A Brief Note On The Health Care Program - 844 Words

Integrity and fairness are very important in all proposal evaluations, especially in the medical community. Tricare health care program was created for all service members of the military, especially retired and their families. The purpose of Tricare is to provide quality and cost-effective care for their members and for the government. Tricare unitizes military insulations that have a medical treatment center on site to be able to provide cost effective quality care to their members and have a network of contracted medical civilian providers off base. Members are encouraged to seek medical care on military insulations. But when no providers are available members are able to find a local medical provider that is in the Tricare network. If you do not conduct your business in an integrity and fairness manner then you as a medical insurance provider will not be able to help your members get care. Since your company cannot provide any willing medical providers to take your insuranc e. Here are two scenarios that can happen if fairness and integrity are not part of the proposal. Well again with the Tricare situation if the company does not handle their company in a fairness and integrity manner then there will be an enormous shortage of qualified medical providers that your members will not be able to see. This could be a domino effect if this happened because a lot of service members join the military for the medical benefit that could create a smaller willingShow MoreRelatedEffectiveness Of Psychiatric Programs For Children Essay1325 Words   |  6 Pages Children in crisis are at a higher risk of developing mental health issues due to traumatic experiences. Several interventions are available to reduce the effects of traumatic experiences on children. In this paper, the effectiveness of psychiatric programs for children in crisis will be investigated. 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It is to say that these group of children have a high chance or likelihood of contracting other diseases and health conditions that might affect their welfare and personal well-being. In the conventional sense and aspect, children who suffer ailments and conditions such as cerebral palsy, autism, asthma, birth defectsRead MoreOverview of New Faith Family Center Life Skills Program913 Words   |  4 PagesFaith Family Center life skills program will be observed for a period of over 6 weeks at the Capital City Rescue Mission which is a discipleship and rehabilitation Centre that offers a wide range of service to it s clients. The mission addresses most of its needs to the needy and homeless in the city. It provides services and accommodation, together with programs to women, homeless, and children. The program itself is a yearlong residential, transitional program consisting of four phases to helpRead MoreHealth information exchange Essay1592 Words   |  7 Pagesï » ¿Devry University Health Information Exchange 4/8/2013 Table of Contents Cover Page: Page 1 Table of contents: Page 2 Introduction of HIE: Page3 Outline US History of HIE: Page 4-5 Benefits of HIE: Page 5-6 Privacy and Security: Page 6-7 Challenges: Page 7-8 Conclusion: Page 8 Works Cited: Page 9 In 1990 Hartford Foundation funds, â€Å"Community Health Management Information Systems.† They gave grants to seven states and cities to develop those early prototype HIE’s. HIE focuses

Constitutional Rights Assignment 3 Essay - 2109 Words

Constitutional Rights Turrochelle McEachern Introduction to Public Policy/ PAD 525 8/22/2014 Professor Dr. Timothy Smith This report reviews and analyzes individual rights afforded by the constitution and their applicability to the suit for wrongful termination in the case of Korb versus Raytheon. The specific constitutional rights under review are the freedom of speech, freedom of information and challenges associated with employment law. Lawrence Korb, a former Assistant Secretary of Defense and current employee of Raytheon, a large equipment manufacturing company for the U.S. military was terminated after making public statements criticizing defense spending and calling for a reduction of Navy’s fleet. Raytheon, a manufacturer of†¦show more content†¦That business decision was not an interference with any secured rights under the first amendment of the constitution. Although Korb is free to express whatever opinions he wishes, his employer, Raytheon does not have to pay him to do so. There is a distinct contrast in the freedom of speech rights of an employee of a private corporation and the freedom of speech rights of an employee of the government. The Massachusetts Supreme Court opinion in the Korb case reminds us of the famous dictum of Oliver Wendell Holmes in an 1892 Massachusetts case that involved a policeman who was a member of a political committee and who solicited money for that committee. The policeman was then discharged from the police department. The ex-policeman petitioned the court for restoration of his employment. The Massachusetts Supreme Court ruled that the petitioner may have a constitutional right to talk politics, but he has no constitutional right to be a policeman (Rbs2.com, 2000). 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A Vivid Dream Zechariah 31-10 Free Essays

Introduction The book of Zechariah is full of vivid imagery and peculiar visions that all help in the conveying of God’s message. This paper will examine the specific vision described in Zechariah 3:1-10. The intent of this essay is to examine the message of this vivid vision that Zechariah received and also to determine the application for readers at that time and for believers today. We will write a custom essay sample on A Vivid Dream Zechariah 3:1-10 or any similar topic only for you Order Now Compare English Versions The first step in studying this passage had been to read it over and over in multiple English translations to get a feel for how it could be interpreted in English. While there is some difference in the wording of different English translations it does not seem to change what is being communicated in the text. Some interesting differences in v. 4b do appear when describing the new clothing that is given to Joshua, it is described as simply a â€Å"change of raiment† (King James) or more elaborately â€Å"pure elaborately† (ESV) and in the NRSV â€Å"festal apparel†. The following verse describes the charge unto Joshua from the Angel of the Lord as being â€Å"protested† (King James) or â€Å"gave his charge† or even â€Å"spoke very solemnly† (Living Bible) which all seem much different than â€Å"assured† (NRSV). There is obviously some discrepancy as to the tone of this charge. Overall, the different English translations all describe a very similar vision experience. Structural Outline 1. Clean clothes for Joshua (3:1-5) 1. 1 Set the scene (3:1) 1. 2 Rebuke of Satan (3:2) 1. 3 Removal of iniquity (3:3-4) 1. 4 Clean garments and turban (3:5) 2. Promises from the Angel of the Lord (3:6-10) 2. 1 Joshua’s Commission (3:6-7) 2. 2 Promise of a coming Servant (3:8) 2. 3 In that Day (3:9-10) Genre of the Text This section of text is from the Prophet of Zechariah which places it in the genre of prophetic literature; however it also resembles apocalyptic iterature like that found in the book of Revelation. What distinguishes this type of literature as apocalyptic is the obvious vision that is being described here (Miller 134). The scene for this vision is a courtroom with Joshua being on trial before the angel of the Lord. The vision then concludes with some messianic prophecy referring to the Messiah as â€Å"the Branch† (v. 8) and a promise is made for that day when â€Å"every one of you will invite his neighbor to come under his vine and his fig tree†. This is apocalyptic literature in the form of a vision conveying a messianic promise to those who will listen. Research the Text When reading this genre of literature, understanding whom it was written by is important to fully interpret the text. Zechariah’s name means â€Å"the Lord remembers† and is one of the most commonly used names in the OT (Miller 135). Zechariah’s name, along with his message, consistently reminded the nation that the Lord had made a covenant with Israel† (Klein 20). It is also a priestly name which could indicate Zechariah was a Priest as well as a Prophet (Miller 134) but this could also mean that he simply comes from a line of Priests (Klein 21). The first two chapters develop Zechariah as a â€Å"young man† (v. 4) who has an ear turned toward God in a difficult time in Israel’s history. It is also essential to understand the historical context that this text was written into. The book of Zechariah would fit into the Post-Exilic era of Israel’s history, after the return of God’s people to the city and the re-construction of the temple in Jerusalem had started. The message was directed to the â€Å"struggling Jewish returnees† (Miller 134) who would have been largely affected by the time in exile in Babylon. The Babylonians had recently been conquered by the Persian Empire and so great change for the nation of Israel was happening once again. Haggai and Zechariah (written at the similar time periods) both emphasize the everlasting Kingdom of God and the coming of a Messiah. The people of Judah would have been concerned about how their nation would survive in a world of such large superpower empires like Assyria, Babylon and now Persia. Would God ever demonstrate his power and establish his people as the most powerful of nations? Have the people paid their dues in exile? Why had he allowed them to go and return to their land and rebuild the temple? These questions would have been on the minds of the people at the time when Zechariah received this vision. This vision describes a courtroom scene involving some specific characters. The first character is introduced simply as â€Å"he† (3:1). This would be the same he as is mentioned in the previous chapter as â€Å"a man with a measuring line in his hand! † (2:1), and this man continues to be a messenger declaring the coming of the Lord (2:10) from his Holy dwelling (2:13). It seems as if it could be the same angel who â€Å"came again† in 4:1. Other commentaries say it is more likely that â€Å"the Lord himself made the revelation since the fourth vision, unlike the former visions, does not identify an angelic interpreter† (Klein 131). It seems however that ch. 3 continues on from the vision in chapter 2 and all the visions so far have had an angel to guide Zechariah through what he is seeing not the Lord personally. The next difficult part of this text is the uncleanliness of the High Priest named Joshua. The rebuilding of the temple was occurring at this time in Jerusalem and the High Priest would have been needed to oversee the running of the temple when it was completed but here Zechariah receives the revelation that the high priest is not fit for this service. The scene is this; the Angel of the Lord is the judge, the High Priest is on trial and the ‘adversary’ or the persecutor is â€Å"Satan† who is accusing the High Priest (3:1). The mention of the â€Å"filthy garments† (v. 3) was significant when referring to a Priest in particular as the clothing of the Priest was to be to very specific standards (Lev. 8:5-9). This indicates that Satan’s accusations would have proved true. Yet, the Lord rebukes Satan. It seems that the Lord is asserting his authority and making the statement that he is the one who declares purity and innocence, he is the judge not Satan or the enemy or the adversary (the word Satan could be interpreted with any of those words). One commentator comments on this section that â€Å"Satan was reminding the Lord of the nation’s past wretchedness (1:2,4-6) and its unworthiness† (Miller 163) another commentator emphasizes this point â€Å"If the high priest is so filthy, how much more the nation as a whole† (Klein 133). Klein goes onto describe how this Joshua figure played a key role in the restoration of the returning community at this time in history and would have served as an excellent symbol to represent the returning remnant. So the beginning of this text paints a significant picture of the nation of Israel’s guilt and the Lord’s rebuking of Satan for being so audacious as to make such a claim. The Lord responds by declaring Joshua’s innocence. In v. 4 the angel who is standing as Judge (most likely the LORD himself as he has the divine authority to bring judgment) declares that the filthy garments shall be removed. This reveals not the innocence of guilt but the pardoning of guilt. There is a demonstration of God’s forgiveness happening in this vision. Another question that arises has to do with who the witnesses are that are surrounding this trial scene and assist with the redressing of Joshua the High Priest as his pure clothes (vv. 45)? They are also brought up in v. 8 as â€Å"your friends who sit before you, for they are men who are a sign†. Klein refers to them simple as the â€Å"unknown angels† (139). The imagery of the Priest being dressed in clean garments is a common imagery and is used in Ps 132:9 â€Å"May your priests be clothed with righteousness†. The clean turban seems to be â€Å"the finishing touch. On the high priest’s turban was a plate of pure gold inscribed with the words: â€Å"HOLY TO THE LORD† (Exod. 28:36; 39:30). All of this is witnessed by the â€Å"Angel of the LORD [who] was standing by† (3:5b), adding to the legitimacy and importance of what is occurring. The Lord has sent his personal emissary to oversee what is occurring (Klein 141). The filthy garments have been removed and replaced with pure and clean clothes, now Joshua is ready to receive his commission. Now we arrive at the angel of the LORD’s commission of Joshua in v. . The discrepancy in the English translation of the description of this commission (described above) is not commented by Klein or Miller. The best translation seems to be â€Å"solemnly assured† (ESV) as it raises the importance on what it about to be said and that it will be a positive commission, an assurance. The commission has three parts. The first part is a call to be obedient, the second part is the reward if he is obedient which includes authority to rule in the temple, and the third part is the right to be included in the witnesses who surround them. Klein comments on this second reward, that it will allow Joshua â€Å"the high priest, whom the Lord exalts still higher, will have a direct access to the throne of God. Only the high priest could enter the holy of holies, and only once a year (Lev 16), but the declaration made to Joshua far surpasses this privilege by granting Joshua entry into the Lord’s heavenly throne room. † The scene in the courtroom has now moved from one of accusation to a scene of forgiveness and of honoring the high priest and therefore also the people of Judah. Next, the angel of the Lord prepares to make a promise (v. 8a) by calling Joshua to listen! â€Å"The verbal form mirrors that found in the Shema in Deut. 6:4, emphasizing the importance of the message to follow† (Klein 143). The message is to be directed to Joshua’s â€Å"friends who sit before you, for they are men who are a sign† (3:8a). It would seem reasonable that these friends of Joshua are fellow priests, or at least people who also hold a place of leadership among the returning community of Judah. Klein comments that this sign is that â€Å"Joshua’s fellow priests, however, symbolize good things the future will bring† (143). The future embodiment of this blessing will be in the servant who is the one called â€Å"the Branch†. These titles â€Å"servant† and â€Å"the Branch† are very common in the OT. The title â€Å"the Branch† links the messiah figure directly to the line of David (Miller 165) and the title of servant is reminiscent of the significant affirmation God gives to characters such as Abraham, Isaac, and Jacob (Deut. 9:27) and the same Hebrew word (ebed) is translated as â€Å"servant of the Lord† (Klein 145). The messianic imagery continues with the imagery of the stone as it has elsewhere in scripture, â€Å"The stone the builders rejected has become the capstone; the Lord has done this, and it is marvelous in our eyes† (Isa 8:13-15; 28:16). Other interpretation of this stone is that it is referring to the cornerstone that would be used to build the new temple (Klein 147). This entire passage however seems to be concerned with the messiah and continued representation of him seems to be more likely, especially when considering the temple was most likely already completed at this time (Klein 147). The seven eyes on the stone would then represent the all-seeing and all-knowing power of this messiah. The concluding verse of this text affirms that this Messiah figure will bring about the desired peace and continued relationship that his people desire. The imagery of sitting under a vine and â€Å"his fig tree† seems related to the title of â€Å"the Branch† as well and links the time of well-being with the Davidic Messiah who is to come. The vision concludes with an image of peace, prosperity, community and relationship. Relate the Parts In the concluding image the main purpose of this vision seems to be captured. The opening scene acknowledges the guilt of the accused and then removes that guilt, rebuking Satan, declaring that no one but the LORD is the judge. It welcomes the community to come around and participate in the removing of the guilt and the placing on of purity. However, the second section reveals that there is a further command now to live a life worthy of these shiny new clothes. Then it all concludes with the revelation of the source of this forgiveness and acceptance, who is â€Å"the Branch†, servant and stone, the messiah. The Theology How does this text reveal the nature of God? The vision sets God up as the Judge, but what kind of judge? One who sees the guilt of his high priest and the people of Judah but removes that guilt. What gives him this kind of power? The prophets serve to remind God’s people of the covenant that they have with God and this should be kept in mind when considering who this Judge is. He made the law that the people are guilty of iniquity against. They sinned against him. Just as a debtor is the only one who can release someone from their debt, so the lawgiver is the only one who can forgive the lawbreakers. What is the Judge’s reason then for pardoning his people? The iniquity of the priest would have prevented the coming of his people to worship at the temple. Here is a judge that longs to be part of his people’s lives. He will also provide the means for this to happen in the future with the coming of his servant, he wants to be directly involved, personally involved. The end result of all this sounds much like street party. Through the cleansing of our iniquity we gain the honor beyond or expectation and with our neighbor in a prosperous land (v. 10). This is God’s reason for pardoning his people; this is the God we worship. Application How often have I worn the filthy clothes around this week? I constantly believe in the accusations of Satan, that I am a terrible friend, a terrible boyfriend that I simply use the people around me. What happens then? I live like that. When I believe those accusations I lie in light of those accusations. The importance of believing that God has dressed me in clean clothes is undeniable; he has got me ready for a party and declared me worthy of that invitation. Now it is time to live like I am heading to that party. I am who God declares me to be. Another application exists communally. Now the church knows who the messenger who was spoken of here is. We know Jesus and in this text in Zechariah he is once again emphasized as the one who came from God to bring about the peace and love of community when he comes. Should not the church also live as people free to enjoy the community of each other and of God? That is why Christ came, that is why he was sent. How to cite A Vivid Dream Zechariah 3:1-10, Papers

Virtual Teams as Teamwork Efforts

Virtual teams refers to teamwork efforts that are facilitated through information technology medium where individuals get to work together without having to meet physically (Maznevski, 2006). Basically the term virtual team refers to a group of persons that primarily interact through internet connectivity or other electronic media and occasionally get to meet physically in order to achieve certain work objectives.Advertising We will write a custom essay sample on Virtual Teams as Teamwork Efforts specifically for you for only $16.05 $11/page Learn More There are three characteristics that defines a virtual team; members must be separated by geographical features, they must be linked together virtually through a form of an electronic media and they must be engaged in achieving a common objective that is mostly work related (Maznevski, 2006). The purpose of this paper is to discuss the elements of virtual teams as well as evaluation tool of measuring its e fficiency for human resource personnel in an organization. Generally virtual teams can be categorized into four groups; tasks groups, command groups, interest groups and friendship groups (Kruse, 2003). In an organization setting there are several reasons that necessitate the use and set up of virtual teams. In this case the main reasons include low cost of business operations, convenience, outsourcing of scarce human resource and the need to gain a competitive edge (Duarte, 2005). Regardless of the type of virtual group, a virtual team requires six elements that must be enhanced in order for it to be effective, they include effective communication skills, conflicts management, leadership skills, building of ideal relationship, team empowerment and rhythm building (Gould, 2006). These are the essential elements of a highly efficient virtual team. One of the articles in the field of virtual team that attempts to comprehensively assess the efficiency of virtual teams in an organizatio nal setting is written by Tricia Steege, the CEO of transformation strategies. In this article the maturity and efficiency of virtual team is measured by a Virtual Team Operation Survey tool that assesses the indicators of virtual team performance (Steege, 2003). The survey tool developed for assessing the effectiveness of virtual teams in organization focuses on a total of five indicators that include; trust, leadership, communication, technology and learning that are rated based on four criteria’s (Steege, 2003). The possible cumulative scores when using this survey tool is 100 points that are disaggregated by 20 marks in each category. Based on the points obtained during the evaluation of the team efficiency, a human resource specialist can identify areas of weaknesses and strengths of the virtual team under evaluation.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The interpret ation of the survey tool scorecard is pretty straight forward since the indicators that have the lowest points are the weakest links that are used to identify areas of weaknesses while areas that score highly indicate areas of strengths. The specific interpretation and analysis of the Virtual Team Operation Survey tool score is indicated in the following table. Table 1: Virtual Team Operation Survey Tool Analysis Score Range Overall Rating 90-100 Highly effective. The work capability of the virtual team is highly mature and highly functioning. 80-90 Generally effective. The work capability of the virtual team is generally mature and functioning quite well. 70-80 Moderately effective. The capability of the virtual team is somewhat mature with several dimensions of virtual work processes needing to be improved. 70 and Below Below effective. The capability of the virtual team is immature with many areas of virtual work needing to be improved. Source: (Steege, 2003). How M ature Are Your Virtual Team Work Processes? References Duarte, K. (2005). How to tell Virtual Team Effectiveness. Web. Gould, David. (2006). Fifth Generation Work-Virtual Organization. Web. Kruse, Kevin. (2003). Creating Conditions for Virtual Team Effectiveness. Web. Maznevski, Martha. (2006). Creating Effective Virtual Teams. Web.Advertising We will write a custom essay sample on Virtual Teams as Teamwork Efforts specifically for you for only $16.05 $11/page Learn More Steege, Tricia. (2003). How Mature are your Virtual Team Work Processes. Web. This essay on Virtual Teams as Teamwork Efforts was written and submitted by user Rumiko Fujikawa to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

25 to 32 Fast ACT Prep Study Plan in 10 Days

25 to 32 Fast ACT Prep Study Plan in 10 Days SAT / ACT Prep Online Guides and Tips Do you need to raise your ACT score, ASAP? Do you want to make a huge score improvement, from good to amazing- from 25 to 32? It’s not easy, but you can take huge strides toward the ACT score of your dream in just 10 days.In this article, we show you how to pinpoint your weaknesses, create an effective study plan, and significantly raise your ACT score. Who Should Use This ACT Study Plan? Because this is only a 10-day plan, you'll have to commit to between two and five hours each day to see major improvements. Unfortunately, there's no substitute for putting in ample prep time, whether that’s an hour a day over five weeks, or a more concentrated plan like this one. If you do have more time before your test date, we highly recommend spending at least five weeks studying for the ACT. It’s easier to guarantee a score boost of 25 to 32 if you give yourself more time to practice. But if you want to improve your score quickly, or have already taken the ACT and want to improve your score before college apps are due, keep reading. This plan integrates a key component of all good study plans: focusing on your weaknesses. When time is of the essence, you need to make every hour count. How well you can do this will ultimately dictate how much you improve on the ACT. Now, let's take a look at the three steps you'll need to take to get your 10-day study plan started. Step 1: Take a Practice Test Your first step is to take an official, full-length ACT practice test. Even if you’ve taken the ACT before, you need to find out exactly what your strengths and weaknesses are before you begin studying. Remember to simulate actual test-taking conditions, including using a bubble sheet, and to follow official timing restrictions exactly. After you’ve taken the test, calculate your score out of 36 for each section to get your composite score (i.e., your total ACT score) and subscores. You can read our guide to learn more abouthow ACT scoring works. As you go over your answers, note where you lost the most points. For example, maybe your geometry subscore was super low but your other math subscores were good. Or maybe you lost points randomly, meaning you'll have to dig a little deeper to figure out which concepts you're struggling with. The ultimate goal is to pinpoint your weaknesses so that you can study the most effectively. Reviewing your mistakes is essential to formulating a solid prep plan. Your 10-day plan could look very different based on how you do on the practice test. Let's use three hypothetical students as examples: Student A, Student B, and Student C. Student A'sPractice Test Scores English: 23 Math: 25 Reading: 26 Science: 25 Composite: 25 Student A has work to do across the board to get her composite score up to 32. Although we'd recommend this student definitely devote some serious time to studying ACT grammar rules to raise her English score (her lowest section score), every single section score must see significant improvement for her to hit her goal score of 32. Student B's Practice Test Scores English: 30 Math: 24 Reading: 24 Science: 26 Composite: 26 Student B should spend the majority of the 10 days practicing Math, Reading, and Science. They can improve their English score by 2 points (up to a 32) by simply scoring 2 or 3 more raw points on that section- which shouldn’t require hours of extra studying. However, they'll need much bigger raw point gains for the other sections. Don't worry, Student B. By following this 10-day study plan, you'll be able to meet your ACT score goals! (Valerie (Vee) Bordeleau/Flickr) Student C's Practice Test Scores English: 30 Math: 20 Reading: 32 Science: 22 Composite: 26 Student C needs to make serious gains in Math and Sciencebut is already strong in English and Reading. He should focus his 10-day program on figuring out his content weaknesses in Math and Science, addressing them, and then drilling practice questions. He can also spend some time working to improve his English and Reading scores so as to lessen the burden on his presumed Math and Science score increases. Any additional composite point he can gain on English or Reading is one he doesn't have to earn on Math or Science. For example, he could aim for 34 on both English and Reading and 30 on both Math and Science and still get a composite score of 32. Step 2: Set Raw Score Goals for Each Section For this guide, we are assuming an ACT goal of a 32 composite score. But how many raw points (i.e., the number of questions you answer correctly) do you need to aim for to get this score? Here are the number of questions you'll need to get correct on each section: English: 70 out of 75 Math: 54 out of 60 Reading: 38 out of 40 Science: 38 out of 40 We added an extra raw point to these target scores compared with the ACT scoring charts, since the scaling can change slightly from test to test. If you can achieve all these raw scores, you will most likely get a 32 composite score. Remember, the ACT composite score is averaged, so you could get two 30s and two 34s and average out to 32 for all sections. You can use our scoring guide to set your own raw score goals if you have different section goals or a different composite score goal in mind. Note that at this level, you should be answering every question. Don’t just do 70 English problems and leave the rest blank. Answer every question with the goal of getting them all correct, so that if you do have some wrong answers, you can still get a total of 70 raw points. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. This way you get the most out of your study time and make the most improvements in the least time possible. You won't have to worry aboutwhatto study - just focus on learning. Check out our 5-day free trial: Step 3: Gather ACT Prep Materials The final step is to gather the ACT study materials you want to use throughout your study plan. For step-by-step guidance, we highly recommend our PrepScholar ACT program.We go through the process of identifying your weaknesses for you, giving you more time to focus on filling in content gaps and improving your score. If you’re going at it alone or just want more tools, though, here's what we recommend for your ACT prep: #1: ACT Prep Books Use our guide to the best ACT prep books on the market as a starting point for building your ACT prep book arsenal. These prep books contain practice problems, tests, and the content information you'll need to fix your weaknesses and get a 32 on the ACT. Definitely start by getting The Official ACT Prep Guide and the Black Book, plus subject-specific books if your performance on your practice test shows weaknesses in certain areas. For example, we'd recommend Student C from our example above get books specifically for Math and Science. #2: Test Accessories Pencils, erasers, a calculator, a watch- think of these as tools you need to do well on the ACT. It might seem trivial, but getting used to using a (ACT-approved) watch to time yourself can help you save time on the test. Plus, if you aren't used to telling time on a watch (as opposed to a cell phone), it's better that you get used to doing so before a high-stress situation like a standardized test. The same goes for your calculator: you want to make sure you're familiar with the calculator you'll be using on the ACT so you don't waste valuable time on test day fiddling around with it. Using non-mechanical pencils and erasers instead of pens on the test will get you into the right mindset for the test as well. If you're doing the ACT Essay, writing with a non-mechanical pencil is even more important because you need to get used to writing in pencil for long stretches rather than just for bubbling in answer choices. #3: Our Free Online ACT Resources We've got a lot of free ACT prep resources to offer you at PrepScholar. Our free eBookgives you a more in-depth guide to improving your ACT score and identifying and fixing your weaknesses. We also strongly recommend readingour article onhow to get a perfect 36 on the ACT, written by our resident perfect scorer; this guide will help put you in the right mindset for a 32 or higher. Even if you're not trying to get a 36, you'll need to use these principles to improve your ACT score, especially in such a short time frame. Finally, we've consolidated all of our writing on the ACT sections into ultimate prep guides. Whether you want general tips or specific strategies, these guides have them all. Learn the principles and get the tools you need to propel your composite score to a 32 with our complete study guides to ACT English, ACT Math, ACT Reading, and ACT Science. If you plan to take the ACT with Writing, be sure to also check out our ultimate guide to theACT Essay. #4: Free and Official ACT Practice Tests Sitting down and taking realistic, full-length ACT practice tests is key to preparing for the ACT. Not only will it familiarize you with the test format, but it'll also help you pinpoint your weaknesses and work on them, as well as give you an idea of how your studying is going. Use our collection of free and official ACT practice teststo get started. General Advice as You Begin Studying for the ACT Before we go over our 10-day plan, here are some of our best tips for getting the most out of your ACT prep. Follow these to help you get the biggest score improvements in the least amount of time. #1: Always Guess There's no guessing penalty on the ACT, so even if you’re at the end of a section and have two questions left you can’t answer, it's best to just fill in random answers. You have a 20-25% chance of getting a question right, so take the shot! #2: Use the Process of Elimination Eliminating wrong answers is a good way to approach tough questions, and will increase your odds of getting points if you encounter a question you're not sure about and end up guessing on. Even though the right answer isn’t always obvious, it’s usually easy to spot at least one or two wrong answers,raising your odds of getting a question right to 33% or even 50%. #3: Don’t Get Stuck on Hard Questions A great strategy is to mark difficult questions and come back to them later. Timing is key on the ACT as you have less than a minute per question. This means thatif you waste five minutes on a hard question, you are losing the opportunity to work on five more questions, which can seriously tank your score. Seeour guide on ACT lengthfor more tips on pacing yourself. #4: Mark Questions You're Unsure About When practicing, don’t just correct multiple-choice questions and tally your score. Rather,star any questions you weren't sure about. That way, when you correct your answers, you can make sure to study that type of question and see why you struggled with it (even if you got it right). If you only focus on wrong answers, you could actually leave some content gaps unfilled. Remember, the goal isn't to study until you can get most of the answers right- it's to study until you're confident that you won't get any questions wrong. #5: Identify and Fix Weaknesses When correcting your answers to ACT practice questions, don't go over the answer explanations too quickly. You need to figure out why you got an answer wrong as well as how you can keep yourself from making this mistake again. Just drilling practice questions without understanding your true weaknesses won’t help you improve your score. We suggest taking notes on your mistakes in a notebook. This will help you keep track of your content weaknesses and guide your studying. #6: Don't Sweat the Essay The ACT Writing section, or Essay, does not affect your composite score.So if getting 32 is your main goal, don’t spend tons of time practicing for the Essay. You only have 10 days, and you'll need to use them wisely! While we recommend preparing for the Essay to an extent (I suggest reading our guide to writing the ACT Essay), don't waste precious hours practicing for this section when you still have big point improvements to make on other, more important sections. 10-Day ACT Study Plan Now that we've gotten the basics out of the way, here is a 10-day ACT prep plan you can use to go from 25 to 32. Again, be aware that this a very time-intensive plan.To truly benefit from it, you'll need to clear your schedule as much as you can and give yourself adequate time to study. Days 1-4: Fill In Content Gaps Time: 3-4 hours per day As you start studying, your first priority is to pinpoint topics you don’t know and learn them. You can’t expect to get 32 with major content weaknesses. Whether you struggle with interpreting scientific studies, solving plane geometry questions, or remembering grammar rules, your first step is to find out what you don’t know and then master it. Use your results from the practice test to determine what to focus on during these first four days. You should then use your prep program, books, and/or other study materials to concentrate on subject areas you're struggling with the most. On each day, focus on a single ACT section: English, Reading, Math, or Science. Take practice sections and use practice questions, but don’t worry about taking full practice exams just yet. For example, Student A above would devote one day each to all of the sections, whereas Student C should probably spend two days on Math and two days on Science. Suggested Time Breakdown 1-2 hours: Find weaknesses in the section. Use your prep books and online resources to fill in your content gaps. After you’ve learned the new content, quiz yourself on each individual weakness. For example, if you realized you always miss subject/verb agreement questions on the English section, first read up on subject/verb agreement and then do practice problems that quiz this topic specifically. 35 minutes-1 hour: Take a full section from a practice test, strictly timed. If pacing is an issue for you, experiment with doing a combination of untimed sections, time-and-a-half sections, and officially timed sections. 1 hour: Review mistakes from the practice test and make sure you understand them. Remember to take notes on your mistakes in your journal! Research additional content weaknesses if needed. Days 5-7: Take and Review Practice Tests Time: 4-5 hours per day During this time you'lltake a full practice test each day (excluding the Essay section at the end). Even if you have strong sections, like Student C above, do the practice anyway so you can identify any silly mistakes you tend to make and can ensure you'll do just as well on test day as you do in your practice. Consistency is key! As you test, star questions you're unsure of to make sure you revisit them while correcting, even if you end up getting them right. Spend time afterwardidentifying your mistakes and figuring out why you made them. Don’t just brush off an answer and say, â€Å"Oh, I forgot the Pythagorean theorem, so I guessed." Figure out why you couldn’t remember the formula and thenmake a plan so you can get similar questions right in the future. Also, revisit questions you starred even if you ultimately got them right. It's important to address any stubborn content gaps. Suggested Time Breakdown 3 hours: Take a full ACT practice test (ideally, an official one) without the Essay section. 1-2 hours: Correct your test and carefully note all of your mistakes in your notebook. Figure out where your remaining weaknesses are and research any content gaps you still have. Days 8-9: Review and Target Weaknesses Time: 3-5 hours per day Based on your performance on the practice tests, you'll now do more fine-tuned work on areas you still have weaknesses in. Here are some examples of what you could focus on in your prep: Drill areas you're still making mistakesor have content weaknesses in. Maybe you’re struggling with the trigonometry questions on Math. In this case, head back to your study materials to review the content before you do any more practice questions in that area. Do more practice sections if you'rerunning out of time or struggling with pacing. Remember to wear a watch and keep an eye on how much time you spend on each question. If you're consistently hitting 32, continue to take full practice tests and grade them. Your goal is consistency, so keep practicing, even if you think you're set to go. Spend some time working on the Essay. Again, the Essay does not affect your total ACT score, but you don’t want it to be extremely low in comparison. Check out our guide to writing an ACT essay to help you get started. Day 10: Brush Up On Weaknesses and Rest Time: 1-2 hours You don’t want to study too intensively the day before the test- this will burn you out and do more harm than good! At this stage, it's best to do some practice problems in your weak spots, or one or two practice sections if you're working on pacing, to keep your mind warmed up. That said, remember to focus on relaxing and getting rest before the test, too.Read our tips for getting ready the night before and the morning of the test. Additionally,make sure you don’t forget anything important when you go to take the test! What’s Next? If you’re not sure you can handle this on your own, check out PrepScholar’s ACT study program. We go through the process of identifying your weak points for you. We also give you rigorous practice questions designed by 99th percentile scorers. One important part of studying is keeping your motivation in place. Check out our list of automatic scholarships for ACT scores. The higher your score, the more money you can earn! You can also use your dream colleges to adjust your target ACT score. See our guide to what a good ACT score is to find out the score you need to aim for. We also have a guide specifically for the Ivy League. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Units of Analysis as Related to Sociology

Units of Analysis as Related to Sociology Units of analysis are the objects of study within a research project. In sociology, the most common units of analysis are individuals, groups, social interactions, organizations and institutions, and social and cultural artifacts. In many cases, a research project can require multiple units of analysis. Overview Identifying your units of analysis is an important part of the research process. Once you have identified a research question, you will have to select your units of analysis as part of the process of deciding on a research method and how you will operationalize that method. Lets review the most common units of analysis and why a researcher might choose to study them. Individuals Individuals are the most common units of analysis within sociological research. This is the case because the core problem of sociology is understanding the relationships between individuals and society, so we routinely turn to studies composed of individual people in order to refine our understanding of the ties that bind individuals together into a society. Taken together, information about individuals and their personal experiences can reveal patterns and trends that are common to a society or particular groups within it, and can provide insight into social problems and their solutions. For example, researchers at the University of California-San Francisco found through interviews with individual women who have had abortions that the vast majority of women do not ever regret the choice to terminate the pregnancy. Their findings prove that a common right-wing argument against access to abortionthat women will suffer undue emotional distress and regret if they have an abortionis base d on myth rather than fact. Groups Sociologists are keenly interested in social ties and relationships, which means that they often study groups of people, be they large or small. Groups can be anything from romantic couples to families, to people who fall into particular racial or gender categories, to friend groups, to whole generations of people (think Millennials and all the attention they get from social scientists). By studying groups sociologists can reveal how social structure and forces affect whole categories of people on the basis of race, class, or gender, for example. Sociologists have done this in pursuit of understanding a wide range of social phenomena and problems, like for example this study that proved that living in a racist place leads to Black people having worse health outcomes than white people; or this study that examined the gender gap across different nations to find out which are better or worse at advancing and protecting the rights of women and girls. Organizations Organizations differ from groups in that they are considered more formal and, well, organized ways of collecting people together around specific goals and norms. Organizations take many forms, including corporations, religious congregations and whole systems like the Catholic Church, judicial systems, police departments, and social movements, for example. Social scientists who study organizations might be interested in, for example, how corporations like Apple, Amazon, and Walmart impact various aspects of social and economic life, like how we shop and what we shop for, and what work conditions have become normal and/or problematic within the U.S. labor market. Sociologists who study organizations might also be interested in comparing different examples of similar organizations to reveal the nuanced ways in which they operate, and the values and norms that shape those operations. Cultural Artifacts Sociologists know that we can learn a lot about our society and ourselves by studying the things that we create, which is why many of us cultural artifacts. Cultural artifacts are all the things that are created by humans, including the built environment, furniture, technological devices, clothing, art and music, advertising and languagethe list is truly endless. Sociologists who study cultural artifacts might be interested in understanding what a new trend in clothing, art, or music reveals about the contemporary values and norms of the society that produces it and those who consume it, or they might be interested in understanding how advertising might impact norms and behavior, especially in terms of gender and sexuality, which has long been fertile ground for social science research. Social Interactions Social interactions also take a wide variety of forms and can include anything from making eye contact with strangers in public, purchasing items in a store, conversations, engaging in activities together, to formalized interactions like weddings and divorces, hearings, or court cases. Sociologists who study social interactions might be interested in understanding how larger social structures and forces shape how we behave and interact on a daily basis, or how they shape traditions like Black Friday shopping or weddings. They might also be interested in understanding how social order is maintained. Research has shown that this is done in part by intentionally ignoring each other in crowded public spaces.

Address an economic issue of current interest to WSJ readers Assignment

Address an economic issue of current interest to WSJ readers - Assignment Example This is a considerable drop, when compared the previous year’s estimate of 12%. This has also caused new home building to slow down which directly affects economic growth. Besides, the effect of this drop to the economy, those planning to buy new homes may have a smile as the pressure on home prices is expected to ease up with a notable drop of 1.2% compared to the same period in 2013. After reading the article, I would like to share few ideas that crossed my mind concerning what the editor states about economic growth and the real reasons behind this drop. For a start, I believe there are various reasons that are responsible for this drop and severe weather and rising mortgage is only a fraction of these reasons. As it is a trend, new homes only account for 10% of all home sales; therefore, a drop in sales for home sales does not necessarily mean that homebuyers have slowed down. This means that, despite the severe weather conditions and rising mortgage, new home sales could have gone down after losing potential buyers to older house sales. An article in 2013 by Cho highlighted that Shadow Inventory held by the GSEs and US-HUD largely outnumbered REO. This shows there is a large supply of homes that could come to market and sustain the current demand, leaving little room for new homes. In support of this opinion, another article by Gundlach specifies that the hou sing market is soft and has been significantly slowed down by the aging pool of loans in the foreclosure process. The forecast done by National Association for Business Economics on this year’s housing investment is a valid reason that, despite the severe weather conditions, new home ownership will still experience slow growth perhaps, the rise in mortgage being a more viable reason. Other significant factor in the drop, in new home ownership, is the increasing cost of