The 3 Types of SAT Reading Passages You Should Know

The 3 Types of SAT Reading Passages You Should Know SAT / ACT Prep Online Guides and Tips There are 3 types of SAT reading passages that you, as the test taker, need to be familiar with. The 3 types of passages mainly differ in length, but also somewhat in content. Therefore, the strategies for tackling them need to be different. Below, we'll go over the different types of reading passages on the SAT and what you can expect from the questions that follow them. NOTE: This article was written about the old SAT Critical Reading section. For more information about passages on the current SAT Reading, we recommend instead reading this article. Types of Passages: Short passages Short passages are generally 100-200 words, 5 or 6 questions per passage.You might have multiple short passages in a section but, because they have less space to express ideas, they are usually informational pieces, rather than fiction. Here's an example of a short passage: These short reading passages tend to follow the sentence completions.Short passages are generally more straightforward and convey simpler ideas. Therefore, you should be able to go through them faster, and with greater accuracy than thelong or paired passages. Short Passage Questions Short passage questions tend to focus around reading comprehension questions. They're likely to be specific questions, or information based, with some general questions about the main idea or tone. Long Passages Long passages are 400-800 words, with anywhere between 7-10 questions per passage.The types of questions likely to be covered in a long passage are mentioned in another section below. Because of its length, you may find yourself forgetting what you read by the time you get to the questions. Therefore, make things easier for yourself! Mark important sections or words as you're reading the passage so that you can easily find it again later as you are going through the questions, just like in the example above. Long Passage Questions Longpassages are the bread and butter of the reading passage and usually involve main idea questions in some form. You should definitelyexpect plot summary questions, questions about the author’s views, and questions about individual characters (if the subject is fiction). Paired Passages Paired passages are 250-600 words each.They generally share the same topic or theme but approach it from a different perspective. Paired passagesare either both long or both short but, don't worry, they are no more difficult than the standard long or short passages. Here's an example of a passage pairing that's particularly short: With paired passages, remember to read any introductory material describing or giving information about two passages. This will usually be found in italics at the beginning and contain valuable information that can start helping you compare and contrast the two viewpoints. It might also be good to keep in mind the kind of sources that the 3 types of reading passages are drawn from. We'll cover these in more detail in another article, but for now, here's a very brief overview, below. Paired Passage Questions For paired passages, the first group of questions will refer to the first passage and the second group of questions will refer to the second passage. The last group of questions will almost always refer to how the passages relate to each other -this question type is unique to paired passages. Paired Passages Generally Have the Following Format for their Questions: A few questions on passage 1 A few questions on passage 2 Some questionsthat ask you to compare and contrast the two passages Some questions that ask you to consider what one author thinks about the other author's point of view Reading passages usually concern these subjects: Natural Sciences Humanities [Arts Commentary, History] Social Sciences [Science and culture] Literary Fiction [Literature] Personal Narrative We cover all these types in more detail in another article, Master SAT Reading: 5 Types of Passages. Question Types Across Passage Types: There are a total of 48 critical reading questions that are passage based, distributed across the 3 types of passages above. All passages share certain types of questions in common, while each passage type also has unique question types. First, we'll cover the types of questions that are common to all passage types. Vocabulary in context questions Vocab in Context questionsgenerallynumber between12-16 questions in total. Typically, they ask about a word in the passage.These questions are straight forward and quick. They're also easy to practice for - don't waste this opportunity to accumulate points!Always refer back to the passage first (get an idea of what word means in your terms then look at answer choice and pick one that matches). Specific Questions Specific questions will often contain a line or paragraph reference, a piece of information that isn't identified by line number.You will need to look for one identifiable piece of information within the passage, not the passage as a whole.If you find the answer, then approach itlike you would the vocab questions - think of the answer in your own words, and only thenlook back at the question.Specific questions can be literal comprehension, extended reasoning, or main idea questions. Literal comprehension questionswant you tofind a specific piece of information. Extended reasoning questionsask you to enter, make connections or draw conclusions about specific information in the passage. They never stray far from the text!You can draw conclusions but keep in mind that they're still specific questions! All answers should be drawnfrom the passage.Sometimes you may have to identify cause and effect,make inferences, orunderstand the logic of analogies or arguments. Main Idea Questions Main idea questions generally ask about passage as a whole (about author's tone, about attitude/development of a character).To answer these, you must have reasonable grasp of the entire passage.These can take a long time, so save them for last if you have trouble with time management. Confused About How to Sort This Out? Don't worry! We've got you covered! Below are some questions that should help you assess how you are doing on the critical reading - what you're good at, what you're having trouble with, where you can improve, etc. Answer them on a separate piece of paper and go over them with another practice test in hand. If you have a tutor, bring your answers to them, so they can have a clear idea of where you need help most! We've also got some links to articles that focus on strategies to ace the SAT Critical Reading section. Check out the section What's Next? at the bottom of this article. Questions to Ask Yourself: What Passage Types Are You Bad At? For each type of passage, categorize the number of questions you get right, wrong, and omit Figure out your % performance for each type of passages Ifone of these is worse than others (say 10% lower than others), focus on that type of passage Categorize the types of questions across the test, then figure out your % for each type of question Focus on your weaker questions/passages when studying for your test What's Next? For more information on SAT Critical Reading, check out: What's Actually Tested on SAT Reading? SAT Reading Skills Printable SAT Practice Tests: 8 FREE Official Tests The Best Way to Read the Passage in SAT Reading Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Reflective Practice Research Proposal Example | Topics and Well Written Essays - 500 words

Reflective Practice - Research Proposal Example A brief survey of the literature shows that the methodology, results and reportage of reflective practices vary and are highly interdependent. This project will survey the available literature as extensively as possible, categorize the different aspects of the practices, methodologies, and reported outcomes and attempt to extract a general understanding of what works and what does not work and why. From the results of this intensive survey of the literature we should be able to come to some conclusions concerning reflective practices. From these conclusions we can identify any elements which may be missing in the body of literature which might suggest directions for future study. In addition, we expect to be able to create a template of sorts to aid teachers in developing and documenting reflective practice in order to make this process easier and more useful. This will include a synthesized description of the role of the reflective practitioner in education, an informative chart showing reflective practice strategies, the benefits and problems or disadvantages of each plus an analysis of various instruments/tools used to exercise reflective practice. Many textbooks have described and analyzed reflective practices, and there have been some influential texts which concentrated only upon this subject, such as those of Osterman, K., & Kottkamp, R. (2004) and York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2005). However, there needs to be ongoing study of these practices in order to have continuous evaluation and ongoing availability of current information. One major purpose projects like this can serve is to filter the available literature and offer some guidance to those who wish to read more about reflective practices. An initial search on survey overview of reflective practice in education resulted in, at the least with the exclusion

Marketing Management. Fast food Assignment Example | Topics and Well Written Essays - 1750 words

Marketing Management. Fast food - Assignment Example In Canada fast food restaurant include Boston Pizza, Tim Horton and Swiss Chalet. In the UK fast food restaurants include included Easy Pizza, and Pizza Express. In this market the restaurant form chains which are in most cases centrally controlled, this restaurants have been criticised in the past that excess consumption of these foods will lead to obesity, the direct advertisements to children, the reduction of local cuisines and their lack to provide employment. Consumer behaviour is changing and the fast food industry is loosing market share to other restaurants that produce expensive meals to consumers, also the campaign against the consumption of these fast foods has led to a decrease in consumption. Advertising in the fast food restaurant is through television commercials, the print media, billboards and events sponsoring. Recently this food restaurant are now changing to internet advertising due to increased criticisms on television and media, Branding includes clothing, direct signs and posters. McDonald has sponsored the Olympic Games, FIFA world cup and NASCAR teams. Advertising plays a major role in marketing a product; advertising informs consumers on existing products, communicates the information about a product, stimulates the distribution of a product, increases product usage and finally builds brand preferences and loyalty through constant and consistent promotional campaigns. Fast food advertising in 2001 amounted to 635 million dollars for McDonald, 298 million dollars for Burger King, 179 million dollars for Tacos Bell and 148 million dollars for Pizza Hut. (http://www.ijbnpa.org/content/pdf/1479-5868-1-3.pdf) According to the fast food industry statistics the fast food industry is losing popularity due the constant campaigns, the campaigns are usually based on the fact that the food they produce cause obesity, the advertisement of junk food to children and this has led to countries introducing strict limitation on fast food advertisement and this has made them to advertise through the internet as an alternative to reach their customers. We there fore analyse the MacDonald restaurant to view their strategic planning on market throughout its historical development from a small restaurant to a multinational restaurant. Mc Donald Fast Food Restaurant. Mc Donald is the largest fast food restaurant in the world. It has dominated the American market and the rest of the world. The restaurant has many branches all over the world and they are similar in their services, staff uniform, menu, packaging and services with a smile. The principle of this restaurant is efficiency, calculability, uniformity and control through automation. It was founded in 1940 by Dick and Mac McDonald. This company has branches in 199 countries and serves close to 5 million customers dairy. In 2005 report, the company had a total of 45,777 employees, in the same year total revenue amounted to 20.466 billion US dollars and the net income to the restaurant amounted to 2.602 billion US dollars. The volume of food used every year are 32,000 tonnes of beef, 21,500 tonnes of chicken, 100 million eggs and 7,250 tonnes of cheese just to mention a few. Mc Donald and Dick ventured into the food business in 1937 by opening a hotdog stand in Arcadia California, they later expanded their business and in 1940

School Social Workers On Child Development Social Work Essay

School Social Workers On Child Development Social Work Essay There is a saying that there is nothing new under the sun as far as the calamities of the world go. This saying may very well be true, but because of an increasingly larger population, school-aged children of today are forced to face more problems much earlier than their predecessors did. Because todays children have so much to face, it is important for them to have a good support base at home as well as at school. Together with other school-based mental health professionals, school social workers are expected to support the needs of at-risk students attending public schools (Altshuler Webb, 2009). In order to provide children with the support they need for positive development, school systems need social workers that have been properly trained in choosing the correct intervention method and in proper service delivery. The National Association of Social Workers identifies four major areas of school social work practice: Early intervention to reduce or eliminate stress; within or between individuals or groups; problem-solving services to students, parents, school personnel, or community agencies; early identification of students at risk; and work with various groups in school to develop coping, social, and decision-making skills (). Social workers have been providing services to public schools for over a century, and there are many ways school social workers can utilize their knowledge, skills, and values to improve the lives of students. The services that workers provide have evolved over time but have maintained an overall purpose of addressing environmental barriers that negatively affect the ability of students to succeed academically (Altshuler Webb, 2009). There are several factors that determine the need for intervention by social workers. Family issues, attendance problems, and academic concerns are all prevalent factors presented for intervention (Kelly Stone, 2009). There are also issues of neighborhood violence, drug use, deviant peers, teen pregnancy, and poor impulse control. Early life experiences (while not the sole determinants of later life mental health and behavior disorders) may be important influences in childrens development and children living with substantial environmental stress early in life are at increased risk for aggressive and antisocial behavior in youth and adolescence (Hudley Novak, 2007). It is up to todays school social workers to find and implement more effective strategies for decreasing and eliminating these behaviors, especially now that behaving aggressively has become an essentially automatic response to stressors in some youths. Social workers can assist students in dealing with stress or emotional problems by working directly with the children and their families. By acting as institutional and cultural brokers between families and their childrens school, social workers are filling a very important void. This is especially significant for schools where often the least successful students come from families who are experiencing poverty-related barriers and constraints. Bridging the gap between school and families is important because when parents are involved effectively in their childrens schooling, student achievement typically improves (Alameda-Lawson, Lawson Lawson, 2010). Because school success is critical to future life tasks, interventions are worth our attention. School social workers broad skill sets, ranging from advanced clinical to highly skilled generalist approaches (with particular emphasis in school mission, functioning, and processes), are essential to the assessment process and design of effective interventions. All students, their families, and school personnel benefit from access to the expertise of school social workers in implementing system level universal (school or district), evidencebased programs, as well as early-targeted interventions. This expertise is particularly critical in working with students struggling with behavioral, emotional, family system, and ecological challenges to ensure a truly systemic, comprehensive assessment. Workers can also address problems such as misbehavior, truancy, teenage pregnancy, and drug and alcohol problems and advise teachers on how to cope with difficult students. Some of the methods that school social workers use are individual, group, and family/community therapy. Some workers teach workshops to entire classes on topics like conflict resolution. School social workers extend opportunities for students to volunteer, serve others, or contribute to their communities by referring students to existing service opportunities; facilitating service projects and clubs; or creating an array of individualized opportunities for students to help peers, younger students, adults, or the community. By encouraging students to participate in service, social workers are helping students to develop more protective and promotive factors such as self-esteem, friendships, and confidence, as well as ensuring that the students gain familiarity with the social worker and feel more comfortable going to him or her for help with crises. Integrating youth development principles into school social work practice is a powerful application of the strengths perspective and an important way to build resiliency. Youth development activities such as service can also be conceptualized as tiered interventions within a response to intervention and positive behavioral interventions and supports system (Leyba, 2010). While it is vitally important for the social worker to forge a positive and trusting relationship with students and their families, it is just as important that the worker remember to be empathetic without being sympathetic. Delivery of needed services is tantamount, but there are policies, ethics, and rules of practice to be considered at all times. The National Association of Social Workers and School Social Work Association of America have recommended specific requirements for professional preparation and competency of the school social worker. Social workers shall function in accordance with the values, ethics, and standards of the profession, recognizing how personal and professional values may conflict with or accommodate the needs of diverse clients. To work in a school setting, a social worker must have an MSW degree from a Council on Social Work Education approved program. The worker must have completed a school-based internship and have taken In conclusion, social workers provide an invaluable service to the school system. Today, school social workers are represented across the 50 states, performing duties in a wide variety of roles, all of which are ultimately focused on facilitating systemic change to support the academic success of students (Altshuler Webb, 2009).

Disadvantages of monopoly Essay

†¢ Higher prices and lower output Monopolies often mean that prices will be higher and output lower than is the case for an industry where competition prevails. Firms in one industry are producing under conditions of perfect competition, while the other firm is operating under conditions of monopoly. The costs of production are the same for each industry. †¢ Excess profits High profits made by the monopolist are not necessarily an indication of efficient methods of production. The monopolist may, in fact, be using its market power to raise prices above marginal costs in order to increase its revenues. †¢ Higher costs and x-inefficiencies Under competition, firms strive to minimize their inputs to produce a given level of output. Firms do not necessarily have to produce at the minimum efficient scale to be technically efficient, as long as they produce at the lowest costs for their given scale of output. Firms which produce on the average cost curve are technically efficient or x-efficient. In other words, they produce at the lowest cost possible given their respective sizes. Competition normally implies that firms will be x-efficient. However, if firms are insulated from competition, as is the case for monopoly, then there is less incentive to minimize costs. Firms may instead adopt ‘expense preference’ behavior by investing in activities to maximize the satisfaction of senior managers, at the subsequent sacrifice of profitability. †¢ Price discrimination Monopolists as sole suppliers can discriminate between different groups of customers (based on their respective elasticity’s of demand) separated into different geographic or product segments. A monopolist can practice price discrimination in several ways: †¢ First-degree price discrimination. Often referred to as perfect price discrimination, this involves the monopolist charging each customer what he or she is willing to pay for a given product. By doing this the monopolist can increase revenue and erode any consumer surplus which consumers might enjoy. †¢ Second-degree price discrimination. The monopolist charges customers different prices based on their usage. In other words, consumers might be charged a high price for initial usage, but lower prices for subsequent units consumed. This type of pricing has been used in industries such as electricity, gas, water and telephony. †¢ Third-degree price discrimination. In this case, the monopolist separates customers into markets based on different demand elasticity’s. Customers with inelastic demand are charged higher prices than those with elastic demand. †¢ Restrictive practices Monopolists often use unfair practices to keep potential rivals out of the market. Even if rivals are successful in entering the market, the monopolist may choose to eliminate these firms by various restrictive price and non-price strategies such as predatory pricing and vertical restraints. †¢ Limited technical progress Some evidence suggests that technical progress is often slow when a single firm or group of firms dominates an industry. As they face no real competitive pressures, monopolists are under no real pressure to spend any abnormal profits earned on research and development of new product and processes, which is often seen as a risky investment. Consequently, technical progress in these industries is likely to be slow. Reference: http://classof1. com/homework-help/economics-homework-help/.

To Build a Fire: Man’s Pride

To Build a Fire by Jack London is a story of man who believed that he is larger than nature itself, that he could conquer anything—even seventy-five degrees below zero. Throughout the story, London clearly depicted a very cold place, a place which obviously no human could survive. According to one critique, the story â€Å"pits one man alone against the overwhelming forces of nature† (Rhodes, 1994). Probably due to humans' achievements, the man has become engulfed with pride and has carelessly ignored the power of nature.The protagonist was described as a man who is keen to details and, through most of the story, exuded confidence that he could cross the place. In fact, he already had a targeted time when he could reach his other companions. He did not have apparent fear of danger and seemed to rationalize to himself so as not to face the real situation: â€Å"Maybe, if he ran on, his feet will thaw out; and anyway if he ran far enough, he would reach camp and the boys † (London, 2002). It was only near the end of the story did he realize the danger that he entered himself into, the death that he could have easily avoided.If he was not as arrogant enough to perceive the â€Å"old-timers† as â€Å"womanish† and heeded their advice, the man would never have died and would have enjoyed â€Å"camping out with the boys. † His arrogance took its toll—nature took his life. References Rhodes, K (1994). To build a fire: Overview. In N. Watson (Ed. ), Reference guide to short fiction (1st ed. ). Detroit, MI: St. James Press. London, J. (2002). To build a fire. In L. Jewell (Ed. ), Reading and writing about literature (1st ed. ). Upper Saddle River, NJ: Pearson Education.

Life Span Perspective Paper - 711 Words

Life Spain Perspective Paper Teresa Haumschild PSY/375 August 12, 2013 Kay Rubin, MA Life Spain Perspective Paper When it comes to life span development you have to understand what it is and where it comes from or even how it got its name. As it was said by Boyd and Bee that life span development is the name that psychologists have given to the physical and cognitive changes that occur throughout a person’s life (Boyd amp; Bee, 2009). So I will be first explaining the life span of development, along with summarizing two different theories of life span development, and then the last one is just explaining how heredity and the environment interact to produce individual difference in the development. So what is life span†¦show more content†¦Then take both theories but Piaget and Fred they both seem to play a role of nature and nurture in the development stage too. Hereditary along with environment is a personality development that is a heated debated in the area for several of years. So when it comes to nature versus nurture the personal experience that a person goes through is basically determining what is causing the individual the differences in their physical and behavioral traits as well. Then the frequent personality that is of the heritable trait that has been researched just in twins along with adoptions as well. Then for a bit of a twist when identical twins were studied they found out that they were far more similar when it came to their personalities and then when they looked at just random people that were just selected in pairs of two. So in conclusion the life span of development is simply psychological studies that form the very conception of the theory which is until the death of humans. It also has an insight of the relationship development as well that can be seen with in different stages of one’s development along with the five characteristics stages too. 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