Definition and Examples of Solecism

Definition and Examples of Solecism In prescriptive language, a use blunder or any deviation from customary word request. In its more extensive ramifications, notes Maxwell Nurnberg, a solecism is a deviation from the standard, something outlandish, incomprehensible, foolish, or even an inappropriateness, a break of manners (I Always Look Up the Word Egregious, 1998).The term solecism is gotten from Soli, the name of an antiquated Athenian settlement where a vernacular viewed as inadequate was spoken. Models and Observations: Solecism. An antiquated term for a blunder in grammar emerging from a confuse between words. E.g., those page would be a solecism since plural those doesn't coordinate or isn't compatible with, solitary page. . . .The expansion to blunders other than of language is modern.(P.H. Matthews, Oxford Concise Dictionary of Linguistics. Oxford Univ. Press, 1997)I quit school when I were sixteen.(public assistance ad)Songs you sang to me, sounds you brang to me.(Neil Diamond, Play Me)Curiouser and Curiouser[T]he express curiouser and curiouser . . . happens without precedent for the 1865 Alices Adventures in Wonderland toward the beginning of Chapter 2: Curiouser and curiouser! cried Alice (she was so much amazed, that for the second she very overlooked how to talk great English); presently Im opening out like the biggest telescope that at any point was! Its not great English on account of the standard that - er may . . . be added distinctly to expressions of a couple of syllables; a three-sy llable word like inquisitive requires the utilization of additional rather, so Alice would appropriately have stated, More and increasingly inquisitive! Be that as it may, reviewing Alice and her genuinely inquisitive undertakings, curiouser and curiouser has gone into general use as an expression to inspire any circumstance so inquisitive as to make one overlook great English.(Allan Metcalf, Predicting New Words. Houghton, 2002) Among You and IBetween you and IAnd the stars that light up the sky . . ..(Jessica Simpson, Between You and I)[S]ome things we currently consider to be mix-ups or solecisms were once very adequate. . . . Are we racked with resentment when we hear Bassanio in The Merchant of Venice read a letter from Antonio containing the words All obligations are cleared among you and I?(Henry Hitchings, The Language Wars. John Murray, 2011)Solecisms and Barbarisms (1882)Solecism. In talk, a solecism is characterized as an offense contrary to the principles of punctuation by the utilization of words in an off-base development; bogus syntax.Modern grammarians assign by solecism any word or articulation which doesn't concur with the built up use of composing or talking. However, as customs change, what at one time is viewed as a solecism may at another be viewed as right language. A solecism, in this manner, contrasts from a boorishness, because of the fact that the last comprises in the utilization o f a word or articulation which is out and out in opposition to the soul of the language, and can, appropriately, never become set up as right language. Penny Cyclopaedia(Alfred Ayres, The Verbalist: A Manual Devoted to Brief Discussions of the Right and the Wrong Use of Words. D. Appleton, 1882) Roman Rhetoricians on SolecismsI permit that a solecism may happen in single word, however not except if there be something having the power of another word, to which the off base word might be alluded; with the goal that a solecism emerges from the association of things by which something is meant or some goal showed; and, that I may keep away from all quibbling, it once in a while happens in single word, yet never in a word by itself.(Quintilian, Institutes of Oratory)There are two blames in talking that can damage its Latinity: solecism and savageness. A solecism happens if the accord between a word and the one preceding it in a gathering of words is imperfect. A boorishness is when something flawed is communicated in the words.

Slavery and movents to end it Essay Example | Topics and Well Written Essays - 500 words

Subjugation and movents to end it - Essay Example Nonetheless, the most prospering abolitionist subjugation development around then was the abolitionism development. The principle goal of abolitionism was to drastically liberate all slaves in the nation and to end isolation and separation that was wild in the American culture at that point (Filler 1833). The extreme idea of abolitionism recognized the development from different developments of its authentic period. Abolitionism development was likewise filled by strict devotion in the subsequent extraordinary arousing. The movement’s prominence in this manner pulled in opposing and comparative suppositions from various researchers. The creators, Douglass, Pessen, and Thoreau held comparative conclusion on the need of radical change in closure bondage in the United States of America. In his composition, Frederick Douglass stressed the requirement for quick and radical activity to end subjection and prejudice in the state. He offered an unstoppable voice of plan to bondage in his composition. In his talk, Frederick additionally discussed the need to grasp abolitionist servitude legislative issues in the nation. In his works, Pessen discussed the need to battle for correspondence of the whole American populace. He denounced the out of line glorification of man using wrong data. During the abolitionism development, Pessen talked about how the oppressed ladies and dark Americans were abused by the administration and different proprietors of the methods for creation (David 177). Henry David Thoreau accentuated the requirement for common resistance in the battle for the privileges of the subjugated minorities and ladi es in the general public. He was once detained for overstepping the law by declining to transmit charge incomes. Obviously, Douglass, Pessen, and Henry David Thoreau pushed for an extreme development that would dispense with subjugation and fashion conversations for decency equity for all residents of America. These prestigious creators were unequivocally behind the abolitionism development. The three held differing assessments on the way in which radical

The Magic of Getting Involved

The Magic of Getting Involved In the first few weeks or months of your time at the University of Illinois, you may find it beneficial to seek out opportunities to become more involved with your major outside of the classroom and regular homework. Finding organizations, part-time jobs, and internships that support your major and interests will be a great help in your understanding of what youre studying. Real-world, hands-on experience adds a dimension to the college experience that cant be overlooked. You will also find that meeting other people who are gaining the same kind of experience will be a fantastic way to increase your network. Knowing others in your field and working on projects with these people can open doors for you later on. Who knows? Someday down the line, you might be searching for a job or internship, or maybe you will need help with a project that requires a skillset broader than your own. A connection you made through getting involved on campus could be the key to making your project or job h unting experience the best it can be. Getting involved starts at Quad Day, an organization fair held on the Quad at the beginning of each fall semester. With so many registered student organizations (RSOs) across every major and interest reaching out to students at this large event on the Quad, it is not hard to find a group that will spark your interest. Throughout college, you may also find that the best extracurricular experiences you have are the ones that you never expected. You may have friends or acquaintances that encourage you to connect with organizations and projects that may help you to gain valuable experience. The key is to keep an open mind and to always put your best foot forward. While there will occasionally be things that just dont work out, other opportunities will fall into place perfectly. The University of Illinois is the perfect place to get involved outside the classroom. Our large and diverse student body represents an amazing amount of interests and paths that can provide a student with many unique opportunities to support and contribute to amazing work. Your resume will soon be filled with the advancements you made throughout college, which will help you to reach the heights of the career that you choose. Now is the time to explore and achieve. The road ahead is filled with possibilities. Jacob Class of 2019 I’m an Advertising student within the College of Media. My hometown is a place called Fairmount, Illinois, which is about 30 minutes from campus. I began my Illinois journey in the Division of General Studies.

Why Is Marijuana Illegal - 882 Words

Guither, Pete. Why Is Marijuana Illegal? Drug WarRant. N.p., n.d. Web. 17 Sept. 2015. In the article, Why Is Marijuana Illegal?, speaks on the topic of marijuana legalization and the history behind it all. Marijuana goes all the way back to 7,000 B.C. and over centuries it was used as a household product; uses such woven fabric, food, incense, cloth and rope. In 1910 this drug entered the United States from the country of Mexico. Many Mexicans smoked marijuana and had brought the home grown plant with them. It was through this that California apparently passed the first state marijuana law, outlawing preparations of hemp. This drug was put to an end and the Marijuana Act of 1937 passed by Harry J. Anslinger, a member of the Bureau of Narcotics, which made the plant illegal in the fifty states. Pete Guither, the author is the Assistant Dean at Illinois State University. He is a drug policy reform expert and an advocate of ending prohibition that’s still existing today.Guither is also the editor of the website drugwarrant.com and Executive Director of the Prohib ition Isn’t Free Foundation. The article, Why Is Marijuana Illegal?, is a popular source. Its purpose is to have a big audience and is intended on reaching out to everyone to share correct information on marijuana. One can see that this is a popular source due to the fact that it is one step removed from the original source and provides criticism or interpretation of a primary source. Guither’s stance isShow MoreRelatedWhy Marijuana Should Be Illegal1610 Words   |  7 PagesCannabis also known as marijuana, is a plant produced in many countries worldwide. Marijuana was first introduced by the Mexican immigrants for recreational usage, the misconduct of the drug had our whole nation in turmoil so it was voted on to be illegal throughout the whole United States. Marijuana possession is illegal and it is illegal for so many different reason. In fact, there were over 8.2 million marijuana arrest in the united states last year according to ACLU’s original analysis drawnRead MoreWhy Marijuana Should Be Illegal2091 Words   |  9 PagesThe argument of legalizing or prohibiting marijuana has been going on for very long time all over the world. In most countries, possession and use of marijuana is considered illegal. Today, some countries have legalized marijuana while other countries have not. In the United States, some states such as Washington and Colorado have also legalized the possession and usage of marijuana for medical and recreational purposes for adults. There are a number of advocacy groups that stand for its legalizationRead MoreWhy Marijuana Should Remain Illegal992 Words   |  4 PagesKeen Professor Kelley English 1020 3 May 2015 Why Marijuana Should Remain Illegal Marijuana is becoming one of the most commonly used and abused drug in the United States. â€Å"According to government surveys, about 25 million Americans have smoked marijuana in the past year, and more than 14 million do so regularly (Norml). The reasons some people smoke marijuana can be for just relaxation, just to be curious, and more reasons. Even though marijuana is bad in several ways, it is good for one reasonRead MoreLegalize Marijuana; Annotated Bibliography Essay1381 Words   |  6 PagesAnnotated Bibliography on the Legalization of Marijuana Marijuana is the most commonly used illegal substance in United States and in many other countries; this is a statement that seems to be in each article that is written about the legalization of marijuana. This is a subject that has been up for debate for quite a few years now. There are many people who support the legalization of this drug and are strongly convinced that marijuana is not a drug in which one should be punished for, but ratherRead MoreMarijuana Laws Restrict The Growth And Use Of Marijuana1513 Words   |  7 PagesMarijuana is â€Å" the dried leaves and female flowers of the hemp plant, used in cigarette form as [a] narcotic or hallucinogen.†(â€Å"Marijuana†) In the 17th century, marijuana production was encouraged and supported by U.S. legislation. Later, â€Å"during the 19th century,[marijuana] use became a fad in France and also, to some extent, in the U.S.†(â€Å" Marijuana Timeline†). During the 1920’s and 1930’s, th e drug raised fears linked with illegal immigrants and criminal activity. (â€Å"Marijuana Timeline†). ThenRead MoreMarijuana Should Not Be Banned Essay1560 Words   |  7 PagesWithin today’s society, Cannabis is seen as a harmful substance of such negative controversy. Marijuana is a very prominent and controversial issue in society today. Despite many malicious allegations have been made regarding marijuana today, the truth of what marijuana’s real dangers are are beginning to come about again. Sadly, these facts have been held under considerable judgement because of what people stereotype a pot smoker as. This has been brought under heavy criticism due to the stereotypicalRead MoreThe Drug Marijuana916 Words   |  4 PagesMarijuana is one of the most commonly abused drugs around the world and is categorized by the US Drug Enforcement Agency as a schedule I drug. This means it has a higher chance of being abused. (â€Å"Legalization of marijuana: potentia l impact on youth† 1825). Those who are in support of legalizing marijuana do not understand the negative effects of legalizing marijuana and marijuana use itself. There are several arguments for legalizing marijuana, however, the reasons for keeping it illegal outweighRead MoreEssay on Speech on Legalization of Marijuana in Brazil870 Words   |  4 Pageson Legalization of Marijuana in Brazil Good morning class mates. Today I am going to discuss the legalization of marijuana in Brazil. I strongly believe marijuana should be legalized. I am not here to encourage anyone to use or not use marijuana. Yet I do believe that many current problems may and can be solved by its legalization. Marijuana is the most popular drug in Brazil after tobacco and alcohol. Discrimination is the reason why marijuana has still not been Read MoreEssay about Marijuana is not a Drug785 Words   |  4 PagesMarijuana is not a Drug How do we define a drug? Who makes a drug illegal and why do they make it illegal? Marijuana is considered a drug; but why is it considered a drug? In this essay I hope to persuade you that marijuana doesnt deserve the label it has been given. I will use several different examples that will prove to you that marijuana isnt as harmful as people portray it to be. This is a discussion that we have had in the past, when or culture was trying to prove that alcohol wasntRead MoreEssay on The Benefits of Legalizing Marijuana1006 Words   |  5 PagesThe Topic of Legalizing Marijuana has been a very conversational argumentative issue in the American society; moreover in the American politics today. There are many good arguments on why Marijuana should be Legalize and my argument is based on facts and supporting details to prove why Marijuana should be legalize. The Legalization of Marijuana would be profitable to our government and economy, according to Evan Wood who is the founder of the International Centre for Science in Drug Policy; The U

Essay on Fast Food Restaurants Aren’t to Blame for Obesity

In the 21st century, obesity has become a big problem. In fact, 35.7% of adults, 16.9% of kids, and 30.4% of preschoolers are obese in the U.S.! These numbers are still rising and many people are blaming fast food restaurants. Fast food restaurants aren’t the ones to be blamed for obesity; people are. One reason people eat fast food so much is because our bodies crave sugar, fat, and salt. Food companies use sugar, fat, and salt to get people to buy their products. Eating these unhealthy products on a regular basis can lead to an unhealthy diet (Kessler 27). People become obese by getting trapped in a cycle of overeating by having this unhealthy diet (Kessler 122). The overeating cycle starts off with food cues. Food cues are†¦show more content†¦63.6% of people like fast food because it’s inexpensive. 53.2% of people say they are too busy to cook (Hitti). All-American food is a mainstay for 25% of the U.S. population each day. This is a very big number of people eating fast food. In one year, Americans will spend more than $110 billion on fast food. This is more money than Americans spend on movies, books, magazines, videos, and music combined (Fanning)! People can become obese from a number of reasons other than fast food. Getting too little sleep can increase body weight. Today, Americans are getting less sleep than ever before. Pollution, which is becoming a growing concern in the U.S., can mess with hormones in our bodies. Hormones control our body weight. When a person is in a hot or too cold climate, their bodies have to burn calories to become comfortable. Most people live and work in temperature-controlled homes and offices. Many different drugs and medicines can also cause weight gain (Denoon). There are a lot more reasons for obesity than fast food. It is also people’s choice whether to eat fast food everyday or once a week. Once they drink an extra-large pop and Big-Mac with a large fry everyday, they will eventually become obese if they don’t get enough exercise. These people don’t take the effects of eating fast food every day into consideration. Since fast food is basically all grease and fat, everyday fast food eaters with eat grease and fatShow MoreRelatedObesity : Obesity And Obesity1318 Words   |  6 PagesObesity Epidemic Due to Fast Food or Something More Obesity is rising at a rapid rate here in the United States, especially childhood obesity. The obesity epidemic is one of the country’s most serious health problems. Adult obesity rates have doubled since 1980 from 15 to 30 percent, while childhood obesity rates have more than tripled. Is there a link in obesity and fast food eating? Are fast food restaurants to blame for our nation’s obesity issues? Or are we ourselves and our lack of knowledgeRead MoreObesity : The Problem Of Obesity1307 Words   |  6 PagesOver the years, obesity has become the number one preventable cause of death in the Unite States. This leads to the question; who’s to blame? Are the food companies to blame for the price of their fattening food or should we say the people paying to eat at these places daily are at fault for their own health issues? There is many controversies over this topic, but we’re going to discover who is actually the culprit to the lingering questions of the rise in obesity, for both adults and children. EveryoneRead MoreFree Research Essay On Obesity903 Words   |  4 PagesObesity To be considered overweight or obese, a person weighs more than the required weight for their height and age category. In America, approximately one out of every three adults are obese. More than 300,000 adults are dying each year from obesity. All over the U.S. the number of obese people is increasing because of portion sizes, fast food, and not enough exercise. Not only are Americans eating unhealthy food, they are also eating large portion sizes. The required portion size is to eatRead MoreEnough Blame From The Fast Food Industry1195 Words   |  5 PagesProfessor Prangley Summative Essay 1 December 2014 Enough Blame to Go Around The fast food industry is a thriving enterprise in America s economy these days. One can find a fast food vendor on nearly every block, says David Zinczenko in his article Don t Blame the Eater. The article explains the growing expanse of the fast food industry and the subsequent number of nutritional food businesses declining, there by leaving the fast food industry responsible to provide adequate nutrition for countlessRead MoreFast-Food Advertising Causes Obesity Essay1395 Words   |  6 Pageschildren who eat from fast food restaurants have a big risk for becoming overweight. Some research shows that greater familiarity with fast food advertising on television is associated with obesity in young people (Pediatric Academic Societies parag.1). It is known that these children and adolescents are being extremely exposed to fast food advertising including the internet, social media, and particularly on television. The marketer and owners of these fast food restaurants use many te chniques toRead MoreDon t Blame The Eater, By David Zinczenko Essay1496 Words   |  6 Pageswant to go to work but they have to go. People do not have to go to work if they do not wish to go otherwise people would not have any income to live on. This is similar to the obesity issue. People feel like they are obligated to eat out all the time because of various issues. Some issues are explained in the essay â€Å"Don’t Blame the Eater,† by David Zinczenko. The author asserts that children are suing big corporate companies such as McDonald s because it is making them fat. He states that it is anRead MoreObesity Is More Common Than Before961 Words   |  4 PagesNow on days’ obesity is more common than before. People expend most of their time at home and who doesn’t like eating a snack while watching their favorite show. The more hours are spending in front of a television the less exercise is done. With all these fast food restaurants available at every corner, more accessible, faster and busy schedules, there’s no surprise is often chosen. Today obesity has become a major health problem since it leads to other health illness. The government, along withRead MoreChildhood Obesity Is Not Just An Issue That American1535 Words   |  7 PagesChildhood obesity is not just an issue that American’s are dealing with—it has become an epidemic. Today, about one in three American kids and teens are overweight or obese. Most Americans blame fast food companies for the rise in childhood obesity which has tripled in the past 70 years. American citizens point their fingers at fast food franchises because of the increasing rate of childhood obesity; Americans do not realize that it is most likely the parents who are to blame because parents areRead MoreThe Arguement of Parental Responsibility to Teach Health Habits in â€Å"The Battle Against Fast Food Begins in the Home,† Daniel Weintraub512 Words   |  3 Pagesâ⠂¬Å"The Battle Against Fast Food Begins in the Home,† Daniel Weintraub argues that it is the parents, not anybody else, who are responsible for teaching kids healthy eating and exercise habits. He also states that, â€Å"It’s the fault of the parents who let their kids eat unhealthy foods and sit in front of the television or computer for hours at a time.† His argument that parents are to blame for childhood obesity is correct to a certain extent but he fails to realize that fast food company’s marketingRead MoreAnalysis Of DonT Blame The Eater By David Zinczenco1057 Words   |  5 PagesThe New York Times has published an article, ‘Dont Blame the Eater’, by David Zinczenco, in which the author claims that obese people are not completely at blame for their health implications, but, big corporations and fast food restaurants have a big part in this obesity epidemic. Although Zinczenco does not say so directly, he apparently assumes that the fa st food industry is completely at fault for the growing health issues in children, including diabetes. Throughout his article, he makes it

Dental Cavities And Water Fluoridation Health And Social Care Essay Free Essays

Fluoridation of H2O is the controlled add-on of fluoride to a public H2O supply to cut down tooth decay. Fluoridated H2O has fluoride at a degree that is effectual for forestalling pits, this can happen of course or by adding fluoride. This pattern occurs chiefly in English-speaking states, as Continental Europe does non fluoridize public H2O supplies. We will write a custom essay sample on Dental Cavities And Water Fluoridation Health And Social Care Essay or any similar topic only for you Order Now Fluoridated H2O operates on tooth surfaces: in the oral cavity it creates low degrees of fluoride in spit, which reduces the rate at which tooth enamel demineralises and increases the rate at which it demineralises in the early phases of pits. A fluoridated compound is added to imbibing H2O, a procedure that in the United States costs an norm of about $ 0.94 per person-year. Bottled H2O typically has unknown fluoride degrees, and some domestic H2O filters take some or all fluoride. Dental pits remain a major public wellness concern in most industrialised states, impacting a bigger per centum of schoolchildren and the huge bulk of grownups. Water fluoridization prevents pits in both kids and grownups, with surveies gauging about 30 per centum decrease in pits when H2O fluoridization is used by kids who already have entree to toothpaste and other beginnings of fluoride. Water fluoridization can do dental fluorosis, which can change the visual aspect of developing dentitions. These are normally non considered to be of aesthetic or public-health concern. Fluoride ‘s effects depend on the entire day-to-day consumption of fluoride from all beginnings. Drinking H2O is typically the largest beginning ; other methods of fluoride therapy include fluoridization of toothpaste, salt, and milk. Water fluoridization, when executable and culturally acceptable, has significant advantages for subgroups at high hazard. The U.S. Centres for Disease Control listed H2O fluoridization as one of the 10 great public wellness accomplishments of the twentieth century. In contrast to most European states, who experienced significant diminutions in tooth decay without its usage due to the debut of fluoride toothpaste in the seventiess. Fluoridation may be more justified in the U.S. because of socio-economic inequalities in dental wellness and dental attention. The end of H2O fluoridization is to forestall a chronic disease whose jobs peculiarly fall on kids and on the hapless. The usage of H2O fluoridization creates a struggle between the common good and single rights. Health and dental organisations worldwide have endorsed its safety and effectivity. Its usage began in 1945, following surveies of kids in a part where higher degrees of fluoride take topographic point of course in the H2O. Research workers discovered that moderate fluoridization prevents tooth decay and as of 2004 about 400 million people worldwide received fluoridated H2O. Fluoridation besides prevents tooth decay by seting the concentration of fluoride in public H2O supplies. Tooth decay is one of the most prevailing chronic diseases worldwide. Even though it is seldomly dangerous, tooth decay can do ; hurting and impair feeding, speech production, facial visual aspect, and credence into society, it greatly affects the quality of life of kids, peculiarly those of low socio-economic position. Fluoridation does non impact the visual aspect, gustatory sensation, or odor of imbibing H2O. Normally it is made by adding one of three compounds to the H2O: Na fluoride, fluorosilicic acid, or Na fluorosilicate. Sodium fluoride ( NaF ) was the first compound used and is the mention criterion. It is a white, odourless pulverization ; the crystalline signifier is preferred if physical handling is used, as it minimizes dust. Fluorosilicic acid ( H2SiF6 ) is an cheap liquid byproduct of phosphate fertiliser industry. It contains so much H2O, transportation can be expensive Sodium fluorosilicate ( Na2SiF6 ) is a really all right crystal that is easier to transport than fluorosilicic acid. Among the chief benefits of fluoridization are: Community H2O fluoridization is an effectual, safe, and cheap manner to forestall tooth decay. This method of fluoride bringing benefits of all ages and despite socioeconomic position. Brushing twice a twenty-four hours with a fluoride toothpaste is an easy manner to forestall tooth decay. Fluoridation, which was started in Grand Rapids, Michigan in 1945, has been used successfully in the United States for more than 50 old ages. Fluoride plants by change by reversaling the decay procedure. It keeps tooth enamel strong and solid.A Community H2O fluoridization is considered one of 10 great public wellness accomplishments of the twentieth century. Of the 50 largest metropoliss in the United States, 42 have community H2O fluoridization. Fluoridation reaches 69 per centum of the population on public H2O supplies this is more than 184 million people.A Communities with fluoridated imbibing H2O in the United States, Australia, Britain, Canada, Ireland, and New Zealand show dramatic decreases in tooth decay-those with fluoridated imbibing systems have less percent tooth decay. About all tooth decay can be prevented when fluoridization is combined with dental sealers and other fluoride merchandises, such as toothpaste.A Fluoride dietetic addendums can supply fluoride to those who do non hold equal degrees in their imbibing H2O. They are available as tablets, beads, or lozenges. Over-the-counter fluoride dental merchandises such as toothpastes and oral cavity rinses are effectual in forestalling decay. Merchandises with high concentrations of fluoride that are applied in the dental office or prescribed for place usage offer extra protection for those at increased hazard of tooth decay.A Fluoride will go on to be of import for forestalling tooth decay in this age group. Older Americans are particularly susceptible to tooth decay because of open root surfaces and oral cavity waterlessness that may ensue from many medicines. The hazards of fluoridization Fluoride was foremost added to H2O supplies in Grand Rapids, in 1945 to forestall tooth decay. The pattern has had some controversial with some claiming it does small to forestall tooth decay and is unsafe for wellness. Most tooth doctors and public wellness functionaries province that it significantly lowers the rates of tooth decay and presents no of import wellness hazards. A bigger per centum of United States population drinks fluoridated H2O. But on contrary when towns and metropoliss across the state hold elector referenda on fluoridization, its usage has been rejected about half the clip. The long-running argument over fluoride usage and exposure was the topic of a citizens ‘ conference held at St. Lawrence University, on July 28-30. Most research workers report on fluoride did non measure the safety or benefits of H2O fluoridization. But did address specifically the current maximal degree of natural fluoride EPA allows in imbibing H2O and concluded nem con that fluoride at that concentration harms dentitions and castanetss. A life-time of fluoride consumption in countries where the H2O is fluoridated at approximately 1 ppm can alter the quality of dentin and bone and may increase break rates for both. Kidney patients and diabetics are at particular menace from fluoridated H2O because they tend to imbibe more liquid than healthy persons. Bottle-fed babies are besides at particular hazard if expression is assorted with fluoridated H2O. Peoples drink widely different sums of fluoridated H2O and other beginnings of exposure vary as in U.S persons are having immensely different doses of fluoride. Fluoride at degrees found in imbibing H2O affects encephalon map in grownups the research workers report indicates that the receptor cells in the encephalon can change in response to toxins and fluoride. Fluoride impairs the encephalon ‘s ability to transport out signalling maps, with the effect that messages that are passed along the many tracts that are likely to be uncomplete. It does this by interrupting the creative activity and dislocation of neurofilaments in the axons of nerve cells. It besides interferes with both primary and secondary signalling in the nervous system. Fluoride may besides increase the figure of plaques and tangles in the encephalons of grownups, which could lend to dementia. These surveies were done by Isaacson utilizing rats, chronic exposure to sodium fluoride or aluminum fluoride in imbibing H2O, where by it led to plaques and tangles in the rats ‘ encephalons that are similar to the abnormalcies found in Alzheimer ‘s patients. It appears furthermore that exposure to fluoride in the uterus and throughout early life lowers intelligence. The Epidemiologic surveies suggest that fluoridization of imbibing H2O decreases the figure of kids at the really bright terminal of the IQ spectrum and increases the figure in the low IQ part the study says. Moderate fluorosis involves xanthous or brown mottling of dentition from inordinate fluoride exposure, occurs at rates somewhat high per centum in some fluoridated communities. Teeth with moderate fluorosis besides have weaker dentin with increased tubule size, he said. â€Å" This may do grownup teeth break more easy. In decision the benefit of H2O fluoridization as reference include ; reduced tooth decay, may merely be a map of delayed tooth eruption. It is known that lasting dentitions take longer to break out in kids who drink fluoridated H2O. Studies comparing decay rates in fluoridated and non-fluoridated communities normally assess the average figure of rotten, losing, and filled surfaces in lasting dentitions of 12-year-old kids. Thus its advisable to take fluoride out of the H2O supply, and utilize the money spent for fluoridization to advance better public wellness. . How to cite Dental Cavities And Water Fluoridation Health And Social Care Essay, Essay examples

The History Of Coke Essays - Coca-Cola, Patent Medicines

The History Of Coke The History of Coca-Cola The Coca-Cola company started out as an insignificant one man business and over the last one hundred and ten years it has grown into one of the largest companies in the world. The first operator of the company was Dr. John Pemberton and the current operator is Roberto Goizueta. Without societies help, Coca-Cola could not have become over a 50 billion dollar business. Coca-Cola was invented by Dr. John Pemberton, an Atlanta pharmacist. He concocted the formula in a three legged brass kettle in his backyard on May 8, 1886. He mixed a combination of lime, cinnamon, coca leaves, and the seeds of a Brazilian shrub to make the fabulous beverage. Coca-Cola debuted in Atlanta's largest pharmacy, Jacob's Pharmacy, as a five cent non-carbonated beverage, which was originally used as a nerve and brain tonic and a medical elixir. Later on, the carbonated water was added to the syrup to make the beverage that we know today as Coca-Cola. At the time of his death, John Pemberton sold the Coca-Cola company to Asa Candler, Pemberton was forced to sell because he was very ill and was in debt. Candler achieved a lot during his time as owner of the company. On January 31, 1893, the famous Coca-Cola formula was copyrighted. The first syrup manufacturing plant was opened in 1884. However, Candler's great achievement was large scale bottling of Coca-Cola in 1899. In 1915, The Root Glass Company made the contour bottle for the Coca-Cola company. Coca-Cola was sold after the Prohibition Era to Ernest Woodruff for 25 million dollars. He gave Coca-Cola to his son, Robert Woodruff, who would be president for six decades (Facts, Figures, and Features Multiple pages). Robert Woodruff was an influential man in Atlanta because of his contributions to area colleges, universities, businesses and organizations. When he made a contribution, he would never leave his name, this is how he became to be known as Mr. Anonymous. Woodruff introduced the six bottle carton in 1923. He also made Coca-Cola available through vending machine in 1929, that same year, the Coca-Cola bell glass was made available. He started advertising on the radio in the 1930s and on the television in 1950. Currently Coca-Cola is advertised on over five hundred TV channels around the world. In 1931, he introduced the Coke Santa as a Christmas promotion and it caught on. Candler also introduced the twelve ounce Coke can in 1960. The Coca-Cola contour bottle was patented in 1977. The two liter bottle was introduced in 1978, the same year the company also introduced plastic bottles(Coca-Cola multiple pages). Woodruff did have one dubious distinction, he raised the syrup prices for distributors. But he improved efficiency at every step of the manufacturing process. Woodruff also increased productivity by improving the sales department, emphasizing quality control, and beginning large-scale advertising and promotional campaigns. Woodruff made Coke available in every state of the Union through the soda fountain. For all of these achievements he earned the name, The Boss(Facts, Figures, and Features Multiple pages). In 1985, the Coca-Cola Company made what has been known as one of the biggest marketing blunder. The Coca-Cola company stumbled onto the new formula in efforts to produce diet Coke. They put forth 4 million dollars of research to come up with the new formula. The decision to change their formula and pull the old Coke off the market came about because taste tests showed a distinct preference for the new formula. The new formula was a sweeter variation with less tang, it was also slightly smoother(Demott 54). Robert Woodruff's death was a large contributor to the change because he stated that he would never change Coca-Cola's formula. Another factor that influenced the change was that Coke's market share fell 2.5 percent in four years. Each percentage point lost or gain meant 200 million dollars. A financial analyst said, Coke's market share fell from 24.3 percent in 1980 to 21.8 percent in 1984(Things go better with Coke 14). This was the first flavor change since the existence of the Coca-Cola company. The change was announced April 23, 1985 at the Vivian Beaumont Theater at the Lincoln Center. Some two hundred TV and newspaper reporters attended this very glitzy announcement. It included a question and answer session, a history of Coca-Cola, and many other elements(Oliver 131). The debut was accompanied by an advertising campaign that revived the Coca-Cola theme song of the early 1970s, I'd Like to Buy the World a

First Grade Classroom Essays

First Grade Classroom Essays First Grade Classroom Essay First Grade Classroom Essay Decreasing Undesirable Behaviors in the First Grade Classroom The Rubber-Band Intervention Research Proposal Introduction Framing the Study Children misbehave for many reasons. Some reasons for misbehavior can be to get attention, disappointment, new situations, testing limits, or imitation (Richardson, R. , n. d. ). Continuously reprimanding the student could interfere with class instruction time while ignoring could cause others to mock the behavior- believing that it was acceptable. Educators have tried many intervention-strategies to see which one would work best. Some might have tried behavior contracts, but if the student is too young or simply not able to read or write, the teacher will have to make time to assist the student with the contract. Others had tried taking away minutes of the student’s recess/choice time. However, this means that the teacher’s time will again be affected. What is needed is a method that will decrease and eventually terminate the undesirable behaviors while simultaneously preserving teacher’s time. This study is to see if the rubber-band intervention method will do just that. The ultimate goal is to help students develop self-control. According to the National Association of School Psychologists, self-control is an important skill for children to learn. It refers to having power or control over one’s actions and knowing the right from wrong. Children who do not make choices for their own behaviors, but instead rely on teachers, parents, or adults to make the choices for them, do not learn self-control (2002). In relation to my study, the children will be encouraged to make their own choices in regards to controlling their behavior. : The researcher is only responsible for providing visual documentation of the child’s unacceptable behavior to help the child make better behavior choices. Review of the Literature Deborah Richardson, a Child Development Assistant Specialist, wrote an article on why children misbehave (n. d. ). In her work, she discusses thirteen different possible reasons of why children misbehave and a description of how that behavior may play out in the classroom or an example scenario. She emphasizes that once a person understands why a child misbehaves, it is easier to choose effective guidance techniques to handle the situation. Included is information on guidance techniques for each reason of misbehavior and resources that adults can use to improve or prevent misbehaviors. This article will aid in better understanding the participants in my study in regards to their responses about their own behavior. Also interested in how teachers can help curve misbehavior in the classroom were these five researchers Nancy J. Ratcliff, Cathy R. Jones, Richard H. Costner, Emma Savage-Davis, and Gilbert H. Hunt. In their article The elephant in the classroom: the impact of misbehavior on classroom climate (n. . ), they conducted a one-year study with 34 second and fourth grade teachers and their 588 students. These teachers and their classrooms were observed for data on the instructional and non-instructional interactions. The non-instructional interactions were most spent on correcting behaviors, causing these classes to be labeled as a climate that needs improvement. Using a similar method as the one for planned for this current study, the data for their research was collected using six 40 minute observational segments. Patricia Anguiano (2001) conducted an action research during her first year of teaching formulating a plan to reduce misbehavior in her third grade classroom. She saw a need for study after realizing how much of her instructional time was lost dealing with disruptions. For her research, she identified four primary misbehaviors in six target students and used the instruments of a teacher’s journal, student surveys and a frequency count chart. From her study she has realized that there are several techniques that the teacher can use to minimize the undesired behaviors. However, she did not focus on what the students can do to improve themselves. The teacher can do all she can to ensure she does not cause or escalate misbehavior, however, the misbehavior can still exist at a great number because of the children’s ability to control their own actions. Though her research is very helpful for conducting my own, one thing that I would do differently is to also show my target students how to control their behavior. Self-discipline is a concept related to this current study. Purkey (1985), as well as Pepper and Henry (1985), wrote about ways to teach self-discipline. Purkey describes ways in which a teacher can â€Å"invite† students to self-discipline using four essential elements of invitational discipline. The elements are optimism, intentionality, trust and respect. According to Purkey (1985), these elements provide substance, structure, and direction to students and when combined and applied to practical concerns, they provide educators with a useful stance in creating and maintaining discipline. Pepper and Henry, on the other hand, believe that a teacher can teach self-discipline using developmental practices such as student training and student involvement along with democratic principles (equality, mutual respect, shared responsibility, and shared decision making). They stress that these democratic principles are only effective if it includes encouragement, group discussions, consequences, understanding the child and steps to solve conflict. In light of both of these articles, I would keep these strategies in mind when working in my classroom where this action research will occur. Purpose The purpose of this study is to determine if the rubber-band intervention method can decrease unwanted behaviors in a classroom of early childhood students. The rubber-band intervention method is a behavior intervention method suggested by Intervention Central for dealing with challenging students. In this intervention, the teacher keeps track of student behaviors using rubber-bands placed around the wrist. The second purpose of the study is to also see if the rubber-band intervention method will eventually teach students self- control. Initial Research Questions . Will the Rubber-Band Intervention method decrease the undesirable behaviors of students? a. Will the two students be able to control their inappropriate body behavior, follow given instructions and focus during instruction time? 2. Will the students learn self- control through this intervention method? Hypothesis The Rubber-band Intervention method will be one that will help students control their inappropriate bod y behavior, follow given instructions, focus during instructional time and eventually teach them how to exercise self-control. Definition of Terms Two terms that need to be operationally defined are undesirable/ inappropriate behavior and self-control. Undesirable/ inappropriate behaviors are any actions that are not acceptable during academic or transition time in school. These behaviors can be on various levels of severity such as calling out without raising hand, talking in line, or hitting/bullying another student. When determining self-control, it should be understood as the ability to control one’s behavior/actions without a prompt or reminder from another person, being an adult or another student. Procedures Overall Approach and Rationale for the Study Single- subject design will be the overall approach for this mixed-methods study. This approach is appropriate for the purpose of the study is to target a few students with behavior challenges and observe them to see if the intervention method will induce a change of behavior. Site and Sample Selection Bernstein Elementary School in Washington, DC was the site chosen for this study. This site was chosen because as a student teacher at the school, access is granted to the author to enter the school. There is also a developing relationship with the principal and teachers. Though the school will serve as the site for this study, only a group of three first-grade students will be included in the research, making a sample size of one. This sample size was chosen due to the nature of the study and the behavior of the participants. The time that is given for study to be done also plays a role in the sample size selection. Having only six weeks to conduct the research, the smaller the sample, the more manageable the data collection would be. Data Collection Methods and Instruments To collect the quantitative data for this study, I plan to observe the group for six consecutive weeks. The first week of observations will be to collect baseline information only. This will help me to determine the normal trend of the child’s behavior so that I can see what progression the student made towards altering his/her behavior. For the next five weeks, I will implement the intervention, recording observations for the analysis. Data will be recorded on behavior anecdotal checklists. These forms has a list of behaviors that are not acceptable in class and days of the month going across the page where a recorder can mark the frequencies of particular behaviors. The two students will be assigned a rubber-band color (red or blue), a set of Rubber-Band Challenge Intervention charts and a set of Anecdotal Behavior Checklists (see Appendixes). The Rubber-Band Challenge Intervention Chart is a small table in which the time of each four 30-minute observation periods will be recorded along with the number of rubber bands they were able to preserve for that corresponding time interval. At the end of the table, the total number of rubber bands preserved for the whole day will be tallied. On the Anecdotal Behavior Checklists, there is a vertical list of about 25 behaviors. Next to those behaviors is a horizontal recording space for each day of the month. On this chart, the behavior exhibited will be found on the list and recorded for that corresponding day of the month by shading or placing an â€Å"X† in the space. At the end of the checklist exists a space for additional comments. The students will be observed three out of five days of the week. This gives me to time and space to plan for contingencies of absences, school events, holidays and school closings. Each observational day, the students in the group will be observed for four 30 minute intervals. Within these interval times, I would be wearing four of each of the colored rubber-bands assigned to the students in the sample on my left wrist for the first week of data collection. Previously discussing with the students which of their behaviors we are aiming to change, each time I would have to verbally remind or prompt the student about his or her behavior, I would transfer one of their colored rubber-bands to my right wrist. The undesirable behaviors of the student would be recorded on his/her Anecdotal Behavior Checklist for the day. At the end of each 30-minute interval of observation, the students in the sample will be told how many rubber-bands I had remaining on my left wrist of their particular color. They will then record this number on their Rubber- Band Challenge Intervention chart which will be taped to their desks. Before dismissal, we will add up the number of â€Å"points† they earned for the day. At the end of the week, their points can be redeemed for some type of reward. At the start of each new week, I will decrease their number of colored rubber-bands by one and continue the same method as started. The decreasing of rubber-bands will continue until Week 5, when I will now be wearing one of each colored rubber-bands, meaning each of the students now only have one verbal reminder for that 30-minute interval. Week 6 will be the last week of the study and also the week when the intervention will end. Students’ behaviors will still be recorded if needed even though the intervention has stopped. During this sixth week, the students will not receive any verbal reminders about their behavior and are expected to exercise self-control. In addition to the observation intervention sessions as I discussed in the above section, I also plan to interview the students’ classroom teacher to understand some background information about the students’ and get her opinion about each child’s progression towards controlling his or her classroom misbehavior. It would be great to also speak to the parents but I have been warned that that may not be a comfortable idea. I will record what had occurred during each moment of misbehavior through anecdotal form in a small journal. I will also meet with the students themselves at the end of every observation day to read to them the recorded anecdotes and hear what their reasons are behind that behavior. Additionally, I would like to hear what they have to say about their progression status. Through speaking with the children themselves, I can get direct answers rather than assumptions based on theory given by the adults. Data Analysis Strategies The quantitative data collected from the study over the six week period would be recorded on the chart and checklist attached. With this organized and manageable data collection strategy, the data analysis would be uncomplicated. The data will be interpreted for each student by viewing their charts and looking for any sign of progression towards correct/acceptable behavior. I will calculate the frequencies of recorded behavior and compare them across the weeks. I will also compare the data since the intervention to the first set of baseline data collected to look for a mark of improvement. Additionally, the frequencies will be compared to a criterion of what and how many behaviors are acceptable for that grade and age. For qualitative analysis, I will review recorded anecdotes, observer’s notes, transcripts from student interviews and personal memos to understand the context of the data in the charts and see if it can justify some of the behaviors exhibited. Trustworthiness Features This study is designed to alter undesirable classroom behaviors and it can be ensured that it is the only aspect that will be measured. For example, issues with students not turning in homework or classwork will not be recorded. Also, since the researcher will serve as the main instrument for data collection, any behaviors that occur outside of my observation interval will not be recorded, for example, if a student misbehaved during the Art special period while I am in the classroom preparing for a lesson. This study is also simple to replicate over time by different observers. Ethical Considerations Before the research study begins, the school principal, the students’ classroom teacher and their parents will be informed about the intervention method. They will also be the only ones who will have the right to know how the students are progressing during and after the intervention. Because of the age of the participants, a reminder of the study and what is being measured will be given as often as needed so that they are well informed of what is being done. Limitations of the Study This study can be terminated if at least one of the following happens: If the students’ behavior in the predetermined sample no longer needs intervention by the date I plan to begin research. If the students transfer out of the school or into a classroom in which I am not working in. If I get assigned to a new classroom by the time I begin the study. If the students’ attendance in school becomes too scarce to measure progression. Appendixes References Anguiano, P. (2001). A first- year teacher’s plan to reduce misbehavior in the classroom. TEACHING Exceptional Children, 33(3), 52-55. Dobbs, J. , Arnold, D. Doctoroff, G. (2004). Atten tion in the preschool classroom: the relationship among child gender, child misbehavior, and the types of teacher attention. Early Childhood Development and Care, 174(3), 281-295. National Association of School Psychologists. (2002). Behavior problems: teaching young hildren self- control skills. Pepper, F. Henry, S. (1985). Using developmental and democratic practices to teach self- disciple. Theory into Practice, 24(4), 264-270. Purkey, W. (1985). Inviting student self-discipline. Theory into Practice, 24(4), 256-259. Ratcliff, N. , Jones, C. , Costner, R. , Davis, E. S. Hunt, G. (n. d. ). The elephant in the classroom: the impact of misbehavior on classroom climate. Education, 131(2). Richardson, D. (n. d. ). Guiding young children series: why children misbehave. Oklahoma State University, Division of Agricultural Sciences and Natural Resources

How to Improve Your ACT Reading Score 8 Expert Tips

How to Improve Your ACT Reading Score 8 Expert Tips SAT / ACT Prep Online Guides and Tips Are you struggling with ACT Readingscores between 14 and 24? You're not alone- hundreds of thousands of students are scoring in this range. But many don't know the best ways to break out of this score range and score 26 or higher. Here, we'll discuss how to improve your ACT Reading score effectively, and why it's so important to do so. Unlike other fluffy articles out there, I'm focusing on actionable strategies.Put these eight strategies to work, and I'm confident you'll be able to improve your ACT score. Brief note: This article specifically targets lower-scoring students- i.e., those scoring below 26 on ACT Reading. If you're already above this range, my perfect 36 ACTReading score article is more appropriate for you as it contains more advanced strategies. In this article, I'm going to discuss why scoring high is a good idea, go over what it takes to score a 26, and then jump into our top ACTReading tips andstrategies. Stick with me- this is like building a house. You need to lay a solid foundation before you can put up the walls and pretty windows. Similarly, we need to make sure we understand why you're doing what you're doing before we can dive into tips and strategies. In this guide, I talk mainly about getting to a 26. But if your goal is a 24 or lower, these concepts still equally apply to how you should study. This is a pretty long article, so here's what we'll be covering (in case you want to skip around or review a section): Getting a 26 on the ACT: Understand the Stakes Know That You Can Get a 26 ACT Score or Higher What It Takes to Get a 26 in ACT Reading Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy Strategy 2:Learn to Eliminate the 3 Wrong Answers Strategy 3:Find Your Reading Skill Weaknesses and Drill Them Strategy 4: Only Use High-Quality ACT Reading Sources Strategy 5:Don't Focus On Vocab Strategy 6:Skip the Most Difficult, Time-Consuming Questions Strategy 7:Understand All Your Reading Mistakes Strategy 8: Guess on EveryQuestion You Don't Know Getting a 26 on the ACT: Understand the Stakes At this score range of 14-24, improving your ACT Reading scoreto a 26 or higher will dramatically boost your chances of getting into better colleges. Let's take a popular school as an example: the University of California, Riverside. The average ACT score of admitted applicants to UC Riverside is 23(out of 36). Its 25th percentile score is 22, and its 75th percentile score is 28. Furthermore, its acceptance rate is 56%. In other words, a little more than half of all applicants are admitted.But the lower your ACT score is, the worse your chances are of getting in. In our analysis, if you score around 22, your chance of admission drops to just 43%. But if you raise your score to 26, your chance of admission goes up to 75%- that's a really good chance of admission!And the higher your score gets, the more certain you are to get in. In short, improving your ACT Reading score will bump up your average composite score.And improving your ACT composite score, even by just 5 points, can make a huge difference in your chances of getting into your target colleges. For the Reading section, this is especially true if you want to apply to humanities majors and programs, such as English or communications. They expect you to have a strong Reading score. If you have a low one, they'll doubt your ability to do college-level humanities work. Even if you're a math superstar and are applying to a science major, schools still need to know that you can process difficult texts at a college level. A low Reading score will cast huge doubt on you. It's really worth your time to improve your ACT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with a 26 ACTscore? Check out ourexpert college admissions guide for a 26 ACT score. Know That You Can Get a 26 ACT Score or Higher This isn't just supposed to be a vague happy-go-lucky message you see in a fortune cookie. I mean, literally, you and every other student can do this. In my job here at PrepScholar, I've worked with thousands of students scoring in the lower ranges of around 14-20. Time after time, I see students who beat themselves up over their low scores and think improving them is impossible. They often say the following: "I know I'm not smart." "I just can't read passages quickly, and I don't know how to improve my ACT Reading score." "I was never good at English, and my English teachers have never told me I did a good job." This breaks my heart. Because I know that, more than anything else, your ACTscore is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Mr. Crandall in 10th grade gave you a C on your essay. The key point here is thatACT Reading is designed to trick you- and you need to learn how. Here's why: the ACT is a weird test. When you take it, don't you feel as though the questions are different from those you've seen in school? I bet you've had this problem: withACT Reading passages, you often miss questions because of an "unlucky guess." You try to eliminate a few answer choices, but the remaining choices all seem like they are equally likely to be correct. So you throw up your hands and randomly guess. The ACT is purposely designed this way to confuse you.Literally millions of other students have the exact same problem you do. And the ACT lovesthis. Normally, in your school's English class, your teacher tells you that all interpretations of a text are valid. You can write an essay about anything you want, and English teachers aren't usually allowed to tell you that your opinion is wrong. They can get in trouble for telling you what to think, and they feel bad about restricting your creativity. But the ACT has an entirely different problem. It's a national test, meaning it needs a level playing field for all students around the country. It's even used in many states as a statewide standardized test. As a result, the test needs to be rock solid. And every question must have a single, unambiguously, 100% correct answer. There's only ever one correct answer. Find a way to eliminate three incorrect ones. Imagine if this weren't the case. Imagine that a Reading question had two answer choices, both of which might beplausibly correct. When scores come out, every single student who got the question wrong would probably complain to ACT, Inc., about the test being wrong or misleading. If this were true, ACT, Inc., would then have to throw out the question, which is a huge hassle. Have too many of these incidents, and there'd be a big scandal about the ACT failing to do its job. ACT, Inc., wants to avoid this nightmare scenario. Therefore, every single Reading passage question has only one correct answer. This is an important concept to remember. It makes your life a lot easier- all you have to do is eliminate the three wrong answer choices to get the single right one. But the ACT purposely disguises this fact to make life more difficult for you. It asks questions that are typically worded as so: It can reasonably be inferred that: Which of the following best describes: The author's contemporaries for the most part believed: Notice a pattern here? The ACT always disguises the fact that there's only one unambiguous answer. It tries to make you waver between two or three answer choices that are most likely. And then you guess randomly. And then you get it wrong. You can bet that students fall for this. Millions of times every year. Students who don't prepare for the ACT in the right way don't appreciate this. But if you prepare for the ACT in the right way, you'll learn the tricks the ACT plays on you.And you'll raise your score. The ACT Reading section is full of patterns like these. To improve your score, you just need to do the following: Learn the types of questions the ACT tests, such asthe ones above Learn strategies to solve these questionsusing skills you already know Practice with a lot of realistic questions so you learn from your mistakes The point is that you can learn these skills, even if you don't consider yourself a good reader or a great English student.I'll go into more detail about exactly how to do this. First, though, let's see how many questions you need to get right to get a 26 on Reading. What It Takes to Get a 26in ACTReading If we have a target score in mind, it helps to understand what you need to get that score on the actual test. Remember that we're aiming for a Reading test score of 26,out of 36. Here's the raw score to ACT Reading Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this guide.) Raw Scaled Raw Scaled Raw Scaled Raw Scaled 40 36 29 26 19 19 9 12 39 35 28 25 18 18 8 38 34 27 24 17 17 7 10 37 33 26 23 16 16 6 10 36 32 25 23 15 16 5 8 35 32 24 22 14 15 4 7 34 31 23 21 13 14 3 6 33 30 22 21 12 14 2 5 32 29 21 20 13 1 3 31 28 20 19 10 12 0 1 30 27 Source: Official ACT Practice Test 2017-18 Note that if you're aiming for a 26 in ACT Reading, you'll need a raw score of 29/40.This is a 72% score. This has serious implications for your testing strategy. In essence, you only need to get right about 3/4 of all Reading questions.We'll go into more detail below about what this means for your approach to this ACT section. Whatever you're scoring now, take note of the difference you'll need to get to a 26. For example, if you're scoring a 20, you'll need to answer about eight more questions correctly on ACT Reading in order to get a 26. Once again, if your goal is a 20, the same analysis applies. Just find your target raw score using the chart above. OK- so far we've covered why scoring a higher ACT Reading score is important, why you're fully capable of improving your score, and the raw score you'll need to get in order to hit your target score of 26. I hope a lot of this was useful and changed how you thought about ACTprep. Now, we'll get into the real, working strategies you should use in your ACT Reading prep. 8 Strategies to Improve Your Low ACT Reading Score In this section, we introduce our eight best strategies that are guaranteed to raise your low ACT Reading score. Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy From the thousands of students I've worked with, by far the most common problem students have with ACTReading passages is that they keep running out of time before they can get through all the questions. This is a problem because, unlike ACT Math, the passage questions aren't arranged in order of difficulty. Therefore, by not completing all the questions in time, you could miss easy questions at the end that you would have gotten right if you'd only had enough time. What's the cause of this? The most common one I see is that students are reading the passages in far more detail than they actually need to be.Once again, this is a consequence of what you learn in English class. In English, you've probably gotten (stupid) tests that quiz you about what Madame Bovarysaid in a particular scene, or what color Tom's T-shirt was. So of course you've learned to pay attention to every single detail. The ACTis different. For a passage that's 90 lines long, there will be only 10 questions. Many of these don't even refer to specific lines- they talk about the point of the passage as a whole,or the tone of the author. The number of questions that focus on small, line-by-line details is low. Therefore, it's a waste of time to read a passage line by line, afraid that you'll miss a detail they'll ask you about. The best way to read a passage: skimming it on the first read-through. This is why I recommend thatall students try this ACT Reading passage strategy: Skim the passage on the first read-through. Don't try to understand every single lineor write notes predicting what the questions will be. Just get a general understanding of the passage. You want to finish reading the passage within three minutes, if possible. Next, go to the questions. If the question refers to a line number, go back to that line and try to make sense of the text around it. If you can't answer a question within 30 seconds, skip it. (More on this strategy later.) These steps are important because Reading questions ask about far fewer lines than the passage actually contains. For example, lines 5-20 of a passage might not be relevant to any question that follows. Therefore, if you spend time trying to deeply understand lines 5-20, you’ll be wasting time you could've spent elsewhere. Some students take this strategy to the extreme by reading the questionsbefore the passage. If a question refers to any specific line or lines, they mark those in the passage. This then gives them a guide to focus on important lines when they actually start to read the passage. Different strategies work for different students. You need to try out different ones so you can see which one gives you the best results. But by and large, I'm confident that you're spending way too much time reading the passage. Strategy 2:Learn to Eliminate the 3 Wrong Answers I talked above about how the ACT always has one unambiguously correct answer. This has a huge implication for the strategy you should use to find the right ACT Reading answer. Here's the other way to see it: out of the four answer choices, three of them have something that is totally wrong about them.Only one answer is 100% correct, which means the other three are 100% wrong. You know how you try to eliminate answer choices and then end up with a few at the end that all seem equally likely to be correct? You're not doing a good enough job of eliminating answer choices. Remember- every single wrong choice can be crossed out for its own reasons. You have to learn how to eliminate three answer choices for every single Reading question. "Great, Allen. But this doesn't tell me anything about how to eliminate wrong answer choices." Thanks for asking. There are a few classic wrong answer choices the ACTloves to use. Here's an example: Imagine you just read a passage focusing on how human evolution shaped the environment. It offers a few examples. First, it talks about how the transition from earlier species such asHomo habilus to neanderthals led to more tool usage like fire, which caused wildfires and thus shaped the ecology. It then talks about Homo sapiens 40,000 years ago and their overhunting of certain species, such as the woolly mammoth, to extinction. Sounds like a plausible passage, right? It fits into that weird style of ACT Reading passages that's oddly specific about a topic you've likely never thought deeply about before. We then run into a question asking, "Which of the following best describes the main subject of the passage?" Here are our possible answer choices: A: The transition between Homo habilus and neanderthals B: The study of evolution C: How the environment shaped human evolution D: The plausibility of evolution E: The influence of human development on ecology (Note that we're using five answer choices for illustration even though the ACT only has four.) As you're reading these answer choices, a few of them probably started sounding really plausible to you. Surprise! Each of the answers from A-D has something seriously wrong with it. Each one is a classic example of a wrong answer type given by the ACT. Let's look at how we can tell these are incorrect. Wrong Answer 1 (A): Too Specific A: The transition between Homo habilus and neanderthals This type of wrong answer focuses on a smaller detail in the passage. It’s meant to trick you because you might think to yourself, "Well, I see this was mentioned in the passage, so it’s a plausible answer choice." Wrong! Think to yourself: can this answer choice really describe the entire passage? Can it basically function as the title of this passage? In this case, you’ll find that A is just way too specific to convey the point of the overall passage. Wrong Answer 2 (B): Too Broad B: The study of evolution This type of wrong answer has the opposite problem than the one above- it’s way too broad. Yes, theoretically the passage is about the study of evolution, but only one aspect of it (human evolution) and particularly as it relates to its impact on the environment. To give another crazy example- let's say you talked to your friend about losing your cell phone. He saysthe main point of your conversation was the universe. Well, while you were talking about the universe in some form (you're part of the universe just like everyone else is!), this was actually only a tiny, tiny fraction of your conversation. Just the same, answer choice Bis far too general. Wrong Answer 3 (C): Reversed Relationship C: How the environment shaped human evolution This wrong answer choice can be tricky because it mentions all the right words. But of course the relationship between those words needs to be correct as well. Here, the relationship is flipped.The passage is about how humans affected the environment- not the reverse. Students who read too quickly make careless mistakes much like these because all the words sound right at a glance! Wrong Answer 4 (D): Unrelated Concept D: The plausibility of evolution Finally, this kind of wrong answer preys on the tendency of students to overthink the question. If you’re passionate about arguing about evolution in your personal life, this might be a trigger answer since any discussion of evolution becomes a chance to argue about its plausibility. Of course, althoughthis concept appears nowhere in the passage,some students just won’t be able to resist choosing answer choice D. Do you see the point? On the surface, each of the answer choices sounds possibly correct. But possibly isn't good enough. The right answer needs to be 100%, totally right. Wrong answers might be off by even one word- and you need to eliminate those. Carry this thought into every ACT Reading passage question you do. Next strategy: find your weak links and fix them. Strategy 3:Find Your Reading Skill Weaknesses and Drill Them ACT Reading passage questions might look similar, but they actually test very different skills. At PrepScholar, we've categorized the major passage skills as follows: Big Picture/Main Point Little Picture/Detail Vocabulary in Context Inferences Author Function That's a good number ofskills! More than is obvious when you're reading a passage on the test. Each of these question types uses different skills in regard to how you read and analyze the passage.They each require a different method of prep and focused practice. If you're like most students, you're better at some areas in Reading than you are at others. You might be better at getting the big picture of a passage compared to an inference. Or you might be really strong at understanding the author's tone but not so strong at figuring out the meaning of a phrase in context. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you have extracurriculars (for example, maybe you're an athlete or a member in your school band), and you have friends to hang out with. This means that for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the "dumb" way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACTisn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was this: they wasted their time on subjects they already knew and didn't spend enough time on their weaknesses. Studying effectively for the ACT is like plugging up holes in a leaky boat. You need to find the biggest hole and fill it. You then need to find the next biggest hole and fix that, too. Soon you'll see that your boat isn't sinking at all. How does this relate to ACT Reading? You need to find the sub-skills you're weakest in and then drill those until you're no longer weak in them. Fixing up the biggest holes. With ACT Reading, you need to figure out whether you have patterns in your mistakes. Are you consistently running out of time on reading passages? Having trouble with Inference questions? Really struggling with interpreting details? For every question you miss, you must identify what type of question it is. Once you notice patterns in the questions you miss, you need to practice this sub-skill extra hard. Say you miss a lot of inference questions (this is typically the hardest type of question for students to get). Your goal is to find a way to get focused practice questions for this skill so you can drill your mistakes and improve. Bonus: If all of this is making sense to you, you'd love our ACTprep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills - in Reading, English, Math, and Science. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 4: Only Use High-Quality ACT Reading Sources ACT Reading passages are very specific in how they work. ACT Reading questions, too, are very specifically phrased and constructed to have bait answers. If you want to improve your Reading score, you have to use realistic ACT Reading sources.If you don't, you'll develop bad habits and end up training the wrong skills. Think about it like this: let's say you're trying out for a baseball team. Instead of practicing with real baseballs, you decide to practice with Wiffle balls instead.It's a lot cheaper and easier, and hitting the ball makes you feel good. So you train and train and train with a Wiffle ball. You understand how the Wiffle ball curves when it's thrown, how to hit it, and how to throw it. Finally, you try out for the baseball team. A pitch comes, but it's way faster than you've ever practiced with before. It doesn't curve like a Wiffle ball does. Swing, and a miss. You've trained with the wrong thing, and now you're totally unprepared for baseball. This is not real baseball. ACT Reading works in the exact same way. Train on badly written tests, and you'll develop poor habits and unhelpful strategies. The very best sources for ACTReading passages areofficial ACT practice tests.This is why we include official practice testsin our ACT prep program- we can gauge your progress and train you on the real thing. Unfortunately, there's a limited number of official practice tests: five free PDFs online, and five in the old third edition of theofficial ACT prep guide(the newest edition includes three practice tests, but these overlap significantly with the free ones online). Thus, to have enough questions to practice on, you'll need to find other sources of questions. The first suggestion is to use prep resources customized for the ACT.Be careful, though- most companies release poor quality passages and questions (most books you see on ACT Reading are pretty terrible, frankly). This is especially harmful for ACT Reading because the style of passages and what questions ask are complex, as opposed to ACT Math which is more straightforward. To write realistic questions, you need to understand the test inside and out. That's why at PrepScholar, we've created what I believe are the highest quality Reading questions available anywhere. This is what we've done: We've deconstructed every available official ACT practice test, question by question, answer choice by answer choice. We've statistically studied every question type on the test, and we understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who got perfect scores on the ACT, who have hundreds of hours of ACT teaching experience, and who graduated from Ivy League schools. This results in the most realistic, highest quality ACT Reading questions. Even if you don't use PrepScholar, you should be confident that whatever resource you do use undergoes the same scrutiny as we use.If you're not sure, or you see reviews saying otherwise, it's best to avoid it. For more tips on what ACT resources to use,learn what my favorite ACT Reading books are. Strategy 5:Don't Focus On Vocab Vocab gets way too much attention from students. It feels good to study vocab flashcards because it seems like you're making progress. "I studied 1,000 vocab words- this must mean I improved my score!" This is why other test prep programs love teaching you vocab- you feel as though you're learning something and it's worth your money. But the truth is, learning vocab doesn't really help you. Fortunately, vocab doesn't play more than a minor role in your ACT Reading score. This has always been less of a problem for the ACT than the SAT, which used to feature vocab-heavy Sentence Completion questions. Thankfully, the SAT removed these questions in 2016. But still, a lot of students look for ACT vocab lists to study with, and it's just not a good use of time. The only real questions you'll need to use vocab skills for are the Vocab in Context questions. Here's an example of one from an official ACT practice test: As it is used in line 13, the word popular most nearly means:A)well likedB)commonly knownC)scientifically acceptedD)most admired Wait- "popular"? They're asking a question about the word "popular"? Yes, it's a common word, but the key to this question is understanding how it's used in context.Popular can mean all the things listed in the answer choices, but only one of them is actually correct in this case. Here's the source sentence: It includes the area known in popular legend as the Bermuda Triangle. In this case, popular is used to describe a legend that's well known, so answer choice B is the best choice. Here are examples of words you'll need to understand in context on the ACT: adopted concentrated humor nostalgia read something These are all reasonable words you've probably heard before. The trick to these questions is to actually understand how the word is used in the passage- not to focus on what you think it means. So don't waste too much of your time studying vocab, and think twice before you're convinced by someone that it's a good use of your ACT prep time. Don't spend a lot of time studying vocab- most likely, it's not the best use of your time. This time is far better spent learning how to deal with Reading passages better.There are so many more questions about passages that it's a better use of your time to learn passage strategies and how to answer Reading questions. Strategy 6:Skip the Most Difficult, Time-Consuming Questions Here's an easy strategy most students don't do enough. Remember what I said above about raw scores? To score a 26, you only need a raw score of about 29 (that's 29 correct answers out of a total of 40 Reading questions). This varies from test to test, but it's pretty consistent in general. What does this mean?You can completely guess on 15 questions, get four of them right by chance, and still score a 26 on Reading. Once again, you can completely guess on almost 40% of all questions and still hit your goal! Skip questions carefree like this woman. Why is this such a powerful strategy? It gives you way more time on easy and medium difficulty questions- the questions you have a good chance of getting right. If you're usually pressed for time on the ACT Reading section, this will be a huge help. Here's an example: on the Reading section, you get 35 minutes to answer 40 questions. This is usually pretty hard for most students to get through- it's just 52 seconds to answer each question, including the time it takes to read each passage. The average student will try to push through all the questions. "I've got to get through them all since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on questions they should have gotten right. And then they spend five minutes on really hard questions, making no progress and wasting time. Wrong approach. Here's what I suggest instead. Tryeach question but skip it if you're not getting anywhere after 30 seconds.Unlike math, the Reading passage questions aren't ordered in difficulty, so you can't tell right away which questions are harder or easier. You need to try each one but then skip it if it's costing you too much time. By doing this, you can raise your time per easy/medium question to 100 seconds per question or more. This is huge! It's a 100% boost to the time you get per question.As a result, this significantly raises your chances of getting easy/medium questions right. And the questions you skipped? They're so hard you're honestly better off not even trying them. These questions are meant for 30-36scorers. If you get to 26, then you have the right to try these questions- but not before you get to 26. How do you tell which questions are going to take you the most time?This varies from person to person, but here are a few common question types: Questions without a line number that make you hunt for a detail: You'll spend a lot of time rereading the passage looking for a certain detail if you can't remember where it was originally mentioned. "EXCEPT" questions: These are specifically designed to waste your time. They'll ask something like, "The author mentions all of these details EXCEPT: ... " and your job is to find which three are mentioned and which one isn't. Inference questions that ask you what the author most likely meant: These are usually quite difficult because they take multiple steps to solve: (1) What did the author explicitlysay in the passage? and (2) What does the author most likely mean? But don't just take my word for it. You need to figure out your own weaknesses after doing a lot of practice. They might not be the same question types as the ones above. Approach your Reading prep with this in mind. If you notice yourself getting stuck on a question, pay attention to what type of question it is and see whether there's a pattern. For example, do you always get stuck on that particular question type? Strategy 7: Understand All Your Reading Mistakes Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed a question, you'll make that mistake over and over again. Think about it like learning how to cook. The first time you learn to chop vegetables, you might cut your finger accidentally. Ouch- that hurts. But you quickly learn from your mistakes- you start to keep your fingers away from the knife and hold the knife differently. After all, if you don't learn from your mistake, you'll keep cutting your finger over and over again. Why would you treat ACT prep any differently? Too many students scoring at the 18-24 level refuse to study their mistakes. It's not fun.I get it. It sucks to stare your mistakes in the face. It's draining to learn skills you're not good at. So the average student will skip reviewing their mistakes and instead focus on areas they're already comfortable with. It's like cozying up with a warm blanket. Their thinking goes like this: "So I'm good at Big Picture questions? I should do more Big Picture problems! They make me feel good about myself." The result? No score improvement. You don't want to be like these students. So here'swhat you need to do instead: On every practice test or question set you take, mark every question that you're even just 20% unsure about. When you grade your test or quiz, review every question 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 can do to avoid making this mistake in the future. Have separate sections by subject and sub-topic (e.g., Big Picture, Little Picture, Inference, etc.). It's not enough to just think about it and move on, or to just read the answer explanation. You have to think hard about why you specifically failed on this question. For Reading Passage questions, you must find a way to eliminate every incorrect answer. If you were stuck between two answer choices, review your work to figure out why you couldn't eliminate the wrong answer choice. If you don't do this, I guarantee you will not make progress. But if you do take this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflections on why you might've missed them. No excuses when it comes to your mistakes. Strategy 8: Guess on EveryQuestion You Don't Know You probably already know this one but if you don't, you're about to earn some serious points. The ACT has no guessing penalty. This means you have no reason not to guess and fill up every blank on your answer sheet. So before you finish the Reading section,make sure every blank question has an answer filled in.When you look at your answer sheet, you shouldn't see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate even just one answer choice, this gives you a much better shot at getting it right- from 25% to 33%. If you have no idea, just guess! You still have a 25% chance of getting it right, after all. Most people know this strategy already, so if you don't do this, you're at a serious disadvantage. Here's a bubbling tip that will save you a few minutes per section. When I first started taking tests in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. This was my pattern: finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This approach actually wastes a lot of time. You're distracting yourself between two distinct tasks: solving questions and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, and then bubble all of them in at once at the end. This has a couple of huge advantages: You focus on each task one at a time, rather than switching between two different tasks. You eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just five seconds per question, you get back three minutes and 20 seconds on the Reading section. This is huge! These extra secondscan buy you time to solve three more questions, which will dramatically improve your score. Be very careful, though, as you do not want to run out of time before you've bubbled in all your answers. Definitely make sure you bubble in your answers to that point with at least 10 minutes remaining. If the proctor calls time and you haven't bubbled in any answers yet, you're going to get a 1 on Reading! Overview: How to Raise Your Low ACT Reading Score These are the eight main strategies I have for you to improve your ACT Reading score. If you're scoring 12, you can improve it to 18.If you're scoring 20, you can boost it to 26.I guarantee you'll get a score increase, as long as you put in the right amount of work and study using the tips I've given you above. The main point is this: you need to understand where you're falling short and constantly drill those weaknesses. You also need to be thoughtful about your mistakes- in other words, don't ignore any of them. This is really important to your future. Make sure you give ACT prep the attention it deserves- before it's too late and you get a rejection letter you didn't want. If you want to go back and review any of the strategies, here's a quick listing: Strategy 1: Save Time on Reading Passages by Switching Your Reading Strategy Strategy 2:Learn to Eliminate the 3 Wrong Answers Strategy 3:Find Your Reading Skill Weaknesses and Drill Them Strategy 4: Only Use High-Quality ACT Reading Sources Strategy 5:Don't Focus On Vocab Strategy 6:Skip the Most Difficult, Time-Consuming Questions Strategy 7:Understand All Your Reading Mistakes Strategy 8: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides you can use to raise your ACT score. For ACT Reading, learn the#1 fundamental, most important strategy.It's an expansion of one of the strategies in this guide and certain to raise your score. Curious how to prep to get a perfect ACT Reading score? Read our in-depth guide to getting a perfect 36 on the Reading sectionfor our best tips. What's a good ACT score for you? Figure out your ACT target score todayusing our step-by-step guide. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The Introduction of Management Techniques and National Culture Research Paper

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Technology - Privacy Issues with Web-Based Medical Information Essay

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