage, but otherwise the meaning was wrong. I got tricked. Why? I didn't fully understand the passage when I was reading it. Why? I read the passage too quickly. Why? I was scared about running out of time. Wow- you see how a single question can give you a TON of information about where you went wrong? Now you have a lot of opportunities to improve- on how you read passages, how you eliminate answer choices, and how to process big picture questions. Again, very few students actually have the discipline to go through this reflection. And this is why YOU'REgoing to get a better score. Step 4: Find Patterns in Your Weaknesses, and Drill Them to Perfection Now that you're collecting mistakes in a notebook, you'll be able to start finding patterns to your weaknesses. This might be a content area- like problems with math circle problems, or a specific grammar rule. Or it might be a personal habit of yours, like misreading the passage or eliminating the wrong answer. Focusing on your weaknesses is CRITICALbecause you have a limited amount of time to study, and you need to spend that precious time on the areas that will get you the biggest score improvement. I've worked with students who just love drilling their strong points because it's comfortable. Of course, this is a waste of time- you have to confront your demons and pick at where you're weak, which is uncomfortable and difficult. When I was studying for the SAT and MCAT, I kept track of my mistakes in an Excel spreadsheet. I found, for example, that I consistently missed Reading passage questions about inferencesbecause I was reading too far into what the author was saying. I then focused on drilling those specific types of questions until I had developed my own strategy for solving the questions. As another example, back when the SAT emphasized vocab more, I needed to study thousands of vocab words, any of which could show up on the test. I developed my own method onthe best way to study SAT vocab words- what I call the Waterfall Method. This method forces you to review words you don't know over 10x more than words you already know- efficient studying. You don't need to use this for the New 2016 SAT, but you may still find it helpful for any class you need to use flashcards for- foreign language, history, or English. Find the weak link in your chain. When you find your weakness, you need to find resources to drill that content area. If you're weak in Trigonometry questions, you need to find a lot of SAT Trig questions to really drill those skills. If you're weak in subject/verb agreement, you need to find grammar questions to drill. Doing all of this well is tough for many students, because you have to at once: Do practice questions Diagnose your weaknesses Find more practice questions Understand whether you're improving or not Adjust your plan continuously This is the backbone of every effective study method, but it takes a lot of mental energy to do well. This is actually why we started PrepScholar- we wanted to build an online prep program that would do all the heavy lifting for you, so that you can concentrate on learning.In our PrepScholar program, we detect your weaknesses andautomatically organize your quizzes by skill so that you can focus on learning and not on the higher-level activities of analyzing your own progress. By the way, a quick side point- be suspicious of any content-level strategies that promise you results. By content-level, I mean strategies that tell you how you must solve a type of question. At your level, you need to focus on what works best for you. For example, people approach reading passages differently. Some read the passage first, then answer questions. Some skim questions first, then go back to the passage. I know what works best for me, but that's not necessarily what works best for you. What you will have to do is aggregate strategies for your weaknesses, then test them out yourself to see if they work for you. Specific strategies for each weakness is out of scope of this article, but we'll post examples later. Step 5: Eliminate Careless Errors These types of mistakes are by far the most frustrating. You know the content, you know how to solve it, but because of a misreading of the question, you don't get the question right. This can already disqualify you from an 800 on Math. In my own SAT, I made careless errors because I was trying to finish early and save time for the end, so I would rush through questions too quickly. I hated myself every time I made a careless error. But when I focused on the two things below, I was able to claim back my lost points. #1: Double-check that you're answering the right question.The SAT is designed to ask you tricky questions.You might find the area of the square, but the question actually asks for the perimeter. To eliminate this, always underline what the question asks you to solve for. Don’t stop your work until you solve for the correct thing. Another strategy is to write what the question is looking for in your scratch area. For example, if it asks for seconds instead of minutes, write â€Å"= ____ seconds† and circle it before you start your work. This might sound like extra work, but how you defeat careless errors is by having a reliable, failproof system. #2: Be wary about choosing the "No Change" option.For Writing, a common careless error is choosing "(A) NO CHANGE"in grammar questions. That's because when you read the question, it seems grammatically correct to you because the grammar rule just isn't ringing a bell. Whenever this happens, make sure you double check the other answer choices to make sure that NO CHANGEis absolutely the best answer choice. You should check especially for grammar rules that are easy to overlook, like Subject-Verb Agreement and Misplaced Modifier. By analyzing your mistakes, you'll be able to find patterns in grammar rule weaknesses that you have. You can then build your own system for grammar rules that you often miss- for example, for Subject-Verb Agreement, identify the subject and the verb, and then make sure they match. Step 6: Develop AmazingStudy Habits If you're highly motivated and aiming for a top score, you're likely to spend at least 200 hours studying for the SAT. Your job is to get the most out of every hour you can. Learning how to study more effectively has huge returns on your time. Think about it- if you can learn some techniques to improve your study efficiency by 20%, this will effectively give you back 40 hours of your life. Here are my best recommendations on great study habits, all of which I follow myself. Habit 1: Create a Schedule and Force Yourself to Stick to It It's important to have a plan. You need to understand when you're going to do what, and then you need to follow that plan. Here are questions to ask yourself: How much time do I have until my next test? How much time will I spend studying every week? How many practice tests should I take before then? When will I take them? During each week, what specific times and days will I be studying? What will I actually be studying each day? Why? How should my schedule change based on the info I receive from practice tests? Do NOT approach SAT prep without a plan like this. You'll wander aimlessly from book to book, test to test, without actually focusing on what is going to get you results. We designed PrepScholar to take care of all this hard work for you. Every week, we create customized lesson plans so you know exactly what to study and when. We schedule practice tests for you at the best moments leading up to your test date. We ask you for your weekly study schedule,then text you reminders to study. We send you progress reports so you know how well you're doing and whether you need to study more. If you feel like you don't know how to create your own study schedule or aren't confident you can stick to one, you might like PrepScholar's SAT program. Habit 2: Eliminate All Distractions You have so many distractions at your fingertips- Snaps, texts,YouTube, games, and more. All of these are super fun and super easy to consume for hours on end. All of these will improve your SAT score by ZERO. If you're studying and you glance at your phone every 3 minutes, you are NOT STUDYING. The brain is actually terrible at multitasking, and every time you lose attention, you take minutes to go back to full concentration. I know how tempting it is to stay up to date with everything your friends are doing. There's major Fear of Missing Out. You don't want to miss a hilarious joke or be late to a scandalous story. The thing is, in the long term, these little interactions don't actually make a big difference. Think about the last time responding to a text within 3 minutes was VITAL to your friendship. You are not missing out on anything important if you text back an hour later.Maybe you'll call me an old man and just claim I don't get it, but a friend who gets mad at you for not replying within a few minutes doesn't sound like a good friend to me. I once sat in a coffee shop next to a girl who was trying to study chemistry. Every few minutes she would look at her phone, laugh, and return a text. She got through two pages in an hour- I kid you not. Instead, here's what you need to do: Go to a quiet place where you won't be interrupted. Wear earplugs if it helps. Turn your phone off or leave it another room. Don't listen to music where you actively have to listen to words. Don't study with friends. It's more fun but everyone does a crappy job of studying. If you're using a program like PrepScholar on a web browser, use tools like StayFocusd to keep yourself off of distractions. Treat this seriously.One hour spent studying at full concentration is better than three hours at 50% concentration. Habit 3: Have a Positive Mindset. Your Job Is to Grow. When you're trying to get a perfect 1600 SAT score, you'll get frustrated when you make mistakes. I was the same way, and I got mad at myself for making careless mistakes or for forgetting something I used to know. The important thing is to channel that frustration into learning and growth. Treat every mistake as a learning opportunity. Every mistake tells you exactly where your weakness is, and what you need to do to fix it. You are allowed to get upset, but not so much it paralyzes you. Instead, treat your primary goal as getting better- not as getting a specific score. Step 7: Get Fast Enough to Always Double Check Your Answers Now that you’re aiming for a top score, you need to finish each section ahead of time to give yourself time to double check your answers. A good rule of thumb is to finish the section with at least 5 minutes to spare. As you get better at the SAT, this will be easier to accomplish since you’ll solve each question in less time. When I took the SAT, I reliably finished each section with 5-10 minutes to spare. I would mark any questions that I felt I had to return to and double-check. I had enough time to review all my answers twice. The real time-killers are questions you get stuck on. It’s very easy to get sucked into a question for five minutes, frustrated that the SAT is taking a point away from you. Avoid this temptation. Follow this rule: if you’ve spent 30 seconds on a question and can’t see how you’re going to get to the answer, circle the question, and skip it. You’ll have time at the end to come back to it. For now, you need to work on the other questions.How do you double check effectively? It varies between sections. For math, you should try to re-solve the question quickly in a different way. For some questions, you’ll be able to plug the answer back in. For others, you’ll just need to check your steps you took the first time around.For writing, confirm that the sentence has the error you think it does. Again, for No Error answer choices, make sure you aren't missing something in the question.For reading, confirm that there is no other better answer ch oice than the one you picked. For passage questions, make sure you rule out four incorrect answers. For sentence completion questions, plug the words back into the blanks to make sure they fit perfectly. As you get better at the test, you'll have more time left. Aim for at least 5 minutes left after each section, and use that time to double-checkyour answers. Stay calm during the test, even if you get confused on a question. Step 8: Don't Get Inside Your Own Head During the Test If you're vying for a perfect 1600 score, you'll face pressure during the test. You know how little room for error there is. This means that if you're having trouble with a question, it's easy to psyche yourself out. "Oh no! I'm having trouble with this math question. If I don't get this right, my 800 in math is gone!" This will make you nervous, which makes you even less likely to answer the question, which makes you more nervous, and so forth. This vicious spiral can suck you down for the rest of the test. Controlling your mental status is important during the test. Just like a pro athlete or performer, you need to be confident about your skills. You already put in a ton of work, and you've learned most of what the College Board has to throw at you. The last thing you want to do now is ruin more of the test. So it's a single question you're unsure about- this doesn't affect your performance on any other question. Try your best and clear your head, then move on. Does All of This Really Work? I can say from personal experience that these are the principles that I used to excel in academics. If you follow these principles for your own classes and in college, you'll do an amazing job. I would also be hard-pressed to find any top scoring student who doesn't agree wholeheartedly with the advice above. This advice also works if you're not aiming for a 1600. If you want to improve from a 1200 to a 1500, you can use these principles to power your learning. These principles also work in life. As a startup founder, I adhere to lean principlesto constantly analyze where my weaknesses are, how to build them, and how to focus on what's really important for our company. While the SAT tests specific skills that you may not use in everyday life, the process of preparing for it can teach you a lot about yourself, your limits, and your ambitions. This sounds a little hokey, but take it from this old man, you can learn a lot about yourself. Finally, keep in mind that you don't need a 1600to get into top colleges! A 1520+ will make you more than competitive for top schools like the Ivy League. If you get a 1540, your time is better spent building up the rest of your application than eking out a few more points. Quick Plug:I've mentioned my company PrepScholar a few times. If you agree with what I say above, you'd like my course. I designed our SAT course around the principles above, knowing that most students don't have the energy or expertise to diagnose their own weaknesses. PrepScholar automatically figures out what you need to work on and focuses your learning by drilling your weak skills. It also builds in motivational features so you're up to date on your progress and commit to more study time. Check out our SAT program here. What's Next? If you liked this article, you'll also like my expert guides on getting an 800 in each of the SAT sections. Each one goes further into deeper details on how to ace each section. Check out: How to get an 800 in SAT Math How to get an 800 in SAT Reading How to get an 800 in SAT Writing Aiming to get into Harvard and the Ivy League? Read my How to Get Into Harvard guide. Youmight learn that you're headed straight to the rejection path. Finally, check out our online SAT prep program.We have a 160+ point money back guarantee: if you finish our course and don't improve by 160 points, you get all your money back, no questions asked. I designed the PrepScholar program around the principles in this article. Thousands of students have used PrepScholar to improve their score by hundreds of points, which is why I'm confident it'll work for you too. Try our program with a 5-day free trial today:

Class and race and civil war in france Essay Example | Topics and Well Written Essays - 1000 words

Class and race and civil war in france - Essay Example During the riot, there was a large population of whites and blacks. The whites had their own say on how things were to be done and also how people around them would live. Chances for blacks getting a job would be extremely limited, considering their skin color and their social status. The riots came at a time when the whites were the majority, and they had superior control of the financial state. It was a time when the credentials on the CV did not matter. Once a name was seen to be foreign, then it deemed the chances of the said person getting a job. The rioters destroyed and damaged places that symbolized their suffering. There was so much racism that there came to be certain cakes sold in the streets that bared the name negro-head. The rioters protested against the suffering that they encountered from the landlords, were in favor of white tenants and the rest would be sent off. From the BBC world news, the blacks were also discriminated because of their language which was termed a s poor English. There was so much hatred in that the television shows only showed whites acting. The BBC described these events as cruel, in that there could not be a single black person on television (Civil War in France, 178). The news source described the discrimination that was in France in a way that seemed that what was being done was wrong. In the events that brought about the riots, the minority communities could be seen doing the manual labor that was meant for them. The riot brought to light how the minority communities did all the cleaning, driving, pushing and serving the communities that considered themselves popular. The BBC world news also brought to light the lack of representation of the minority communities regardless of the situation. Though the riots were not rightfully justified and the damage done was not the solution, BBC world news brought to light the fact that what was happening in France was not only wrong, but immoral, unjustifiable, mean and a lack of re spect for humanity. The ethnic minorities were not represented when it came to political functions. This can be seen from the BBC world news report about an incident that involved a meeting by certain representatives that were concerned about the sudden unrest before the riots. The BBC world news stated that during and after the emergency meeting, there was no single black person in the committee that was to oversee the issue of unrest. Even the trade unions were no better. They showed the same social discrimination and difference in class and race. African and Asian communities resided in places that were dreary and not fit. They lived in isolated places and during the riots it could be seen that the police did not stop the rioters from destroying their own homes, but for the homes of those living in the urban states, they were protected (Civil War in France, 189). The civil war in France shed some light on the notion of proletariat revolution in that it was a political revolution whereby there was an attempt to overthrow some of the individuals who attained powers in the political, social and economic arena. It was an attempt whereby the working class individuals wanted to overthrow the bourgeoisie, a name given to those in power. Socialists advocated for the revolutions, and they were backed by communists and anarchists. An excerpt that shows this from the civil