Prejudice and Stereotyping in the Movie, Crash :: Film Movies Racism Race

Prejudice and Stereotyping in the Movie, Crash "Crash" is a movie that exposes different kinds of social and multicultural differences, giving us a quick example of how these conducts affect our society. Two of the behaviors observed, are Prejudice and Stereotyping. Identified as the causes of where all the events eradicate. These behaviors are viewed as thoughts and feelings that almost everyone has felt more than once. In the first scene we observe a Muslim man inside a firearm store, attempting to buy a gun. The owner is a white Caucasian male that presents a negative attitude towards the customer because of his Muslim background. This feeling triggers in the owner, negative attitudes based on the assimilation and stereotypes with the Muslim race. Being immediately associated with the Al Qaeda terrorist group, which was responsible for suicidal bombers that have killed thousand of Americans. This negative attitude and violence observed in this particular scene, is an example of Prejudice, known as a negative feeling and predisposition of behavior towards a group or any member belonging to that group (**). It is an issue that although it has always existed in humanity, it would be though to have dissipated in the 21st century. Taking in count that now in the in days we are better informed and educated to understand that one group's actions shouldn't be applied to stereotype the whole race. As far as personal experience, living in Miami,-Florida, as a none-Cuban Latin, makes it easier to have an insight in all kinds of prejudice and stereotypes within the same Hispanic society. This behavior makes it hard to not feel negatively judged by others who do belong to the majority group. Unfortunately prejudice is not simply an attitude that remains internal to its owner; it impacts behavior. When negative attitudes on the basis of differences translate into behavior, we have as a result, discrimination and the social inequity it produces. Therefore, efforts to reduce prejudice are well advised to take the social context into consideration when focusing on the individuals' attitudes. This is an issue not only found in America but in the whole world. In our global economy requiring functional and respectful relationships between nations, prejudice and stereotypes can be a destructive force both in the world and in individual societies, especially in diverse ones. Prejudice becomes threatening when it reaches its most extreme form, known as Bigotry.

Operation Magement

PROBLEMS 1. Lead time for one of Montegut Manufacturing's fastest moving products is 4 days. Demand during this period averages 100 units per day. What would be an appropriate re-order point? Re-order point = demand during lead time = 100 units/day * 4 days = 400 units. 2. Montegut Manufacturing produces a product for which the annual demand is 10,000 units. Production averages 100 per day, while demand is 40 per day. Holding costs are $1. 00 per unit per year; set-up costs $200. 00. If they wish to produce this product in economic batches, what size batch should be used?What is the maximum inventory level? How many order cycles are there per year? How much does management of this good in inventory cost the firm each year? This problem requires economic order quantity, noninstantaneous delivery. [pic]or 1826 units. The maximum inventory level is [pic]or 1095 units. There are approximately [pic] cycles per year. Annual inventory management costs total [pic]= $2,190. 89 or $2,191. 3. C entral University uses $123,000 of a particular toner cartridge for laser printers in the student computer labs each year.The purchasing director of the university estimates the ordering cost at $45 and thinks that the university can hold this type of inventory at an annual storage cost of 22% of the purchase price. How many months' supply should the purchasing director order at one time to minimize the total annual cost of purchasing and carrying? First, calculate the EOQ from the data provided. In this problem, the â€Å"units† are dollars, and the â€Å"price† of each is 1. [pic] One month's usage is 123000/12 = $10,250. EOQ = 7094. Month’s usage = 7094/10250 = 0. 9, or about three week’s usage. (This is supported by the order frequency of 17 per year). 4. The soft goods department of a large department store sells 175 units per month of a certain large bath towel. The unit cost of a towel to the store is $2. 50 and the cost of placing an order has bee n estimated to be $12. 00. The store uses an inventory carrying charge of 27% per year. Determine the optimal order quantity, order frequency, and the annual cost of inventory management. If, through automation of the purchasing process, the ordering cost can be cut to $4. 0, what will be the new economic order quantity, order frequency, and annual inventory management cost? Explain these results. Annual demand is 175 x 12 = 2100. At S=$12, the EOQ is 273 units, and there are about 8 orders per year. Annual costs of inventory management are $184. 44. These results are detailed in the calculations below. [pic]; [pic] [pic] At S=$4, EOQ falls to 158, and order frequency rises to 13. Annual inventory management costs fall to $106. 48. The lower order cost encourages smaller, more frequent orders. pic]; [pic] [pic] 5. A printing company estimates that it will require 1,000 reams of a certain type of paper in a given period. The cost of carrying one unit in inventory for that period is 5 0 cents. The company buys the paper from a wholesaler in the same town, sending its own truck to pick up the orders at a fixed cost of $20. 00 per trip. Treating this cost as the order cost, what is the optimum number of reams to buy at one time? How many times should lots of this size be bought during this period?What is the minimum cost of maintaining inventory on this item for the period? Of this total cost, how much is carrying cost and how much is ordering cost? This is an EOQ problem, even though the time period is not a year. All that is required is that the demand value and the carrying cost share the same time reference. This will require approximately 3. 5 orders per period. Setup costs and carrying costs are each $70. 71, and the annual total is $141. 42. [pic]; [pic] Carrying cost =[pic]; setup cost = [pic] Operation Magement PROBLEMS 1. Lead time for one of Montegut Manufacturing's fastest moving products is 4 days. Demand during this period averages 100 units per day. What would be an appropriate re-order point? Re-order point = demand during lead time = 100 units/day * 4 days = 400 units. 2. Montegut Manufacturing produces a product for which the annual demand is 10,000 units. Production averages 100 per day, while demand is 40 per day. Holding costs are $1. 00 per unit per year; set-up costs $200. 00. If they wish to produce this product in economic batches, what size batch should be used?What is the maximum inventory level? How many order cycles are there per year? How much does management of this good in inventory cost the firm each year? This problem requires economic order quantity, noninstantaneous delivery. [pic]or 1826 units. The maximum inventory level is [pic]or 1095 units. There are approximately [pic] cycles per year. Annual inventory management costs total [pic]= $2,190. 89 or $2,191. 3. C entral University uses $123,000 of a particular toner cartridge for laser printers in the student computer labs each year.The purchasing director of the university estimates the ordering cost at $45 and thinks that the university can hold this type of inventory at an annual storage cost of 22% of the purchase price. How many months' supply should the purchasing director order at one time to minimize the total annual cost of purchasing and carrying? First, calculate the EOQ from the data provided. In this problem, the â€Å"units† are dollars, and the â€Å"price† of each is 1. [pic] One month's usage is 123000/12 = $10,250. EOQ = 7094. Month’s usage = 7094/10250 = 0. 9, or about three week’s usage. (This is supported by the order frequency of 17 per year). 4. The soft goods department of a large department store sells 175 units per month of a certain large bath towel. The unit cost of a towel to the store is $2. 50 and the cost of placing an order has bee n estimated to be $12. 00. The store uses an inventory carrying charge of 27% per year. Determine the optimal order quantity, order frequency, and the annual cost of inventory management. If, through automation of the purchasing process, the ordering cost can be cut to $4. 0, what will be the new economic order quantity, order frequency, and annual inventory management cost? Explain these results. Annual demand is 175 x 12 = 2100. At S=$12, the EOQ is 273 units, and there are about 8 orders per year. Annual costs of inventory management are $184. 44. These results are detailed in the calculations below. [pic]; [pic] [pic] At S=$4, EOQ falls to 158, and order frequency rises to 13. Annual inventory management costs fall to $106. 48. The lower order cost encourages smaller, more frequent orders. pic]; [pic] [pic] 5. A printing company estimates that it will require 1,000 reams of a certain type of paper in a given period. The cost of carrying one unit in inventory for that period is 5 0 cents. The company buys the paper from a wholesaler in the same town, sending its own truck to pick up the orders at a fixed cost of $20. 00 per trip. Treating this cost as the order cost, what is the optimum number of reams to buy at one time? How many times should lots of this size be bought during this period?What is the minimum cost of maintaining inventory on this item for the period? Of this total cost, how much is carrying cost and how much is ordering cost? This is an EOQ problem, even though the time period is not a year. All that is required is that the demand value and the carrying cost share the same time reference. This will require approximately 3. 5 orders per period. Setup costs and carrying costs are each $70. 71, and the annual total is $141. 42. [pic]; [pic] Carrying cost =[pic]; setup cost = [pic]

Reading Response to Devil in a Blue Dress

I enjoyed the manner with which Moslem used these two themes In particular to discuss some societal Issues. Starting with a brief summary of the novel, I intend to expatiate on these two themes in subsequent paragraphs. The Plot Set in Los Angels in 1948, the Devil in a Blue Dress is centered on the character of Ezekiel ‘Easy† Railings a black man who had fought in World War II and who has Just lost his Job at an aircraft company and desperate to find a means of earning an income to meet his financial needs especially his mortgage payment.Ease's aspiration leads him to accepting a Job from Dewitt Albright to find a young white lady Daphne Monet. Although Dewitt Albright had a questionable personality, Easy accepted the job after assurance from Albright that the task does not portend any significant problem with the law. Moreover, it was an opportunity to earn some money and considering his financial situation he had to accept the Job. As the story progresses, Easy comes t o realize that things are far more complicated than he could have thought. He Is accused of murder, at risk of being hurt by Albright henchmen Easy is expected to track down is not who they say she is.Easy along with Mouse have to find their way out of the predicament they find themselves while avoiding being dragged in by the nets of the law. The plot of the novel is typical of what to expect from a top-notch detective fiction novel, lots of deaths and intrigues and a proper dose of suspense. Moslem ensured that the chapters were brief yet; almost each of the chapters carried a new twist to the overall plot. Although the overriding theme is that or race and racism and the influence of money on the inhabitants of society, one can identify other inconspicuous issues raised in the novel such as sexual perversity, independence and war.Theme: Race and Racism A major theme in the novel is that of race and racism, the setting of 1948 is obviously a time when the United States of America h ad very visible racial segregation lines and it was refreshing to read a novel that captured this issue as it were back then. Moslem sought to highlight how racial inclinations dictated how the different characters relate with each other and/or how it affects the manner in which they respond to events. Even from Ease's first encounter with Albright- a white man, it was clear that their different racial backgrounds indicated problems ahead.Having fought alongside white men during the war, Easy must have been very disappointed to return only to see that segregation lines are still very visible. In a way, I think Ease's bewilderment was captured in his explanations of his wartime relationship with white men. Stating how he ate and slept with them, and even killed some blue-eyed young men during the war. For Easy, it was refreshing to know that white people were Just as afraid to die as he was (Moslem, 1990) the theme of racism was also inked to authority and how those who believe they are racially superior exerted it.This was evident in the way Albright consistently called Easy â€Å"boy' to send a clear message as to be racial superiority. Moreover, it was quite fascinating to see how Moslem used the novel to highlight and dispel insinuations that the issue of race and racism is well defined. For instance, Moslem showed that race and racism are not that clearly defined; for someone like Daphne Monet who feels lost not being able to clearly establish which side of the divide she belongs. Another case is that of Benny, Ease's former boss.Benny is of mixed racial background and despite Ease's description of him as being darker than most mixed-race blacks around, Benny considers himself racially superior to Easy. Furthermore, Moslem tries to show us how undefined race and racism is with the information that Daphne Monet is not white but black. Ease's response to this revelation is that of disbelief and rightly so. As far as Easy is concerned, Daphne Monet is white. â€Å"l looked at her to see the truth. But it wasn't there. Her nose, cheeks, and her skin color – they were white. Daphne was a white woman† (Moslem, 1990).Moreover, it is not all about the dark for race and racism in the Moslems work. The author in my view sought to highlight how people from different racial backgrounds can along well with each other. Ease's reasonable relationship with Primp as well as his statement about the Negro and Mexican being the same lays credence to this as both blacks and Mexicans are both at the receiving end of racial discrimination from the whites (Moslem, 1990). Theme: Money The theme of money and how it directs the actions of the various characters in the novel Just like race and racism is a recurring issue in the novel.Throughout the plot, pushes some of the characters to the extreme. In fact, so evident is the theme of money in the plot of this novel that most of the deaths that occurred can be traced to the influence of money. Ea se's financial constraint and his acceptance of Albright offer sets the tone for the theme of money and from then we start to see how each character's financial gain influences their actions. Moreover, I found it interesting that Moslem sought to separate Easy from the rest of the pack. From the beginning, Moslem tried to show what was behind Ease's quest to achieve financial stability and reducibility.We are made to see Easy as a man that was so passionate of keeping his most priced assets, which is his house. Easy speaks dearly of his house as the only thing he has got and the only thing worth fighting for and this influences his decision to accept the Job from Albright with a view to earning some money to make his mortgage payment. This is in stark contrast to other characters in the novel whose aim to achieve some level of financial freedom stem from greed. Violence and War I believe a reader response on the Devil in a Blue Dress will not be complete without brief commentary on the theme of violence and war.Although in my opinion, nothing in particular stands out on these two issues in the novel, one cannot ignore the recurring nature of physical violence and war in the novel. Moslem did not disappoint in the area of physical violence as will be expected from a detective fiction novel, there are lots of deaths to evoke the air of mystery and to build up suspense. As for the theme of war, Easy could not shake off his experience of fighting in the Second World War and this is understandable considering the abundance of events hat sees him reminiscing and relating happenings in his environment to memories of the way.It is refreshing to see how his experience of war helps him to develop a balanced approach to things. Ease's war experience also helps him to see other ways of solving problems rather than resorting to violence like most other characters in the novel. To this, we have to acknowledge the influence of â€Å"the Voice† in helping Easy make the right choices and it worthy of note that â€Å"the Voice† was created in Ease's war days. Reference Moslem, W. (1990). Devil in a blue dress. Washington Square Press: New York

The Facades of Freedom essays

The Facades of Freedom essays There are multitudes of varying perceptions regarding the concept of freedom. Whether the freedom of the individual, of our nation or of the human race, there is a constant state of conflicting emotions in our country that date back to the colonial days. Just as the new settlers struggled to identify and trigger their ideas of freedom, so do Americans today. Nothing has stricken more personal chords throughout history than the struggle and debate over differing beliefs of freedom As this is a very complex area of discussion, many questions arose: Did our Founding Fathers subscribe to an idea of freedom that persists today? Or has our centrally controlled government converted our ancestors' guidelines of freedom to hold more power over the people? These are a few questions that many Americans face today, but through a philosophical view, questions surfaced on the freedom of the human race. Questions such as: Are we as humans capable of handling complete and ultimate freedom? Do we need some sort of guidelines and laws to sustain us as a race? And most importantly, are people ultimately afraid of true freedom? Following is an exploration of these questions. Webster's Dictionary defines freedom as the condition of being free of restraints. It also states that one should possess liberty from slavery, detention, and oppression. It states that freedom and liberty are virtually synonymous. In order to have complete freedom, people must have no restrictions on h ow they think, speak, or act. People are responsible for realizing what choices they have and must have the opportunity to act on those choices. Ultimately, to be free, people must not be controlled by anyone else. Yet, it is known that no organized society can actually provide all these conditions at all times. "Liberty too must be limited to be possessed" was expressed by Edmund Burke, a British philosopher. These limitations Burke spoke of arises the idea that in order to ha...

Whats Actually Tested on the SAT Reading Section SAT Reading Skills

What's Actually Tested on the SAT Reading Section SAT Reading Skills SAT / ACT Prep Online Guides and Tips "The more that you read, the more things you will know. The more that you learn, the more places you'll go." Heed the wise words of Dr. Seuss, and get reading! The more you practice reading SAT passages, the better you'll perform on the SAT Reading section. This article goesover everything on the SAT Reading section, including the new evidence-based and data interpretation questions, so you know exactly what to expect. First, how is the SAT Reading section formatted? Format of the SAT Reading Section Reading is the first section of the SAT. It's 65 minutes long, and asks a total of 52 questions. All of these questions are multiple choice and have four answer choices, A, B, C, and D. The questions are all based on passages- four individual passages and one set of paired passages. This chart shows the time, questions, and time per question on the Reading section. Section Time in Minutes # of Questions Time per question Reading 65 52 75 seconds You'll answer 10 to 12 questions on each passage or set of paired passages, and one or more of the passages might be accompanied by a graphic, like a chart, bar graph, or scatterplot. These passages will ask data interpretation questions that relate to the graphic. In addition to knowing how many questions you'll get on Reading and how long you have to answer them, you can also have a general sense of what the passages will be like. Read on for a full overview of the types of passages on the Reading section of the SAT. Types of SAT Reading Passages While you can't predict exactly where your passages will come from, you can know the genre from which each was selected. You'll get just one passage from U.S. or World Literature. Two will be from the field of History or Social Studies, and two with deal with Science. Each passage, or set of paired passages combined, will have about 500 to 750 words. As mentioned above, one or two of them will also feature a graph, table, or chart related to the content of the passage. Paired passages often discuss the same topic or theme, but approach it from a different perspective.Questions that go with paired passages will often ask you to compare or contrast, or to consider what one author would think about the other author's point of view. Beyond familiarizing yourself with the structure of the Reading section, you can prepare by learning about the different question types.We've identified eight. Eight question types, you say? Owl have to start studying! 8 Types of SAT Reading Questions College Board would probably never say its questions can be categorized by type. It suggests that students should take a holisticapproach and just try reading the passages the best they can. This kind of free-for-all approach won't take you veryfar, though. Through carefully analyzingthe test, we've found eight specific question types that appear throughout the Reading section. Below you'll find a description of each type, along with examples of each borrowed from College Board's official SAT practice tests. #1: Big Picture / Main Point Big picture questions ask you about the overall purpose or message of the passage. What's the passageabout? What's it trying to accomplish? Is the passage trying to inform, review, contradict, prove, parody, or hypothesize? What's the point, anyway? Here's an example of a big picture/main point question selected from College Board's SAT Practice Test #2. It actually refers to a set of paired passages, so it requires you to understand the main point of two passages. The main purpose of each passage is to A) compare brain function in those who play games on the Internet and those who browse on it. B) report on the problem-solving skills of individuals with varying levels of Internet experience. C) take a position on increasing financial support for studies related to technology and intelligence. D) make an argument about the effects of electronic media use on the brain. #2: Little Picture / Detail These questions will usually refer to a specific line or two within a passage and ask you about a specific detail. Every fifth line in the passage is numbered, so you should be able to locate a detail quickly. These questionsmight relate to function or author technique, which you'll learn about below, but they tend to refer to a particular line or phrase. This example of a little picture/detail question is also taken from SAT Practice Test #2. Check it out if you want to see the passage and remaining questions! Stanton uses the phrase â€Å"high carnival† (line 15) mainly to emphasize what she sees as the A) utter domination of women by men. B) freewheeling spirit of the age. C) scandalous decline in moral values. D) growing power of women in society. #3: Inference These questions ask you to interpret the meaning of a line, paragraph, or the whole passage. These won't be too subjective or ambiguous, as there can only be one correct answer. It can reasonably be inferred that â€Å"the strong-minded† (line 32) was a term generally intended to A) praise women who fight for their long-denied rights. B) identify women who demonstrate intellectual skill. C) criticize women who enter male-dominated professions. D) condemn women who agitate for the vote for their sex. #4: Vocabulary in Context Vocabulary questions ask you about the meaning of a specific word. Sometimes these words are actually pretty common, but they might be being used in an unusual way within the context of the passage. Like detail questions, vocabulary in context questions will refer you to a specific line within the text, like in the following example. As used in line 36, â€Å"best† most nearly means A) superior. B) excellent. C) genuine. D) rarest. As you're reading, remember that every word, phrase, and sentence has its own important function. #5: Function Function questions tend to be similar to detail questions, but they specifically refer to how a phrase or sentence works within a passage. They want to know what effect a detail has on the passage, like in the belowsample question. The analogy in the final sentence of Passage 2 has primarily which effect? A) It uses ornate language to illustrate a difficult concept. B) It employs humor to soften a severe opinion of human behavior. C) It alludes to the past to evoke a nostalgic response. D) It criticizes the view of a particular group. #6: Author Technique In addition to reading the text closely, you'll also want to think about how the author wrote. For these questions, you might describe the author's tone, style, voice, attitude, or perspective. As you read above, you'll typically get asked to compare author techniques in questions that follow paired passages. They tend to show up after single passages, as well. If the passage consists of prose, as in a passage from US or Word Literature, then these questions will ask about the narrator's style, purpose, or technique, as in the following example. During the course of the first paragraph, the narrator’s focus shifts from A) recollection of past confidence to acknowledgment of present self-doubt. B) reflection on his expectations of life as a tradesman to his desire for another job. C) generalization about job dissatisfaction to the specifics of his own situation. D) evaluation of factors making him unhappy to identification of alternatives. #7: Evidence Support Evidence support questions don't stand on their own. Rather, they refer back to any of the previous question types and ask you to provide evidence for your answer. Let's say you answer an inference question. Then you might get an evidence support question that asks you which lines within the passage provided the reason behind your answer. These evidence-support questions are common throughout the Reading section. Here's an example of an author technique question, followed by an evidence support question. 1. In the passage, the author anticipates which of the following objections to criticizing the ethics of free markets? A) Smith’s association of free markets with ethical behavior still applies today. B) Free markets are the best way to generate high profits, so ethics are a secondary consideration. C) Free markets are ethical because they are made possible by devalued currency. D) Free markets are ethical because they enable individuals to make choices. 2. Which choice provides the best evidence for the answer to the previous question? A) Lines 4-5 (â€Å"Some... ethical†) B) Lines 7-10 (â€Å"But... about†) C) Lines 21-22 (â€Å"Smith... outcome†) D) Lines 52-54 (â€Å"When... way†) #8: Data Interpretation The final question type you'll encounter on the Reading section is data interpretation. These questions refer to graphics, like graphs and charts, and ask you to interpret the information presented therein. Often, data interpretation questions ask how the graphic relates to the passage. The graph in the example below accompanies a Science passage about ocean waves. There are actually three questionsthat ask about the graph, but I'll just show you two of them. 1. Which concept is supported by the passage and by the information in the graph? A) Internal waves cause water of varying salinity to mix. B) Internal waves push denser water above layers of less dense water. C) Internal waves push bands of cold water above bands of warmer water. D) Internal waves do not rise to break the ocean’s surface. 2. How does the graph support the author’s point that internal waves affect ocean water dynamics? A) It demonstrates that wave movement forces warmer water down to depths that typically are colder. B) It reveals the degree to which an internal wave affects the density of deep layers of cold water. C) It illustrates the change in surface temperature that takes place during an isolated series of deep waves. D) It shows that multiple waves rising near the surface of the ocean disrupt the flow of normal tides. You can see how these types of questions draw on certain reading comprehension skills, like your ability to interpret details and find the main point, to understand vocabulary in context, to analyze the sequence and flow of ideas, and to interpret the author's technique and purpose. Furthermore, the evidence support questions make sure that you're backing up your answers with evidence direct from the text. Being able to recognize the question type will help you draw on the right skills to answer it. It will also help you root out wrong answers and effectively use process of elimination to find the one 100% correct answer. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Let's talk about some other key strategies you can use to succeed on the Reading section of the SAT. Alright, cadet- ready to start basic training? How to Study for SAT Reading First off, you don't want to have any surprises on test day. Knowing exactly what to expect, in terms of the types of passages and questions, how much time you have, and what skills you need to demonstrate, is a great way to start preparing for the Reading section. So if you've made it this far in the article, then you've already completed an important first step in your SAT Reading prep! Read on for a few more tips for prepping for this first and longest section of the SAT. Speed Up Your Reading With five passages and 52 questions in only 65 minutes, the Reading section of the SAT asks you to cover a lot of ground and maintain focus for over an hour. Since you’ll get the Reading section in one big chunk, you’re responsible for balancing your time amongfive passages. You’ll have to read deeply yet efficiently and find that balance between working fast while still catching important details. If this feels scary to you, don’t despair! There are lots of reading strategies you can practice before sitting for the real test. Rather than trying to catch each and every word, for instance, you might pay most attention to the introduction, conclusion, and transitions between paragraphs, and skim the rest. Other students find it helps them to read the questions first, so they know what to look for. There are a few different strategies for reading the passages, so you should learn about them and try out each one. Everyone’s different, so you should choose the strategies that work best for you. The more you practice with timed tests, the more efficient you’ll become. Then when you actually sit down to take the real SAT, you’ll feel confident about managing your time and getting to all 52 questions before the proctor calls time. Search for Evidence The SAT is meant to test you on skills, not knowledge. You don’t have to know anything about a topic before answering questions on it on the Reading section. In fact, having pre-existing knowledge could even get in your way. Rather than asking you to recall facts and figures, the Reading questions are entirely based on passages. As such, your answers should be based directly on the words in front of you. When you choose your answers, make sure that you can point to specific lines as evidence that your answer’s the right one. The new evidence-based questions on the SAT are, in some sense, a blessing in disguise. They serve as a useful reminder that all of your answers should be based on the words in front of you. Evidence-support questions explicitly ask you to provide the lines that served as the basis of your answer to a previous question. Even if a Reading question’s not followed by one of these evidence support items, it’s a good idea to do the same sort of mental check. Ask yourself, what am I basing my answer off of? If you think you’re answering based on anything other than the words in the passage in front of you, then you might want to double check your thinking. Use Process of Elimination While some questions will be easier than others, most have at least one answer that’s obviously wrong. Using process of elimination to zero in on the most reasonable answer can be a helpful strategy in the Reading section, especially in situations where you feel unsure. While some questions may feel subjective because they ask you to make an inference or evaluate an opinion, they will always only ever have one 100% correct answer. All of the other answer choices, even if they seem reasonable upon first read, will be problematic in some way. If the right answer doesn’t pop out to you right away, try to use process of elimination to look for these errors in logic. It should help you narrow down your choices by at least one or two. If you really have no idea or are spending too much time on an answer, at that point, you could at least make an educated guess. The rights-only scoring means that you won’t lose any points with a wrong answer, so you have a better choice of upping your score than you would if you left it blank. Remember that words can be chameleons. They might look totally different in different contexts. Study Multiple Meaning Words You’ll find â€Å"words in context† questions after every passage on the Reading section. As you saw in the example above, these questions ask you to define or give a synonym for a word from the passage. The catch? You have to understand â€Å"how the word is being used† in a specific line. All of the answer choices might be reasonable synonyms for the word under consideration. You need to understand the connotation of the word in its particular context. You won’t encounter particularly obscure or high level vocabulary terms. Instead, the words will be relatively common, but they’ll likely have different meanings in different contexts. You can prepare for these questions by studying relevant vocabulary lists and sharpening your ability to divine the meaning of a word based on context clues. Brush Up on Literary Terms While you won’t encounter a ton of high level literary terminology- again, the Reading section is meant to test skills, not knowledge or memorization- you should be familiar with the basics. Review key terms like style, tone, attitude, and theme. Even more importantly, make sure you understand how to describe those parts of a work of prose or nonfiction. To answer these types of questions, you’ll need to be able to pick up on the theme, central argument, or overall tone of a piece of writing. Practice Data Interpretation As you saw above, one or more of the passages will be accompanied by a graphic. You’ll be asked to interpret data from a graph, chart, or table. You might get a bar graph, line graph, scatterplot, pie chart, or table, and you’ll need to know how to read it. Again, you won’t need preexisting knowledge on the topic, but rather the ability to comprehend information before you. You’ll find these data interpretation questions on College Board’s official practice tests and Khan Academy’s online program. You’ll also find them in prep materials from books or PrepScholar’s online program. If you feel like you’re running low on materials, you might try practicing with ACT Science questions. These will all represent scientific data, but they will give you practice interpreting data from graphics and relating it to accompanying passages. In fact, this skill will help you on the entire SAT, as you’ll find data interpretation questions on the Reading, Writing, and Math sections. Read Widely Finally, as the wise Dr. Seuss encouraged us, read daily and read widely to enhance your critical reading and comprehension skills. The Reading section doesn’t just give you prose passages as you might be used to in English literature classes. It also gives you scientific and historical texts that are nonfiction or argument-based. Practice reading from a variety of genres to get used to different styles. Taking timed SAT practice tests will also help you sharpen your reading skills and get used to switching quickly between subjects and writing styles. While it’s more difficult to measure, your reading skills will only improve through frequent practice. And being a skilled reader is what doing well on the Reading section of the SAT is all about! What's Next? Are you a big reader or looking to study the humanities or social sciences in college? If you're aiming for a top score, then you should check out these strategies by a perfect scorer for how to score an 800 in Reading. With 52 questions in only 65minutes, how are you going to balance your time between reading and answering questions? This article breaks down the best approach for reading the passages. Are you planning to take the optional essay section? This guide goes over exactly how to write an SAT essay, step by step. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We also have expert instructors who can grade every one of your practice SAT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Negotiation Resolution and Conflict Essay Example | Topics and Well Written Essays - 750 words

Negotiation Resolution and Conflict - Essay Example However, those with lacklustre performance should be held accountable through their pay. (Pearlstein, 2008) The problem situation began when Chancellor Michelle Rhee proposed to the teachers’ union at Washington D.C. the controversial change in their employment contract. The proposal in essence proposed a higher-pay-for-job-security swap. Teachers will be given the option of earning up to $131,000 within the ten-month school year, but will have to relinquish absolute job security and a personnel-and-pay system based nearly exclusively on years served. The Rhee proposal also includes: protection from arbitrary firings, professional development and support, and a growth model of achievement. But on the negative side, it proposes the removal of grossly incompetent and abusive teachers, and a more stringent evaluation method to gauge teachers’ performance. (Rhee, 2009) While some members of the teachers’ union, such as Washington Teachers’ Union (WTU) President George Parker, and American Federation of Teachers (AFT) leader Randi Weingarten, see the merits behind this proposal, others see it as a deprivation of their right to tenure which they currently enjoy. They also protest the proposed evaluation method as subjective and disadvantageous to teachers. This has caused the controversy, not only between administration and teachers, but also among the ranks of the teachers themselves. (Pearlstein, 2008) On the other hand, it is admitted by researchers that compensation â€Å"based mostly on seniority and formal credentials rather than performance†¦has become untenable, as the teaching profession has changed dramatically over the last few decades.† (Hess and Loup, 2008) Obviously, D.C. Chancellor Rhee is using the carrot-and-stick tactic; higher pay and privileges for well-performing teachers, and sanctions / dismissal for incompetent and abusive teachers. On the teachers’ side there is the realization that

International Trade Contracts Essay Example | Topics and Well Written Essays - 2500 words

International Trade Contracts - Essay Example As noted by Hannold, both English law and the CISG maintain that if a sales contract stipulates that the seller deliver the goods to the carrier or buyer at a specific location and time, and if the goods are delivered in the required condition, risk of damage passes from the seller to either the buyer or the carrier (depending on whom they were delivered to).2 In this case, and as is evident from the fact that B contracted directly with C, with S being responsible for the delivery of the wine to C at a specified place (quayside) the risk of damaged passed from S to C. In other words, as per both English law and the United Nations Convention for the International Sale of Goods, B cannot sue S who rightly claimed that his responsibility ended at the quayside. While B cannot sue S, he is entitled to sue C. The validation of the aforementioned assertion necessitates a brief review of relevant CIF terms, English law and case law. In accordance with the CIF contractual matrix, and as further supported by the laws governing marine transport and insurance, inclusive within the parameters of contracts for the maritime transport of goods is a guarantee that the goods will be delivered in the condition that they were originally delivered to the carrier in. In further guarantee of the stated, and as established by both English law and CIF terms, an insurance policy covering the economic value of the transported goods is included within such contracts.3 In direct reference to B's case, the implication here is that upon his entrance into contract with C for the delivery of the wine, and given that the assumption here is that S delivered them to C in the required condition, C is liable for the damages. The fact that B is entitled to hold C liable for the damages to the wine and is in a position to sue him according is further established by English case law. In Bayview Motors Ltd -v- Mitsui Marine and Fire Insurance Co., et al., [2002] the buyer contracted for a consignment of motor vehicles, whose specifications were clearly outlined in the contract. However, the goods he ultimately received were non-confirming consequent to the fact that they had been damaged during shipment. The seller successfully proved that the goods he had delivered to the carrier met the contractual requirements and therefore, established passage of risk. The buyer, thus, sued the carrier and the court found in favour of the claimant and held the carrier responsible for the damages.4 The aforementioned case is immediately relevant to the one at hand, insofar as it invaluably aids in the identification of the party responsible for the damaged consignment. Quite simply stated, passage of risk applied upon S's delivery of the goods to C in the required condition. The fact is that the goods were damaged during shipment and irrespective of whether C or his master of ship knew of the presence of the AFWA, the law is clear: C is responsible for the damages once he took possession of the goods at the quayside and, especially since S delivered them in the required condition. To this extent and given both the parameters of English law and CIF, B is entitled to sue C. (2) Even though, as previously stated, B is not responsible for t