How to Improve Your SAT Writing Score 9 Key Strategies

How to Improve Your SAT Writing Score 9 Key Strategies SAT / ACT Prep Online Guides and Tips Are you struggling with SAT Writing + Reading scores between 300 and 500? You're not alone- hundreds of thousands of students are scoring in this range, too. But many don't know the best ways to break out of this score range and score 600 or higher. Here, we'll discuss how to improve your SAT Writing score effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score! Brief note: This article is for students scoring below 600 on Evidence-Based Reading and Writing (EBRW). Although this score is a combination of your Reading and Writing scores, in this article, I'm focusing exclusively on Writing. So when I talk about scoring a 600 on Writing, what I really mean is getting a Writing test score of 30. If you're already scoring above 600, my articles onhow to get a perfect SAT scoreand how to get a perfect SAT Writing scorewill be more appropriate for you. You can still read this article, though, as some of it might be helpful to you. By contrast, ifyour goal is a 500 (or a 25 test score on Writing), these concepts will still equally apply, so I encourage you to continue reading! In this article, I'm going to discuss why scoring high is a good idea, explain what it takes to score a 600 on SAT Writing, and then go over key test-taking strategies. Stick with me- this is like building a house. You need to lay a good foundation before you can put up the walls and pretty windows. Here,we need to understand why you're doing what you're doingbefore we can dive into tips and strategies. Getting a 600 on SAT Writing: Understand the Stakes Improving your low SAT Writing score to something in the 600 range will dramatically boost your chances of getting into better colleges. Let's take a popular school, Penn State University, as an example.Its average SAT score is 1270. Its 25th percentile score is 80, and 75th percentile is 1370.Furthermore, its acceptance rate is 51%. In other words, a little more than half of all applicants are admitted. But the lower your scores, the worse your chances will be of getting in. Based on our analysis, if you score around 80, your chances of admission to Penn State drop to 25%, or around 1/4 chance.But if you raise your SAT score to 1370, your chances of admission go up to 75%- that's a much higher chance of admission! For the Writing section, this is especially true if you want to apply to humanities or language programs. These programs expect your SAT Writing score to be better than your Math score. So if you score low on this section, they'll likely doubt your ability to do college-level humanities work. As you can see, it's really worth your time to improve your SAT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Know That You Can Raise Your SAT Writing Score This isn't just some lame inspirational message you see on the back of a milk carton. I mean, literally, you and every other student can do this. At PrepScholar, I've worked with thousands of students scoring in the lower range of 300-500. Time after time, I see students beat themselves up over their low scores who think improving them is impossible. "I know I'm not smart." "I've just never been good at writing, and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that, more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study.Not your IQ or your school grades. Not how Ms. Anderson in 9th grade gave you a C on your essay. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? You've learned grammar before in school. You know some basic grammar rules. But the SAT questions just seem so much weirder. The test is purposely designed this way. The SAT can't test difficult concepts because this would be unfair to students who never took AP English. It can't ask you to dissect Dostoevsky's The Brothers Karamazov. The SAT is a national test after all, which means it needs a level playing field for all students around the country. As a result, the SAT has to test concepts that all high school students will learn. Subject-verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this in school. But the SAT still has to make the test difficult, so it tests these basic concepts in strange ways. This trips up students who don't prepare for it, but it rewards students who understand the test well. Here's an example of an SAT Writing question, which requires you to find the grammar error in the sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic SAT Writing question. Try to solve it before reading on. The error here is in thesubject/verb agreement. The subject of the sentence is "commissioner," which is singular. The verb, however, is "run," but because the subject is singular, it should really be "runs." If you didn't see an error, you fell for a classic SAT Writing trap.It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign, which suggests a plural verb! The SAT Writing section is full of questions like this one. Nearly every grammar rule is tested in a specific way, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: this might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do:find the subject and the verb, and get rid of the interrupting phrase. Essentially, to improve your SAT Writing score, you just need to do the following: Learn the grammar rules tested on the SAT Study how the SAT tests these grammar rules, and learn how to detect which grammar rule you need to know for a question Practice with a lot of realistic SAT Writing questions so you can learn from your mistakes I'll go into more detail about exactly how to do all of this. But first, let's see how many questions you'll need to get correct on SAT Writing to get a 600 EBRW score. What It Takes to Get a 600 (or 30) on SAT Writing 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 600 EBRW score- or, more specifically, aWriting test score of 30,out of 40. Scoring is a little complicated for SAT Writing. Unlike the Math section, which is scored on a scale of 200-600, Writing is combined with Reading to give you a single Evidence-Based Reading and Writing (EBRW) score.In order to get this scaled score, however, your Writing and Reading scores start out as raw scores (equal to the number of questions you got right). These are converted into test scores on a scale of 10-40. Finally, the two test scores are combined and converted to a single EBRW score on a scale of 200-600. In this sense, when we talk about getting a 600 on SAT Writing, what we really mean is getting a 30 out of 40 on SAT Writing. Note thatif you opt for the SAT Essay, this score willnotbe included in your SAT Writing score (it used to be before 2016; now, it's a completely separate score). If you could use a refresher on how the SAT is scored,read our in-depth guide to SAT scoring. Here's a raw score to SAT Writing score conversion table from an official SAT practice test. Be aware that SAT conversion tables differ for each test, so they can't offer an exact conversion- just an estimate. Raw Scaled Raw Scaled Raw Scaled Raw Scaled 44 40 32 30 20 23 8 14 43 39 31 30 19 22 7 13 42 38 30 29 18 21 6 13 41 37 29 28 17 21 5 12 40 36 28 28 16 20 4 39 35 27 27 15 19 3 10 38 34 26 26 14 19 2 10 37 34 25 26 13 18 1 10 36 33 24 25 12 17 0 10 35 32 23 25 16 34 32 22 24 10 16 33 31 21 23 9 15 Source: Official SAT Practice Test #1 Notice that if you're aiming for a 30/40 on Writing, you need a raw score of 31-32, or around 77%. This means you need to correctly answer a bit above 3/4 of all questions. Whatever you're scoring now, take note of the difference you need to get to a 30. For example, if you're scoring a 23, you'd need to answer 10- more questions right to get to a 600.Once again, if your goal is a 500 (or a 25 in Writing), the same analysis applies. OK- so we've covered why getting a higher SAT Writingscore is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. How to Improve Your Low SAT Writing Score: 9 Strategies Below, I introduce my top strategies to help you get the high SAT Writing score you deserve. Strategy 1: Get Used to the SAT Writing Passage Format The SAT Writing format consists of a passage on the left-hand side and questions on the right. The questions are indicated in the passage by underlines and number markers. Take a look: This format is a little odd to get used to since you need to alternate between reading the passage and answering questions about grammar and writing style. As some of the questions require you to understand the passage as a whole, it can get pretty tricky. And darting your head left and right to answer questions can ultimately make you lose concentration. So in what order do you read the passage and answer the questions? We recommend this three-step strategy: Read every sentence to completion.If the sentence has an underline in the middle, don't stop reading the sentence. Finish reading it so you understand what it's talking about. Go back to the question and answer it. If the question has multiple questions tagged, tackle them one at a time. We find that this strategy works best for lower-scoring students. It strikes a good balance between comprehending the passage and answering questions quickly. Do notread the entire passage and then answer the questions. It's usually not important to comprehend the entire passage as you need to do on Reading. Most questions are very focused sentence by sentence, meaning you don't need other sentences to answer them correctly. You can read more about tackling SAT Writing passages here. Strategy 2: Know What's Being Tested on SAT Writing Now that you're comfortable with the SAT passage format, it's important to know what's actually being tested on this section.You know grammar skills are being tested, but which ones?Do you know what rhetoric/style skills are being tested as well? When you go into battle, you need to know your enemy. Here's a great breakdown at a high level of what's tested on SAT Writing. And here's a great listing of the top 12 SAT grammar rules you should know. I won't list them here since the article I linked to is a much better explanation. For more tips on SAT grammar, check out our guide to all essential grammar rules you should know. All these skills bring us to my next strategy ... Strategy 3: Learn the Most Important Grammar Rules and Ignore the Others There's just no way around it. You need to know what the most important grammar rules are and how they work in order to do well on SAT Writing. The good news is thatcertain grammar rules are far more common than others on the SAT. For example, punctuation is the #1 grammar rule on the test- and almost six times more common than modifiers! Overall, there aren't that many grammar rules you need to master. In this sense, SAT Writing is a bit easier than SAT Math, for which there are more than a dozen unique skills you need to do well. What this means is that you can get more bang for your buck if you study correctly. Instead of reading a grammar book cover to cover, you should focus on the most critical grammar rules to improve your score most. We dissected every official SAT practice test available to figure out how many questions will appear for every skill. Here's an overview of what we found for SAT Writing: SAT Writing Skill Questions per Test Grammar Punctuation 4.5 Sentence Structure 3.8 Conventional expression 2.5 Agreement 2.3 Possessives 2.3 Parallel structure 2 Pronouns 1 Verb Tense 1 Modifiers 0.8 Rhetoric Sentence Function 8.5 Concision 4 Transition 3.8 Logical sequence 2.5 Precision 2.3 Quantitative 1.5 Style and tone 1.5 This list isn't that useful without practice. Now that you know what to expect on SAT Writing, you need to practice the most common skills again and again.This will get you the biggest bang for your buck for every hour you spend studying. This is how I designed our PrepScholar SAT program to work. We customize your study program to your strengths and weaknesses, forcing you to spend study time on what is really going to improve your score. You don't have to find your own SAT practice questions or decide what to study in what order- we do all of that for you! Next strategy: find your weak links and fix them. Strategy 4: Find Your Grammar Weaknesses and Drill Them If you're like most students, you're better at some areas on SAT Writing than you are at others. You might know pronouns really well, for instance, but you're not very strong at sentence constructions and fragments. Or maybe you're really good atparallel constructionbut have no idea what afaulty modifieris. You also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you've got friends to hang out with.This means that for every hour you study for the SAT, 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 prep book and read it cover to cover. When they don't improve their SAT scores, they're shocked. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover your bases with a thin layer of understanding. What these students did wrong was that they wasted time on subjects they already knew well- and didn't spend enough time improving their weak spots. Studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole and fill it. Then you find the next biggest hole and fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT Writing? You need to pinpoint the grammar rules you're having most trouble with and then do enough practice questions until they're no longer a weakness. Fixing up the biggest holes. For every Writing question you miss, you have to identify the type of question it is and why you missed it. Onceyou notice patterns to the questions you miss, you can find extra practice for particular grammar rules that are difficult for you. Say you miss a lot of questions related to commas (a very common SAT Writing mistake). You need to find a way to get lesson material to teach yourself the main concepts you're forgetting. You then need to find more practice questions for this skill so you can drill your mistakes.This is by far the best way to improve your SAT Writing score. Bonus: If all of this is making sense to you, you'd love our SAT prep 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 SAT skills, including individual grammar rules. 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. For example, if you're weak in Subject/Verb Agreement, we'll give you a dedicated quiz focused on that skill so that you master your weakness. 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: Learn how to eliminate answer choices systematically. Strategy 5: Don't Pick Answer Choices Based on "Sounding Weird"- Don't Guess Randomly The SAT tests proper English grammar very strictly. Imagine that it's a 60-year-old English professor who speaks like he came from 1850.A lot of the language on the test will sound strange to you because it's never how you would phrase sentences yourself in real life. Here's an example: The students for whom the scholarships were designed left the school voluntarily for health reasons. This sentence is 100% grammatically correct. But you probably wouldn't talk like this with your friends or teachers. Students often fall for weird-sounding language because it seems as if there must be an error. But the SAT (sneaky like it always is) knows this about you. And it designs traps for students to fall into. Here's what you should do instead. For every wrong answer choice you eliminate, you should justify to yourself clearly why you are eliminating that answer choice. For most grammar type questions, you're looking for the best replacement for the underlined section. Here's an example: (Note that SAT questions only have four answer choices, but I'm just using this for illustration.) Here's my thinking as I go through the question for the first time: I'm getting from this question that nitrogen can kill plants and animals, so researchers want to prevent accumulation of nitrogen. This makes logical sense to me. A: This sounds plausible to me. I don't see any errors. I'm keeping this answer choice as a possibility. B: This is strictly grammatically correct, but "plants and animals can be killed" is now in its own clause as it's been separated by the semicolon. As a result, this sentence is not communicating that nitrogen is killing plants and animals; it's just saying that "plants and animals can be killed." But by what? I'm feeling negative about this as the answer choice. C: This is a comma splice grammar error. "That is what can kill plants and animals" is an independent clause, and in order to join two independent clauses, I know that you need a comma and a conjunction, such as "and." D: This is also a comma splice error. Plus, "they" isn't the right pronoun to use. Nitrogen is singular, so you would need to use "it." E: This fixes the comma splice error in D since now it uses a comma andthe conjunction "and." But it still has the "they" pronoun error. "They" needs to be "it" because nitrogen is singular. Based on all of this, I've eliminated every answer choice except A. Therefore, A is the correct answer. I'm not literally thinking all these words in my head. I'm eliminating quickly as I read because I'm detecting the grammar errors. It's like if I told you, "The bee fly to the hive." You'll instantly know this is wrong if you say it aloud because it feels wrong. After a few more seconds, you'd be able to point out that "bee" is singular and "fly" is plural, so we have a subject-verb agreement error. By learning more grammar rules and practicing them, you'll be able to do this elimination more quickly and naturally. You'll pinpoint exact reasons that a phrase has a grammar error and then use that to eliminate incorrect answer choices. This is a lot better than guessing based on things simply "sounding weird," and you'll get many more questions right with this strategy. Strategy 6: Be Careful About Choosing NO CHANGEToo Much On SAT Writing, most questions have a NO CHANGE option. This is the answer choice that doesn't change the underlined section and leaves the sentence as is. The SAT loves tricking students using these answer choices because it knows that students who don't know grammar rules won't see anything wrong with the sentence. NO CHANGE is a really easy answer to choose when a question doesn't set off any grammar alarms in your ear. But you need to be very careful whenever you choose NO CHANGE. Typically, this answer choice is correct only around 25% of the time. If you find that you're choosing NO CHANGE 40% or more of the time, you're definitely not detecting grammar errors well enough. Every time you choose NO CHANGE, try to double-check the other answer choices to ensure you're not accidentally missing a grammar error. Also, take note of grammar rules you tend to ignore by mistake. As I mentioned in Strategy 2 above, if you study your weaknesses, you'll be able to learn which grammar rules you're weak at and need to pay special attention to. Here's an example problem for which many students would choose NO CHANGE: Try to solve this question. If NO CHANGE was your first thought, try to review the other answer choices before finalizing your answer. Here's a look at what your general thought process should be: A:The sentence sounds OK as is- let's look at the other answers, though. B: "One's" lifetime- OK, so it's changing from "our" to "one's." I do know from English that I shouldn't be using "I" in my essays, so maybe this is better. C: "His or her"- this is similar to "one's" and it allows for multiple genders. Not sure whether this or answer choice B is better ... D: "Their"- wait a minute, this is different from the other answer choices because it's plural form, whereas "one's" and "his or her" are both singular. Also, what's "lifetime" referring to? It must be to "students" at the beginning of the sentence, which is plural and in the third person, so I definitely need "their" here! Let me review the other answer choices. Nope- they're definitely incorrect, since they are either singular or first person. By reviewing the answer choices one last time and using Strategy 4 to eliminate choices only based on sound reasoning or grammar rules, we find that D is the right answer. Side Note: You'll see how the same grammar rules come up over and over again- you just have to learn the patterns to do well on SAT Writing. These are the strategies we teach you in our SAT prep programso you, too, can become a grammar expert. Finally, be especially careful about choosing NO CHANGEat the end of a question set. These are the hardest questions on Writing, and the SAT is trying extra hard to trick you by disguising the grammar rules. Strategy 7: Don't Spend More Than 30 Seconds per Question Of all sections, SAT Writing has the least amount of time per question. You get 35 minutes to answer 44 questions, which means only 48 seconds per question!Even worse, you have to read passages to be able to answer these questions. If you find yourself spending more than 30 seconds on a single question, skip it for nowand try to give yourselfenough time to come back to it later. The most important thing is that you get all the points you can. Having the timer end before you can get to the last question is one of the worst mistakes you can make on the SAT because it means thatyou weren't able to give all questions a chance. This is especially important on Writing since the questions are not arranged by order of difficulty. So you might have a really easy question at the end! You definitely want to avoid sucking up two minutes on a single SAT Writing question. This is taking up way more time than one question deserves. You'll be better off spending all that time on other questions to get more points. Once you've answered all the questions you can answer without spending too long on them, go back through the section and try to answer the ones you left blank.Since there is no point penalty on the SAT, it's worth it to answer every single question, even if you have to guess! All of this requires discipline during the test, and many students ignore the clock until it's too late. Don't run out of time. Strategy 8: Understand All Your SAT Writing Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed a certain question, you'll make that mistake over and over again. Too many students scoring at the 400-600 level on SAT Writing refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead zero in on areas they're already comfortable with. It's like a warm blanket. Their thinking goes something like this: "So I'm good at subject-verb agreement? I should do more subject-verb agreement 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: On every SAT practice test or question set you take, mark every question you're even 20% unsure about. When you grade your practice test, review every question you marked and every wrong answer,even the hard ones. This way, even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid making that mistake again.I recommend organizing your notes by grammar rule (subject-verb agreement, pronoun reference, faulty modifier, etc.). It's not enough to just think about a wrong answer and move on. It's not enough to just read the answer explanation. You have to think hard about why you failed on this specific question. By taking this structured approach to your mistakes,you'll now have a running log of every Writing question you missed, and your reflection on why you missed it. No excuses when it comes to your mistakes. Strategy 9: Go Deeper- Why Did You Miss a Writing Question? Now, what are some common reasons you might've missed a question on SAT Writing? Don't just say, "I didn't know this material." That's a cop-out. Always take it one step further:what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons students miss SAT questions, and how you can take your analysis of your errors one step further: Content:I didn't learn the knowledge or grammar rule needed to answer this question. One step further:What specific knowledge do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content or grammar rule, but I didn't know how to approach the question. One step further:How do I solve this question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or I missed a grammar rule I already knew One step further:Why did I misread the question? Why did I miss this grammar error? What trick did the SAT play on me? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing Writing questions. Yes, this is hard. It's draining, and it takes work. That's why most students who study ineffectively don't improve their scores. But you're different. Just by reading this guide, you're already proving that you care more about your SAT scores than other students do about theirs. And if you apply these principles and analyze your mistakes, you'll improve much more than other students will. In my PrepScholar program, we force students to review every single question they miss so that each question becomes a chance to learn something new. In Overview: How to Raise Your Low SAT Writing Score These are the main strategies I have for you to improve your SAT Writing score. If you're scoring a 350, you can improve it to a 500. If you're scoring a 440, you can boost it to a 600. I guarantee this, as long as you put in the right amount of work and study in the ways I've suggested above. Notice that I didn't actually teach you that many grammar rules. I didn't point out any tricks you need to know or specific grammar rules that will instantly raise your SAT score. That's because these one-size-fits-all, guaranteed strategies don't really exist.(And anyone who tells you this is deceiving you.) Every student is different. Instead, you need to understand where you're falling short and then drill those weaknesses continuously.You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important for your future. Make sure to give SAT 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 of them: Strategy 1: Get Used to the SAT Writing Passage Format Strategy 2: Know What's Being Tested on SAT Writing Strategy 3: Learn the Most Important Grammar Rules and Ignore the Others Strategy 4: Find Your Grammar Weaknesses and Drill Them Strategy 5: Don't Pick Answer Choices Based on "Sounding Weird"- Don't Guess Randomly Strategy 6: Be Careful About Choosing NO CHANGE Too Much Strategy 7: Don't Spend More Than 30 Seconds per Question Strategy 8: Understand All Your SAT Writing Mistakes Strategy 9: Go Deeper- Why Did You Miss a Writing Question? Good luck on your SAT Writing prep! What's Next? We have even more useful guides you can use to raise your SAT score.Learn how to improve your Math and Reading scores. Also,read our top 15 tips to improving your SAT Essay score. What's a good SAT score for you? Read our detailed guide on figuring out your SAT target score. Want a bunch of free SAT practice tests to practice with? Here's our comprehensive list of every free SAT practice test. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT 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: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Eugenics of Darwinism Essays

Eugenics of Darwinism Essays Eugenics of Darwinism Essay Eugenics of Darwinism Essay Eugenics of Darwinism In 1883, shortly after the abolishment of slavery, Francis Gallon, a cousin of Charles Darwin, expanded on Darnings theories of evolution to create a concept he called Eugenics. Eugenics is the thought that genetics and race determine intelligence, social behavior, disease, poverty and other things including characteristics such as feeble-mindedness. This belief would be used to exterminate masses of people throughout history. Many social elite around the globe accept this belief as truth and supported it whole-heartedly by funding much of the research and practices or by miming to the defense of those whom decided to use Eugenics to Justify their horrific actions. The documentary Racism a History produced by BBC details a history leading up to the development of Eugenics and then the use of Eugenics to Justify the elimination and population control of several groups of people deemed by believers of the concept to be expendable in order to preserve the fittest race. Survival of the fittest. In 1803 the British settled in Tasmania, Australia. The indigenous people of Tasmania were the aboriginal tribe. The settlers would kill an aboriginal any time they came across one. However, a missionary named George Augustus Robertson was hired to capture the indigenous people and try to civilize them according to the norm of British society instead of killing them. He convinced 300 aboriginals to move to a new settlem ent he called Point Civilization so that he could turn them into proper Christians. By the middle sass about 260 of teethe had died of exposure to disease brought by the Europeans. This fate would lend support to Darwinism and eventually Eugenics on the matter of natural selection (survival of the fittest species). Killings continued in several other countries where many other indigenous people would perish by the actions of Europeans. All would be Justified by scientific racism like Eugenics. One of the most profound Justifications the documentary uses to display this White European mindset of a favored race happened in the sass. India was under British rule and the country had climate change due to El Ion that would cause a depletion of crops. The British Raja sat back and let over 30 million Indian people die from starvation and Justified his inaction by not wanting to interfere with the natural selection. In 1904 in a colony of Germany located in Iambi, Africa, the indigenous people rebelled against the Germans. This led the Germans to build the first concentration camps. Shark Island is where one of these concentration camps was located. It is stated that every African that went to Shark Island knew they would die there. Thousands of Africans lost their lives via the Germans there. Some refer to this as the Black Holocaust. During the early sass, the United States was experiencing a massive influx of immigrants. Many in the US were concerned that this immigration combined with the abolishment of slavery would lead to racial mixing and would threaten the survival of the superior race. The Eugenics Records Office was formed. The office was run by Charles Davenport. During this venture, sterilization of the lower genetic p ool was conceived as well as marriage laws that restricting interracial marriages and forced sterilizations of several citizens deemed genetically deficient were performed. Some sterilizations were even preformed on hillier as young as 10. Germany saw what the Americans were doing and not only applauded the attempts to eradicate the weaker genetics but also adopted the sterilization process. The American Rockefeller foundation funded the building for the German Eugenics facilities. Placed in charge of the facility was Eugene Fischer whom had earlier studied the racially mixed people of Reboot in Africa concluding that racial mixing is bad for the white race because the African traits show dominance in the offspring. At the German facility, Fischer was in charge of the theorization of 400 racially mixed children. Soon the German facility moved onto gassing over 70000 mentally ill and when they ran out of mentally ill subjects, they gassed over 15000 that were considered sick. Some of these people were labeled as sick merely because they wore glasses. These actions would lead to the mass genocide of the Jewish people via Hitler. While Germany, Britain and the United States were large contributors to the atrocities linked to Eugenics, other countries also supported the movement including Sweden which sterilized over 60000 people u to race or mental illness. However, it was hard for a people that were poor, uneducated and it is probably safe to assume, non-violent to fight against Eugenics when it had such noted and powerful supporters such as Winston Churchill, Charles Dickens, Charles Kinsley, George Bernard Shaw, H G Wells and Margaret Ganger Just to name a few. The many stories of Eugenics seem hidden away from history, lost in the shadows of the Jewish Holocaust. These recollections of history cant and shouldnt stay hidden. I find this documentary to be very informative and reliable. I would recommend it to a friend and also use it as an instructional aid. The reasons why I would do this are because the video gives a new perspective of global interest in race relations during the times leading up to the holocaust and lends to several questions regarding why the murders of so many blacks and mentally ill were swept under the table never to be discussed while pretty much everyone knows about the Jewish Holocaust. I rate this video a 4. 5 out of 5. I would give it a perfect 5 but I feel they had to edit content out due to time limits.

Customer Service Justification Assignment Example | Topics and Well Written Essays - 500 words

Customer Service Justification - Assignment Example This report was written to help Crane Worldwide to solve the rising demand for round the clock customer service. The company has been growing at a very fast pace, which is why it is currently overwhelmed by many customer service demands. The report analyzes two alternatives, Telecommute (Alternative A) and Hiring of Personnel in different time zones (Alternative B). The company requires the alternatives to be evaluated based on cost, desirability, implementation, teamwork, and time management. An extensive evaluation of the two methods shows that Crane Worldwide would benefit more if it implements Alternative A. It is cheaper, faster, and better than Alternative B. Overview of Alternatives The following two alternatives considered in this report meets Crane Worldwide criteria: Alternative A – Telecommute: The Company can opt to hire customer service representatives from one country who can telecommute. It is flexible and fast relatively cheaper. Currently, many global companie s are using this approach to meet the extra customer service demand. Alternative B – Hire personnel in different time zones: The Company can decide to hire workers in different time zones, which makes it possible to adopt the â€Å"follow-the-sun† approach to customer care service. It means customers can be served anywhere anytime. The services not interrupted by the time. The creation of different teams in different time zones means that can be divided to meet the needs of all the customers. Criteria

'Am I more of a transformational or transactional leader Essay

'Am I more of a transformational or transactional leader - Essay Example The evaluation exercise involved responding to prompts in the questionnaire. The responses were categorical data on a scale of 0 to 4 where zero indicated poorest scores while four indicated highest scores. Based on a model that grouped different prompts into seven factors that were independent and mutually exclusive, scores were evaluated for each factor, total scores compared, and the factor with the highest scores defined the most suitable leadership model. Results from my analysis identify inspirational motivation factor as the best match my leadership characteristics. The factor describes a leader who offers a vision to people and assists the people in concentrating on their work from which they can derive self-utility. These features correspond to characteristics of transformational leaders who create awareness among their followers and develop focus on collective objectives. Transformational leaders also promote intrinsic utility among people, develops vision and â€Å"help people understand need for change,† features that are identifiable with the inspirational motivation factor (Dubrin, 2012, p. 84). Full range leadership model is relevant to my future practice because it identifies a need to posses diversified leadership styles that can be applied in different situations. Its scope that identifies features of transactional and laissez-faire styles also offers a basis for identifying development goals and formulating a strategy for implementing the goals (Sosik, Jung and Jung, 2012). Based on my lower scores on features of transactional leadership style, I plan to improve on my ability to establish standards and enforce them. Developing this ability will diversify my leadership potential and ensure effectiveness in conditions that requires immediate but satisfactory results. My specific goal for development is therefore to gain the ability to enforce developed standards on my

Main Pollutants emitted by vehicle Engines Essay Example for Free

Main Pollutants emitted by vehicle Engines Essay The hydroxyl radical then reacts with nitrogen dioxide and oxidises it to nitrate ions. The superoxide ion reacts with nitrogen monoxide to form nitrate ions. NO2 + OH H+ + NO3- NO + O2- NO3- These nitrates are then either washed away or absorbed by the blocks to form stable compounds. The crystals also catalyse the reaction because the surface of the block holds together the reactants. This increases the concentration of the reactants. Figure 2: NOX removal by titanium oxide crystals. x Three-way Catalytic Converters A three-way catalytic converter oxidises carbon monoxide and hydrocarbons, and reduces the levels of nitrogen oxides. It does this by creating the right conditions for reactions of these emissions to occur. The air to fuel ratio must be carefully controlled as oxygen is needed for the reaction of carbon monoxide and hydrocarbons. Oxygen sensors are fitted in engines with a three-way catalyst. Figure 3: The three-way catalyst system. xi Three-way catalysts are designed to produce more desirable reactions and less undesirable reactions. Desirable reactions reduce the harmful emissions from the car exhaust. Carbon monoxide and hydrocarbons react with oxygen to produce carbon dioxide and water, and nitrogen oxides react with carbon monoxide to produce carbon dioxide and nitrogen. The products are already present in the Earths atmosphere. 2CO + O2 2CO2 C7H16 + 11O2 8H2O + 7CO2 2CO + 2NO 2CO2 + N2 xii Three-way catalytic converters contain the stoichiometric fuel mixture. This means that the catalysts have the right amount of oxygen to combust the fuel and react with the carbon monoxide and hydrocarbons. Three-way catalysts also contain ceria, which stores oxygen when the mixture is lean, and releases it when the mixture is rich. This gives optimum conversion of pollutants because as the carbon monoxide and hydrocarbons are absorbed onto the catalysts surface, the oxygen stored by the ceria oxidises them even if there is not enough oxygen in the air to fuel ratio. xiii The future Scientists still have problems that need to be solved to reduce harmful vehicle emissions. One problem that needs to be addressed is how to prevent harmful exhaust emissions when the catalyst is still warming up. There are several ways that this could be dealt with, including operating the catalysts at lower temperatures and also heating the catalyst before the engine is started. xiv Scientists also need to develop a system that is able to reduce nitrogen oxide emissions from diesel engines. There are several ideas on how to go about this, including using ammonia in the exhaust, but nothing has yet been developed.  http://www.nutramed.com/environment/carsepa.htm

Teaching Philosophy Statement Essay -- Philosophy of Teaching Educatio

Teaching Philosophy Statement Dewey defined education as the reconstruction and reorganization of experiences, which increases one’s ability to direct the course of subsequent experiences and these experiences can be both active and passive. However, according to Lindemand, the education experience is, first of all doing something; second, doing something which makes a difference; and third, knowing what difference it makes. While on the other hand Maxine Green said, â€Å"to do educational philosophy is to become critically conscious of what is involved in the complex business of teaching and learning. As an individual who is anticipating becoming an educator in today’s complex teaching field, my philosophy is one that will reflect a blending of the educational foundations in which the concept of education was first introduced to the populus. From Plato’s idealism that the everyday world of things and objects is merely a fleeting, shadowy copy of the true ideas which the soul carries which encourages students to seek a higher level of thinking (Hamm 1974, 212). Idealism also includes the cultural heritage and wisdom which each student should be encouraged to share by being knowledgeable about it, participating in sharing it and elaborating it through their own contributions in the classroom and in the community. Because all students should be motivated to seek their inner learning potential, they must also realize that rules and regulations are essential in our society if the concept of democracy is to survive and be passed on to each new generation. Personal experiences and scientific methods through empirical, objective, and experiments with precise measurements are a common sense appro... ... learning and teaching then one must be committed to the establishment of national standards for teachers and students. If as a teacher, I am to use the Education Goals as a building foundation, then as a member of the teaching profession, I must at the beginning of my career have a commitment to establish national teaching standards and an accurate way to assess the students. These standards must take into account the wishes, desires, and rules that involve parents, local communities, sate and federal requirements regarding funding resources. These standards must provide for real-time with students, time which allows for a cooperating relationship to develop between teacher and student which will afford a true learning environment that includes appropriate support systems, and a caring friendly attitude to the customer who uses the public school system.

Can One Be Moral and Not Believe In God Essay

Can One Be Moral and Not Believe In God? Is it possible for an individual to live morally without believing in God? For someone who believes in God this may be a difficult question to answer. Whereas, someone who does not believe in God might immediately say that having morals has nothing to do with religion. So, to answer this question, we will look at what it means to have morals, compare the views of an Atheist and a Catholic, and look how ethics plays a role in answering this question. In the end, we will see that it is not necessary to believe in a higher power to live morally. According to the Merriam-Webster Dictionary, a moral is defined as â€Å"concerning or relating to what is right and wrong in human behavior† (2013). For many years it has been debated on what it means to have morals. Some believe that a higher power such as God set forth rules or guidelines as to how to live morally. Others believe that people do not need a higher power to determine how one should behave in life. Ultimately, the answer lies in each individual and their understanding, and each answer may vary. However, there is a universal understanding of what is right and wrong. Everyone could agree that it is wrong to commit murder. We could all agree that we should treat others with the level of respect that we wish to receive. But where did the underlying rules of morals come from? Whether a person is religious or not, each person could agree on the concept of the Golden Rule. According to Mosser (2010), â€Å"†¦the best-known version comes from the Christian Bible: â€Å"Do unto others as you would have them do unto you† (Sec. 2.1, Para. 19). Simply put, do not do something to someone else that you would you not want them doing to you. If you do not want  someone to cheat off your test, do not cheat off someone else’s test. If you do not want your significant other to cheat on you, you should not cheat on them. No matter what background people may have, we can all come up with the same conclusion that there are good and bad actions. But how does each person’s background effect their understanding of what is moral? Someone with a religious background, such as a Catholic, will tell you that God laid out the rules of what it means to have morals. Cynthia Stewart (n.a.) states, â€Å"Catholics see the Ten Commandments found in the Hebrew scriptures as the basic groundwork for moral action, which together with the life of Jesus provide a deep and abiding understanding for how to act with love and justice in the world† (Para. 3). The Ten Commandments are typically thought of when determining what God considers to be sins. Catholics believe that how an individual behaves here on Earth will determine what they are to expect in the afterlife. If you live a life filled with love of God and his children, you will obtain eternal happiness in heaven. However, if you live a life of evil actions and choices you will be punished by going to hell. On the other hand there are the nonbelievers, such as Atheists, who do not believe in a God. According to Walters (2010), â€Å"†¦philosophical atheists put a high premium on reason, insisting that a rejection of God-belief must be based on the same judicious scrutiny of available evidence and arguments called for in examining any claim† (p. 12, Para. 3). Some people are just raised not to believe in this higher power, others may have had a bad religious experience which led them to this understanding. For these individuals they look at the situation at hand and determine through logical thinking and reason what they must do in life. They do not look to a higher power to decipher what they should do, but look within themselves and what is expected of them from their community. For example, if an Atheist sees someone steal something from an individual and run down the road, they may run after the culprit because they have a sense of duty to do what is right. Now that we have seen two different points of view, we must then consider how ethics can determine if someone can live a moral life with or without the belief in God. Ethics is the way an individual justifies their decision on what is means to have morals. Lawler (2013) states, â€Å"Contemporary ethics takes three normative approaches to determining the morality of an action: (1) the utilitarian approach, which gauges morality by utility; (2) the deontological approach, which emphasizes rules, obligations, and duties; and (3) the â€Å"new† virtue-ethical approach, which gives precedence not to the actions of the agents but to their personal characters formed in their respective moral communities and learned through the imitation of the respected role models in those communities† (p. 443, Para. 2). Which view each individual will agree with will drastically vary. Each approach has integrity and will serve the same purpose in determining what is right from wrong. The difference is in the approach, whether by utility, rules, or an individual’s actions. However, even though these views may come up with the same conclusion, which is the best ethical system? The ethical system that works best for me is the virtue-ethical approach of which focuses on the individual. Adults have an obligation to raise children to be responsible and respectable so that they can then teach the next generation and so on. However, as individuals we can only take responsibility for our own actions. According to McCloskey (2008) there are â€Å"seven virtues† of which can be rearranged and combined in order to determine if one is virtuous; courage, temperance, justice, prudence, faith, hope, and love (p.46, Para. 4). After reviewing multiple ways that one can merge these virtues together, I have determined that one does not necessarily need every single one of these to be considered virtuous. For someone who believes in God, they may very well combine faith with courage, and take the belief that their courage comes from God. Someone who is a non-believer may unite courage with prudence. Each person would still be considered virtuous. Because either person’s views can be used is the ethical system it shows that this system can be used universally between religious and non-religious beliefs. To understand all of what we have reviewed thus far, let us look at Heather the Catholic and Mary the Atheist. Both people drive down the same road every day to go to work. They both see a man on the side of the road with  the sign pleading for money. Both stop and give the man some money to help him get through the day. Why do they do it? Heather was raised Catholic and was taught that when you see someone in need the right thing to do is to help. She believes that helping others will get her to heaven. On the other hand, we have Mary who is an atheist. She stopped to give the stranger money because she likes the good feeling she gets when helping someone. She does not rely on the thought of a God looking down on her, judging her actions for what is to come in her afterlife. So, would it be correct in saying that both individuals can be viewed as having morals? Some people who are strongly influenced by their religion may say that morality can only come from believing in a God. Without the moral rules set forth by God there is no reason to live in such a way. They may argue that without God-driven morals, there is no reason to believe that stealing is wrong. If there is no punishment by a higher power, then there are no rules to follow. However, there belief or argument is that there is in fact punishment in the afterlife for actions taken in this life. That judgment is determined by God, so therefore God does exist and one should live a life according to the rules he gave us.

Government Spending and Revenues in America and China

Government spending and revenues in China and America International accounting four 0092962 Chen Yuting Public finance is a subject about the taxing and spending activities of government. Considering the function of government, two opposite views stand out. One is organic view of government. The main idear is that the government can be though of as the society’s heart. Another is mechanisitic view of government. It insists that government is not an organic part of society while it is a contrivance created by individuals to better achieve their individual goals.Government Regulation on Media in AmericaNeverthless, nobody can deny that the spending and revenues have a significant influence on our society. Our living standard is associated with government actions. As a result, it is meaningful to compare the government spending and revenues in China and America. Without doubt, the revenues of government is the root of spending of government. In addition, it gives the government t he power and the ability to put policy into effect. At the beginning of 2011, a piece of news comes that it is the first time for China that its annual revenues are more than 8,000 billion yuan. Details are from: http:// paper. people. com. cn/rmrbhwb/html/2011-01/22/content_730659. htm? div=-1) Just in terms of the number of total revenues, American holds the number of 4214 billion dollars. (Details are from: http://www. usgovernmentrevenue. com/ ) If we conver the dollars to RMB, it is far more than China. However, in my opinions, the number of total revenues is not the unique factor affecting the size of government revenues. In my opinion, it is more rational to consider the rate of revenues in GDP. The rate of China is 20. 88%. The number of GDP is from the website: http://baike. baidu. com /view/368359. htm) Compared to America, its rate is 29. 05%. ( The number of GDP is from the website: http://www. usgovernmentrevenue. com/classic. html? year=2010) As a result, the shortfall between China and America shrinks. In spite of the analysis of government revenues’s size, maybe the structure of the revenues is more attractive and more significant. In China, value-added tax play an important role in the revenues, accounting for almost 25%. (The tax is from: http://gks. mof. ov. cn/zhengfuxinxi/tongjishuju/201101/t20110120_421479. html) The following tax is business income tax and business tax. However, the major portion in America is income tax and ad-valorem taxes, accouting for 32. 99% and 26. 29%. ( The tax is from: http://www. usgovernmentrevenue. com/classic. html? year=2010 ) Actually,the considerable part of taxation in China almostly belong to commodity tax while that of America is income tax. As far as the function of regulating social incomes, America’s revenue is more beneficial to accomplish the mission.Because the commodity tax is nonexcludable. Everyone who buys the product will undertake the tax. On the contraty, the policy of Ameri ca is progressive. The richer you are, the more you pay. So, I think it’s more appropriate. In this day and age, a commonly held belief is that the size of revenue have a positive effect on the balance of social economy. Concretly, its object is that maximuming the social investment, maximuming the efficience of social resources and maximuming the social welfare. Another opinon is balancing revenues with spendings.To some extend, it is reasonable. When the revenues is far more than spendings, it is a waste of resources. When the spendings is far more than revenues, it will add burden to government. So it is also important to compare the spending in China and Ameirica. The total spending of America is 5797 billion (The number is from the website: http://www. usgovernmentspending. com/)while the revenue of Ameirica is 4214. Compared to China, its spending is 8957. 5 billion (http://gks. mof. gov. cn/zhengfuxinxi/tongjishuju/201101/t20110120_421479. html) while the revenue is 83 08.Just compare the revenue to spending, both America and China spend more than it received. To some extent, America is spending the money they haven’t received yet. Personally, it is a bit dangerous and risky to do this. Because excessive deficits will have a negtive effect on dollars and interst rate when investors look down on the ability of government to control the deficits. Eventually, it will present a serious drag on the economy. There is a world of difference between the structure in America and in China. The first three portion of American spending is pensions, health care and education.The counterpart in China is economic construction spending and administrative spending. From what is said above, it is easy to see the primary function of each government. America is a developed country so that it do well in the social securiry. The percent are almost 60%. (http://www. usgovernmentspending. com/classic. html? year=2010)As a result, people in America don’t worr y about the life when they are old. Then let us take a look on China. Because China is a developing country, its main aim is to develop economy. The economic construction spending is always taking an important part.However, in recent years, the spending on economic construction is decreasing while the spending on education, health care and other things related to the people’s livehood is increasing. The impressive increasing items are spending on demnificatory housing and on environmental protection, accouting for 30. 7% and 25. 4%. (http://gks. mof. gov. cn/zhengfuxinxi/tongjishuju/201101/t20110120_421479. html) It is a neccesary and significant step to act on international convention and turn to developed country. As a rising power, it is time to shoulder the responsibility of the world and pay more attention to Gross National Happiness.On the other hand, there are still some problems to deal with. The most urgent problem is the increasing administrative spending. Though ad ministrative department is a huge institution, the percent in Ameirica is about 10%. So the efficiency and effect of Chinese department are supposed to be improved. The act of government should be more apparent and public. On March 14th, Premier Wen said corruption is the most dangerous thing in China. The best method to solve the problem is promoting the system of reform, both in politics and economy.Comparing the revenues and spending in China and America, there is something we can learn from America. Firstly, increasing the percent of things related to people’s livehood, especially education. Secondly, improving the legislation of public finance. Thirdly, enhancing check and balance between people and government. It is a long and endless way for government to improve itself. But the same purpose is to make people live a better life. For public finance, it is important for government to ensure what is taken from people is used in the

Free Essays on Monsanto In Europe

Stakeholders are defined to be individuals, groups and organizations with an interest in the activities and outcomes of a company. A firm's stakeholders include employees, consumers, the community and government. If we to determine Monsanot’s stakeholders according to the marketing mix we can say that the main stakeholders for Monsanto’s products in Europe are; - The customer (consumer) market including the public and the end buyer of the products (here the GM crops). It also includes retailers and local communities. - The influence markets which comprise government and pressure groups such as the environmentalists (Greenpeace). It also includes the media. - Supplier markets including farmers, farmers’ unions and raw material suppliers. Each of those stakeholders has a different interest in Monsanto. The concerns and objectives of different stakeholders and stakeholder groups are frequently in conflict; for example consumers (customers) and food retailers as well as suppliers’ main interest would be profit making whether form a direct transaction with Monsanto such as the retailers or a better prices and quality of goods being the interest of the end user (the consumer). On the other hand safety and health as well as quality are other interests for the consumers. Greenpeace and other environmentalists groups’ main interest would be in insuring that environmental is kept safe and not harmed, the natural diversification is not harassed and the air, land and water are not polluted. Other health institutions would be interested in being sure that human health is not negatively affected by the GM crops. Government on the other hand are concerned in being sure that laws and regulations are followed and no violation whatsoever is done weather to the local law or the international laws that the government is bound to. From the begining Monsanto was wrong in assuming that what applies to one market is definitely ... Free Essays on Monsanto In Europe Free Essays on Monsanto In Europe Stakeholders are defined to be individuals, groups and organizations with an interest in the activities and outcomes of a company. A firm's stakeholders include employees, consumers, the community and government. If we to determine Monsanot’s stakeholders according to the marketing mix we can say that the main stakeholders for Monsanto’s products in Europe are; - The customer (consumer) market including the public and the end buyer of the products (here the GM crops). It also includes retailers and local communities. - The influence markets which comprise government and pressure groups such as the environmentalists (Greenpeace). It also includes the media. - Supplier markets including farmers, farmers’ unions and raw material suppliers. Each of those stakeholders has a different interest in Monsanto. The concerns and objectives of different stakeholders and stakeholder groups are frequently in conflict; for example consumers (customers) and food retailers as well as suppliers’ main interest would be profit making whether form a direct transaction with Monsanto such as the retailers or a better prices and quality of goods being the interest of the end user (the consumer). On the other hand safety and health as well as quality are other interests for the consumers. Greenpeace and other environmentalists groups’ main interest would be in insuring that environmental is kept safe and not harmed, the natural diversification is not harassed and the air, land and water are not polluted. Other health institutions would be interested in being sure that human health is not negatively affected by the GM crops. Government on the other hand are concerned in being sure that laws and regulations are followed and no violation whatsoever is done weather to the local law or the international laws that the government is bound to. From the begining Monsanto was wrong in assuming that what applies to one market is definitely ...

Explanation to Consumer

Explanation to Consumer Explanation to Consumer- Ot Essay October 17, 2012 Explanation to Consumer Client Information/Background: My client is a middle age woman, Mrs. Smith, who is suffering from stress and depression. She feels this is largely in part to problems that she has been having at home with her son, Jake. Her son is 6 years old, and has temper tantrums and outbursts almost daily. This is becoming a problem not only at home, but at school as well. She is concerned about her son’s future and is looking for any options to help determine the causes of his outbursts, as well as ways to prevent them. Mrs. Smith, I am writing to you in regards to our meeting last week to discuss possible options for your son. Based on the information I have gathered, I am referring you to see Sandra Jones, an Occupational Therapist at Unlimited Performance. I understand that this whole process may be a bit nerve-wracking, but you can feel free to contact me at anytime with any questions you may have. The purpose of Occupational Therapy is to help people increase functional independence in daily life and it can be a very useful tool for children with behavior problems. It will be important to determine if there are any underlying issues with Jake, such as delayed cognitive or intellectual impairment that could be the source of the outbursts that you mentioned. After the initial assessment, you will have the opportunity to develop a treatment plan. This may include activities in your own home, as well as visits to Unlimited Performance. I have had a chance to personally observe the Occupational Therapists at Unlimited Performance, and I am fully confident they will be able to help you achieve the goals you have set for your son. Not only will Sandra be able to help your son weekly during your appointments, but she will also be able to give you helpful tips you can use at home during Jake’s outbursts. The activities

Customer Care Essay Example | Topics and Well Written Essays - 250 words

Customer Care - Essay Example This is an opportunity for the business to introduce new changes in order to retain its competitive in the market (Shaw, 2011). In case the company was not the leading firm in the market, it can take this as an opportunity to make the first changes, an aspect that would attract the loyalty of the customers towards its products or services. Therefore, it can gain a competitive edge in the market by introducing new changes that aim at satisfying the needs of the target market. Complaints by the customers create an opportunity for the business to initiate a research on how to satisfy the interests of the target market. This is through coming up with innovative ideas which are recent (Shaw, 2011). Many of the companies have identified new avenues of improving the business performance while trying to look for ways to address the complaints made by the customers. Therefore, customer complaints can act as a turning point for the

Strategy and Competition Case Study Example | Topics and Well Written Essays - 1500 words

Strategy and Competition - Case Study Example In 2008, the company recorded revenue of $ 705 million which is far better when compared to 2004’s $9.7 million (Ivey, 2010, p.8). This was attributed to the support that several authorities within the world have given which promoted the execution of the PV technology. Canadian Solar Company has been experiencing losses over the past few years though its revenues have grown by more than 135 percent over the years (Ivey, 2010, p.8). These loses have been attributed to the high competition around the world which have contributed to a decrease in the company’s market share (Ivey, 2010, p.9). The management under the leadership of Dr. Qu is faced with the mandate of turning the losses into profits amid the high international competition and economic crisis by formulating and executing a viable profit plan. No business can operate in a vacuum. Each and every business requires an environment to operate in. After a thorough analysis, the external environment of Canadian solar company consist of the political environment, the technological environment, the social environment, the economical environment, competitors in the industry and the industry itself. According to Porter’s five forces model, Industry encompasses the competitors, the suppliers, the consumers or the customers, technology available and the restrictions available for entry and exit in the industry by firms. The market consists of potential customers who include the domestic users and commercial users. Canadian Solar incorporation produces a wide variety of products such as the industrial and automotive and consumer products (Ivey, 2010, p.6) to suffice the customer’s needs. The various authorities in the different countries have greatly promoted and encouraged production of and the technology of the PV cells. Most of the countries across the universe in 2008 and 2009 provided incentives for the development of the technology e.g. China and Canada (Ivey, 2010, p.7). Government