Who in your life has been your biggest influence and why Scholarship Essay

Who in your life has been your greatest impact and why - Scholarship Essay Example He propelled me by helping the genuine incentive to remember training by reminding me subsequently, â€Å"Dream of setting off for college is feasible in the event that you put difficult work to achieve.† Not just the words yet in addition his deeds demonstrated me what he said is valid and real. As I am the oldest of 6 siblings, and having the obligation of caring for them, normally I figured I might not have the correct odds of seeking after my instruction. Luckily, I was the primary grandkid who got the opportunity to head off to college and I experience never been in difficulty at school out of 12 years. I could likewise acquire A/B Honor move during my instruction vocation with the one of a kind help from my dad. My father’s dedicated attitude after separation to give us the steady everyday environments is another factor that impacted me enormously. He goes to work 6 days per week to help we all. The manner in which he helped the neighbors and even the outsiders in need has placed a drive in me to help my fellowman at whatever point I can. Presently I have understood that impact is the ability to importantly affect a person or thing. What's more, I feel the force in me through the great impact of my dad who has given me a ton and made me what I am

Market Analysis of Ferrari-Free-Samples-Myassignmenthelp.com

Question: You are required to build up a Consumer Behavior Report to be submitted to the Managing Director of a Medium to High Involvement brand and Product line of your decision to plot the key issues confronting the Company as far as Consumer Behavioral Issues. Answer: Presentation Customer conduct is the lead of an individual and the way they see the item and what all estimates it considers before making any measures. The report focuses on situational investigation to realize the economic situation and afterward target advertise is focussed through division. The dynamic abilities have been examined by focussing on the dynamic procedure. The market methodologies are additionally thought by conversation over the social, mental and individual factor that are probably going to influence the dynamic of client and impact their psyche. At long last to examine the whole market the 4Ps ought to be adapted in order to arrive at the best choice. The report contends available examination and buyer conduct in setting of Ferrari. For that the historical backdrop of Ferrari has been talked about alongside the vision and strategic the organization. The piece of the pie and the contenders of Ferrari have been cited trailed by the swot and Pestel investigation. From there available division is cited and the dynamic of target showcase is done which clarifies the whole procedure. A while later the market technique has been explained which impact the dynamic of the individual; these components are social, mental and individual factor. The last appraisal is led by examining over the advertising blend of Ferrari to take an official choice. Situational examination History of Ferrari The organization Ferrari was started on 1947 and the first ever Ferrari showed up on the section purpose of Via Abetone Inferiore arranged in Maranello. The product offering of Ferrari is Enzo Ferrari which was propelled in Modena in the year 1898 and depleted in 1988 (Ferrari, 2017a). From that point another introduction of Ferrari was Scuderia Ferrari which was started in Viale Trento Trieste situated in Modena, Italy. Sergio Marchionne is the Chairman and CEO of Ferrari and Piero Ferrari is the Vice Chairman of organization (Ballaban, 2014). Vision and statement of purpose The vision of Ferrari is that it is the greatness created by Italy which is the fantasy vehicle for some individuals on the planet. It portrays the energetic nature and extravagance. The crucial organization conveys is that it means the Italian greatness and remain of the prime situation on the streets too on tracks (Ferrari, 2017b). Market examination Ferrari Corporation centers around the cooperation and represents that human asset is the valuable asset and the thought process of organization is to manage on the world. The contenders of Ferrari are Porsche, Lamborghini, Mercedes, McLaren and Aston Martin (Ound, 2012). Figure 1 Market portion of Ferrari and its rivals (Source: Munoz, 2017). The market system that Ferrari received is learning about social impact, mental perspectives and impact of individual factor on the business. SWOT Quality Imaginative and quality cognizant. Uniqueness in structure (Ferrari, 2017c). Concentrate on the consumer loyalty. Shortcoming As it is the extravagance item subsequently creation is low. Advance booking is required and client needs to hang tight for year and a half. Less assets and increasing expense. Opportunity Worldwide economy is growing quickly subsequently expanding the buying intensity of clients. Assortments accessible in showcase. Creation could be expanded. Danger Ecological elements influence the creation. Gigantic contenders. Changes in outside economy. PESTEL Political Changes in natural strategies. Changes in worldwide approaches. Changes in the vehicle segment. Financial Issues of downturn. Advancement in the branch nations. Variety in remote trade. Social High settlement of CO2. Absence of inexhaustible assets. Mechanical Creating cutting edge innovation. Expanding patent. Natural Atmosphere concerns have been paid. Condition benevolent practices. Lawful Changes in lawful strategies. Client security. Standard outflow of fuel. Target showcase portrayal Division Division centers around different viewpoints that impact the purchasing choice of the client. The division is partitioned in four components that are topographical, demographical, psychographic and conduct. Geological zone includes the district which is focussed for pulling in clients and where more extravagance swarm turns up. Demographical division incorporates the age, sexual orientation, salary status, mental and physical part of the client. At that point is the psychographic perspective which incorporates the way of life and buying intensity of clients. The conduct angle centers around the investigation of boosts and feelings of the individual; it is identified with sentiments, love and sympathy towards the item (Zoller, 2017). Topographical The overall region has been secured. It is spread everywhere throughout the world at the elegant area where the rich group gets gathered. Demographical Target age segment is youthful populace over 30 explicitly men with tremendous pay (Ferrari, 2017d). Psychographic It includes the gathering of eager and lively individuals who for the most part have a place with the urban regions. The way of life of individuals who try for Ferrari is rich and extravagance and who has faith in flaunt inside the general public. Social The head clients are there who are faithful towards the organization. Target advertise dynamic procedure The organization has picked the specialty advertise and focused on luxuriousness. The objective market of Ferrari is rich clients who are cognizant about status and look for significance. This divided zone likewise chooses to appreciate the comparative assistance in region of bikes too that incorporates the motorbike which may come up as the style explanation for adolescents Dynamic procedure Stage 1: Problem acknowledgment As a matter of first importance the need is dissected regarding what client aim for. If there should arise an occurrence of Ferrari the client rests at the confidence position where the main thing that issues is self-effectiveness and status in the general public and conveying this view the pursuit must be made. Stage 2: Information search At the point when mind cosmetics has been done hunt in setting of Ferrari is made. The quality, costing, eco-accommodating concerns are focussed alongside the clients and master audit. Stage 3: Evaluation In the wake of gathering the necessary data in setting of the extravagance vehicles and contrasting it and the contenders the whole examination is made. The information is estimated and surveys assembled are concentrated altogether to show up at official conclusion. Stage 4: Purchase Finally when the highlights, costing, quality, surveys and life expectancy of item is investigated and assessment process have been practiced effectively the last buys are made and for the worry of status, quality and position in world Ferrari turns into the selection of clients. Stage 5: Post buy assessment The post buy assessment is the criticism that is gotten from the client in the wake of profiting the administrations. Now the positive and negative effects are noted down and fulfillment level of known. Measures are taken by the organization to comprehend the issues that a large portion of the client confronted (NAP, 2017) Social impacts on purchasing conduct The outer factors exceptionally impact the dynamic procedure of the individual. These powers change the need and point of view of the client to make buys. Such factors build up the opposition in the market and render the opportunity to business people to set up their business and focus on the specialty advertise (Smith, 2016). The 2 outside properties that socially influence the dynamic of the individual are: family and society. Family Family includes the center family, companions and family members that exceptionally impact the choice and decision of the client. Each individual has the distinctive view and sees things in completely extraordinary way. This is probably going to impact the choice of the individual as different options are recommended to them and they picked one best out of it (Dahl, 2013). Social class The effect of society on the dynamic is another urgent viewpoint. The social viewpoint includes family just as the status and mentality of the general public which cites the conjugal status, vocation of the client. How much the pocket does permits and cost of support charges ought to likewise be remembered while making buys (Solomon, 2014). Mental impacts on purchasing conduct Brain science is the mentality of clients that helps in expanding the enthusiasm for buying the item to satisfy the neglected needs. The mental perspectives establishes of inspiration, discernment, learning, demeanor and convictions. Inspiration It could be better comprehended with the assistance of Maslows chain of importance. The individual who needs the fundamental luxuries gets fulfilled at the underlying level as it were. In setting of the brand Ferrari and its item vehicle the persuasive level is to pick up something that delineates the status and expectation for everyday comforts of the individual. According to the present circumstance client remains on the subsequent last phase of Maslows need progression which expresses oneself regarded position in the general public. They are not for the essential needs, these sorts of things are simply to set up the norm and set up a higher situation in the general public (Vainikka, 2015). Observation The observation is the mentality and picture that the individual conveys with respect to the item they are wanting to buy. The observation helps in setting the brand situating too. Considering the acquisition of Ferrari the name itself says everything that the individual need something beautiful, extravagance and lively. The observation comprises of choosing the buy, arranging the gathered data and from that point deciphering the data to arrive at an official conclusion. Too

How to Organize and Run an Assessment Center

How to Organize and Run an Assessment Center What makes a business successful? Ask this question and the most probable answers would be a sound business proposition and a solid business plan, having enough funding to start and operate the business, and having a viable product or service. Some would even say that investing in relevant technologies is also vital. More often than not, they miss one element: manpower.A business cannot succeed, let alone start operating, without people. And we are not talking about just any random people called in from the streets and hired to become managers, rank-and-file employees, workers, and even customer service representatives. We are talking about the right people who are the right fit to the organization.In order to get the right people to drive the organization, there is a need to invest in the recruitment process. For that, the business needs an assessment center that is run properly and effectively. © Shutterstock.com | racornIn this article, I will explore 1) the assessment center and 2) how to organize and run an assessment center.THE ASSESSMENT CENTERAn assessment center can be easily defined as a physical place where people are tested and interviewed for a job. However, it also refers to the process in which a group of people who are being considered for a position or a job are given a series of tests or interviews. We will focus on the latter definition.According to the Chartered Institute of Personnel and Development, only one out of three companies makes use of assessment centers when recruiting personnel from a pool of applicants. Many businesses, especially startups that are on a tight budget, are not completely in on the idea of investing in an assessment center. After all, they are supposed to cut costs or put a great bulk of their available funding towards product development and other areas that they deem more important than hiring people.What they fail to realize is that all those areas or functions will not be accomplished without the right people performing the tasks required.Benefits of an Assessment CenterYou will get a better understanding of the importance of an assessment center if you are made aware of the benefits of having one.An assessment center will make the results of the selection process objective, fair and transparent.  There are many businesses that follow a standard recruitment process â€" often set by the industry they belong to â€" when selecting applicants. There is definitely nothing wrong with this plan, but a problem arises when there are aspects that cannot be addressed by the standardized process.Using an assessment center will yield more accurate results in the selection process, since it allows the business to employ more selection methods, beyond what is in the standard recruitment process. The range of selection methods is broader, increasing the likelihood of the company pinning the right person for the job.An assessment center will ensure that you will hire the best possible candidate for the job, based on their qualifications, skills, and competencies.  This process enables interviewers or the selection panel to have a more objective view when evaluating the existing performance of the applicant, since all the information they need will be provided. They will also be able to predict the job performance of the applicant in the future, just by looking at the current and past job performances of the applicant.This is a common scenario: more than two people will be applying for a single position. Certainly, the selection process will be easier if there are only a handful of applicants to choose from, but in case of applicants numbering by the dozen, hundreds, or even thousands, the main problem encountered by the selection team is differentiation.Through an assessment center, it will be easier to assess and differentiate between and among the applicants. Screening those with similar qualif ications will be faster, and you do not have to wade through a room full of resumes and application letters.An assessment center is more cost-effective in the long run.  While it is true that the business will have to invest outright on an assessment center, the long-term benefits will outweigh that cost.Say, for example, that the company does not have a proper recruitment process in place. Instead, it decides to play things “by ear”, and this often results in too many recruitment phases, most of which are redundant and unnecessary.Recruitment errors are also likely to occur, and this is also going to cost you more money. The worst recruitment error that you can possibly commit without an assessment center is hiring the wrong people for the job. They are incompetent, and they cannot do the job they were supposed to. Thus, they won’t be able to deliver on their tasks, and productivity will go down. This means you will be paying the salary and benefits of people that are unable to do anything in return for your company.An assessment center can be considered as the first training of new employees or new members of the organization.  During the selection process, all applicants will be subjected to a series or battery of exercises. These can already be counted as training for the incoming employees, even if it is still unknown who among them will be selected. Through the exercises, the candidates will have a better insight on their role or their functions when they do get hired by the company.An assessment center increases the probabilities of longer term placements.  A high turnover rate of employees is indicative of many problems within the organization, and it will also decrease efficiency and productivity while increasing the costs of training new people every now and then. If you have a proper recruitment process in place and it has been performed through an effectively run assessment center, you will also save a lot of money in having to perform the se lection process repeatedly.An assessment center will guarantee that your selection is in alignment with your overall business goals and objectives.  With an assessment center, you can pretty much tailor the recruitment process depending on the needs of the company. As opposed to simply relying on a standard recruitment process, an assessment center will take into consideration the diversity of organizations, and integrate that into the process.Having an assessment center will improve the reputation of the company.  Businesses may also use assessment centers to build an employer brand. The public, not just the applicants, is likely to be impressed by a company that has a stringent selection process. Even those that have been rejected are still likely to think highly of a company that puts a lot of effort in its recruitment process.HOW TO ORGANIZE AND RUN AN ASSESSMENT CENTERWhen you set up an assessment center, you should not be haphazard about it. You should design the assessment ce nter in such a way that:It reflects the brand recruitment culture and philosophy of your organization. What does the organization want to establish in choosing its members? What message does it want to convey to the market by hiring this or that type of person?It reflects the human resource or HR strategy employed by the organization. Human resource management is a vital arm of any company, so the HR strategy must be in line with how the assessment process was carried out.It clearly presents the skills that are required for the job. This is best demonstrated by the tasks or activities used in the assessment. There should be a clear connection between the job description and the specifications of the person that will be assigned the job.The selection process is fair. All the candidates or applicants should be given equal and enough opportunity to shine. You can do this by designing the activities and exercises in a manner that gives the ample time and opportunity to show what they ar e capable of.Unfortunately, not all assessment centers are successful. Some complete the process and accomplish people placement, but they fall short of expectations. The employee turned out to be a wrong fit for the job, or it turns out that the design of the assessment center was faulty from the very beginning.An assessment center can only succeed if it is run properly. Let us take a look at some of the steps that you should take to run an assessment center and make it a success.Step 1. Choose credible and qualified members for your panel of assessors.One of the best things you can do is to invite a selection of key personnel from different departments of the business. An advantage of this is their familiarity with the operations of the business. They know what is needed, so they are in a better position to select who will fill that need.Or the business can opt not to engage its existing key personnel and choose people specifically for the assessment center. If that is the case, i t is important that the people to be included in the team be trained in recruitment and assessment, especially when it comes to recognizing competencies and experience.Getting the perfect balance can be quite tricky, which is why it is frequently advised that you combine internal and external assessors. Get people that are already within the company, and hire new blood. This will ensure that you have people that are familiar with the business and its requirements, and that you also have new people who will lend objectivity and transparency to the recruitment process.Step 2. Identify the competencies that will be measured.Competencies are defined as the measurable or quantifiable abilities, behaviors, knowledge and skills that are critical in the success of performing a job. Knowledge pertains to the theoretical understanding of applicants about the job; abilities and skills are their innate capacities to perform the tasks; and behavior refers to a person’s overall conduct or the s um of his or her actions.Competencies are basically what the job entails or requires from applicants. You can say that the entire assessment center will be founded or based on competencies. They are used for workforce planning and staffing, and assessing candidates for a job and making the final selection. Once selection is over, the company has to implement employee training and development, and competencies will also be used. They will remain in use even after that, since they also play an important role in periodically assessing and managing employee performance.To identify competencies, a job analysis is called for. This means that you have to consider the most critical functions of the job or position you are trying to fill, and find out what the person has to possess in order to perform those functions.Once you have identified the competencies, you will have to narrow them down. Limit the competencies to those that are relevant or those that you want to measure. Be realistic a bout this: as much as you want to measure all the competencies you have identified earlier, that would be impractical, not to mention tedious and time-consuming. By limiting the competencies, you can concentrate on the aspects that really matter.There really is no fixed number of competencies that you should stick to. The number and level of competencies will ultimately depend on the nature of the job and the complexity of the duties and responsibilities that come with it.Step 3. Design tests, exercises and activities.The tests, exercises and activities must match the competencies that you want to measure. It won’t make much sense if the exams and other tests you will subject the applicants to have nothing whatsoever to do in assessing whether they have the competencies that the job requires or not.For example, you are going to fill up a managerial position in the Sales Team, and two of the competencies you have identified are team building and sales planning. Therefore, the tests should be designed to reveal whether the applicant has these two competencies or not. A written examination or requiring a sales presentation will nicely showcase the applicant’s knowledge on sales and distribution. Observing the applicant’s interaction with a group through simulated exercises will be a good exercise to assess his ability to foster teamwork and lead a cohesive sales unit.They should be designed to determine present job skills. This increases the predictive value of the assessment center. By using the information acquired on the current (and past, if any) job skills, it will be easier to predict future job performance of the applicants.You want to give all candidates a chance to shine. To do this, you should employ a variety of activities. Some of the activities you can use include:Psychometric tests. These types of tests are useful in predicting future performance. These measure the aptitude of applicants, and involve tests on numerical reasoning, verbal reason ing, as well as diagrammatic reasoning. Not only do psychometric tests measure the mental capabilities of an individual, they also give assessors a look at his behavioral style.Another psychometric test that is slowly gaining popularity is the SJT, or the Situational Judgment Test. It is aimed at assessing how the individual will approach potential situations that are encountered in the workplace.Reference checks. This should actually be a must in all recruitment processes. You have to check on the accuracy and veracity of the information indicated on the resume of the applicant, particularly the work experience section.Practical examinations or tests. This is similar to the SJT, but is more specific. Provide a scenario that is specific to the position or the job. This is where the assessment center can be even more flexible in designing its tests or exercises, tweaking things to suit the needs of the position and the company.In the illustration given above, applicants for a Sales M anager position will be made to choose a random item or object from their bags.     They will then be required to make an on-the-spot sales pitch; the objective: sell that item to a member of the selection panel, or one of     the other applicants.Another simulation you can apply is a leader-less group discussion. This will display how they do during group discussions, how they interact with others, and how creative and decisive they are with sharing ideas. You will be able to assess if they have managerial or leadership skills.Give them a scenario, or provide them with fictional documents. Both should have a problem that needs to be resolved. They will then give an oral presentation on how to solve that problem. This type of test will demonstrate the applicant’s oral communication skills (which is important in being a manager and being in the Sales Team) and to assess the level of their confidence and professionalism.This involves the candidate and the selection panel meeting face to face. All recruitment processes have an interview phase, and this is where the assessors can ask pretty much anything they want to the applicant.There are instances when exercises are designed to provoke the competitive spirit of applicants. Remember that you want to let your candidates shine, but it should not be to the extent that they will negatively affect the performance of the other candidates. As much as possible, try to avoid group exercises, especially if they pit candidates against one another.Step 4. Establish a timetable, and follow it.This is especially important if you will have to deal with multiple applicants. Plan out a schedule for the assessment center so that you and the applicants will not waste time, money and other resources.Once you have a timetable, make sure that you stick to it. Cancelling and rescheduling can be very stressful, not to mention wasteful. Therefore, you should put more careful thought when you draw up a schedule for the assessment c enter.Step 5. Provide feedback.It is a given that you will be giving feedback to those that have been selected. But you should also make it a point to provide feedback even to the unsuccessful candidates. Not only is it a common courtesy, it will also add credibility and transparency to your assessment center, and to your company as a whole. As mentioned earlier, your employer brand will get a boost and you will improve your reputation of having a fair and objective recruitment process. It will also aid the unsuccessful applicants in their other attempts of being recruited in other companies.Clearly, deciding on which person should perform a specific job is not something that should be done randomly, especially if you are determined to make your business succeed. Hire the best people and they will help pave the way towards the achievement of your business goals.

National Culture and Its Relation to Media Essay - 2770 Words

Introduction American writer Gertrude Stein uses â€Å"There is no there there† in the book Everybody’s Autobiography to describe Oakland. She spent her girlhood in Oakland, but she perceived that Oakland was inauthentic. When she mentioned France, where she lived most of her life, she said: â€Å"It is not real but it is really there† (Stein 1970: 2). France is more tangible to her than her nation. What does the nation mean to Stein? What is the essence of nation? Watson posits that â€Å"a nation is a community of people, whose members are bound together by a sense of solidarity, a common culture, a national consciousness† (Watson 1997: 1). A more familiar definition was coined by Anderson: â€Å"It is an imagined political community and imagined as both†¦show more content†¦Ã¢â‚¬Å"The press always takes on the form and coloration of the social and political structures within which it operates† (Siebert 1963: 2). However, the influence of the nation d iffers from different media systems. Hallin and Mancini, in their book, lay out a framework for comparing media systems. They select four major dimensions: the media market, the political parallelism, the journalistic professionalism and the state intervention system. (Hallin Mancini 2004: 21). In order to analyse how ideas of the nation can be related to media systems, this paper selects two dimensions from the frame: the political parallelism and the journalistic professionalism. By looking at different relationships between the nation and media system in these two models, this article elaborates the latent national framing of media system and the possible professionalism of media. Whereas, the practical circumstances are far more complicated than two models; in order to be specific, the paper just select two perspectives. Media are magnifiers? In order to illustrate how media maintain the continuous national consciousness among the public, it is imperative to know the traits of media system. According to Meyrowitz, media are compared to â€Å"conduits, languages and environments† (Meyrowitz 1993: 56). These three metaphors are woven together in media system, building the national consensus together. On the basis of Meyrowitz’s theory: mediaShow MoreRelatedMedia s Portrayal Of Islamic Extremists During The Middle East1178 Words   |  5 Pages2001, U.S. citizens were shocked that over 2,900 people were dead because of Islamic extremists (Kean, et al. National Commission on Terrorist Attacks Upon the United States). More deaths occurred in the Paris and San Bernardino attacks. Tensions between the U.S. and Islamic extremists have not yet subsided. Americans receive information regarding Islamic extremists through the media, from which they form opinions on what the U.S.’s foreign policy with the Middle East should be, which affects militaryRead MoreIr and Glocalization1154 Words   |  5 PagesIr and globalization CONENT: Introduction Body 1. 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How to Read Like a Professor - 1239 Words

Alexis Carino 7/31/10 Paragraph Reviews Chapter One: Every Trip is a Quest (Except When It’s Not) In the opening chapter of Thomas C. Foster’s book, he explains the importance of a Quest. It is quite hard to figure out a quest, Foster explains that in an example about a young boy who goes to the supermarket and encounters his â€Å"nemesis.† Quests are the core base of a story since it involves just about everything a story is trying to portray. For example it includes the quester, a place to go, a stated reason to go there, challenged and trials during the journey, and a real reason to go there. These are all main components in a story. Foster states â€Å"The real reason for a quest is always self-knowledge.† He means that the Quest is to help†¦show more content†¦The reason for even wanting a Christ Figure in novels is to have a point highlighted, but if you can’t clearly see the point, Foster advises to use imagination. Chapter 19: Geography Matters . . . 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The rise of online foodshopping Free Essays

The rise of online foodshopping BY beast4242 Using frameworks from the chapter analyse the strategic capabilities of Dyson. According to Johnson, Whittington, Scholes stated that the capabilities of an organisation that contribute to its long-term survival or competitive advantage. Here we can use VRIN framework to analysed Dyson’s strategic capabilities. We will write a custom essay sample on The rise of online foodshopping or any similar topic only for you Order Now The four key criteria of strategic capabilities are Value, Rarity, Inimitability and Non- substitutability. Strategic capabilities are of value when they provide potential competitive advantage in a market at a cost that allows an organisation to realise acceptable levels of return. Rare capabilities are those possessed uniquely by one organisation or by a few others. Inimitable capabilities are those that competitors find difficult to imitate or obtain. Non-substitutability refers to that the organisation is not at risk from substitution. In term of identifying whether a product has competitive advantages, VRIN is really a ood tool. As the product is manufactured by Dyson, that are attracted more people pay attention to and the founder are becoming their main signs, so that the products of Dyson also becoming more and more valuable. Since the products of Dyson have featured shaped and unique innovation. They spent a long time to developing and engineering prototypes special for household product. That seeks to provide a twist to the typical device. For example, vacuum cleaners that provide smooth turning round the corners, the Dyson air multiplier perform the same function as a conventional air, etc. The most important thing is that are 11 patents application in Dyson desk fan, so that the products of Dyson are able to avoid being imitating. On the other hand, Dyson also invest heavily in Chinese and Asian manufacturing in order to make their product cheaper and then to maintain profit margin benchmarks. This design of their organizational planning does not mean that many products can be manufactured. But they sell to the target†¦ How to cite The rise of online foodshopping, Papers

World in 2050 free essay sample

However, even in 2050 average income per capita will still be significantly higher in the advanced economies than in the emerging economies – the current income gap is just too large to bridge fully over this period. In contrast to recent arguments by Professor Robert Gordon and some other commentators 1 , we do not expect a significant slowdown in the global pace of technical progress given the scope for further major advances in areas like ICT, biotechnology and nanotechnology, although emerging economies like China and India will play an increasing role in these developments in future decades. This will further fuel their catch-up process with the more sluggish advanced economies. 1 As discussed further in Section 4. 1 below. The BRICs and beyond: prospects, challenges and opportunities PwC ? 2 World in 2050 1. 3. Opportunities and challenges for business These projected long-term growth trends pose many opportunities and challenges for businesses in the UK and other Western economies. China, India, Brazil and the other emerging markets highlighted in our study will become not just low cost production locations but also increasingly large consumer markets. We will write a custom essay sample on World in 2050 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At a time when trend annual growth is projected to be no more than around 2% in the advanced economies, companies seeking growth will need to look increasingly to these emerging markets. At the same time, such markets can be challenging places to do business. It will be important to understand and adapt to local rules, regulations and customs. The right entry strategy and, where appropriate, the right joint venture partner(s) will be crucial, as will good relations with local government and regulatory bodies. In some cases, the optimal production locations may not be the same as the largest consumer markets (e. g. investing in Malaysia, Indonesia or Vietnam as a gateway to China or India, or in Poland as a gateway to Russia). 1. 4. Energy use and climate change: too late for 2 degrees? There are also important challenges for governments, not least regarding natural resource constraints such as those relating to energy use and climate change. As our analysis shows, a ‘business as usual’ approach based on our GDP growth projections could see global warming of 6? C or more in the long run, while the UN’s 2?C objective seems increasingly out of reach given the lack of progress on decarbonisation since 2000. A more plausible and affordable ‘gradual greening’ scenario might see decarbonisation at a rate sufficient to broadly offset the effects on emissions of economic growth, so leaving total global carbon emissions in 2050 at similar levels to today. But even t his scenario would still be consistent with 4 degrees of global warming in the long run – it may already be too late for 2 degrees as our latest Low Carbon Economy Index report discusses in more detail. 2 Such climate change will in itself create new opportunities for business, however, for example in mitigating the risks from severe weather events in parallel with developing new greener technologies. 2 http://www. pwc. co. uk/sustainability-climate-change/publications/low-carbon-economy-index. jhtml The BRICs and beyond: prospects, challenges and opportunities PwC ? 3 World in 2050 2. Introduction 2. 1. Background on the 2050 reports In March 2006 we produced a report setting out projections for potential GDP growth in 17 leading economies over the period to 20503. These countries were: ? The G7 (US, Japan, Germany, UK, France, Italy and Canada), plus Australia, South Korea and Spain among the current advanced economies; and ? the seven largest emerging market economies, which we refer to collectively as the ‘E7’ (China, India, Brazil, Russia, Indonesia, Mexico and Turkey). There projections were updated in March 2008 and January 2011, expanding the country sample in the latter case to cover all of the G20 economies by adding Argentina, South Africa and Saudi Arabia. We also included Vietnam and Nigeria as potential fast-growing ‘wild cards’ outside of the G20. We are now revisiting these long-term GDP projections two years on from our last report and extending the sample to include Poland (as the leading EU economy in the Central and Eastern European region) and Malaysia (as a potential fast-growing medium-sized economy within the Asia-Pacific region that may provide a suitable launch pad for some Western companies investing in the region). Our analysis suggests that this group of 24 countries, which currently account for more than 80% of total world GDP, should include the 20 largest economies in the world looking ahead to the middle of this century. 2. 2. Our modelling approach We use World Bank GDP data up to 2011 and our own medium term projections for real GDP growth between 2012 and 2017. We then use our long-term economic model to estimate trend growth rates from 2018 to 2050. These longer term trend growth estimates are driven by the following key factors (see Appendix A for more details). Growth in the population of working age (based on the latest UN population projections). ? Increases in human capital, proxied here by average education levels across the adult population. ? Growth in the physical capital stock, which is driven by capital investment net of depreciation. ? Total factor productivity growth, which is driven by technological progress and catching up by lower income countries with richer ones by making use of the latter’s technologies and processes. The emerging economies have stronger potential growth than the current advanced economies on most of these measures, although it should be stressed that this assumes that they continue to follow broadly growth-friendly policies. In this sense, the projections are of potential future GDP if such policies are followed, rather than unconditional predictions of what will actually happen, bearing in mind that not all of these countries may be able to sustain such policies in the long run in practice. There are, of course, many uncertainties surrounding these long-term growth projections, so more attention should be paid to the broad trends indicated rather than the precise numbers quoted in the rest of this report. The broad conclusions reached on the shift in global economic power from the G7 to the E7 emerging economies should, however, be robust to these uncertainties, provided that there are no catastrophic shocks (e. g. global nuclear war, asteroid collisions, extreme global climate change etc) that derail the overall global economic development process on a sustained basis. Such shocks should be distinguished from shorter term cyclical variations, which will inevitably occur to a greater or less degree in all economies, but should not materially alter underlying average trend growth rates over the four decade period that we are considered. 3 Some of our earlier World in 2050 series reports are available here: http://www. pwc. com/gx/en/world-2050/index. jhtml The BRICs and beyond: prospects, challenges and opportunities PwC ? 4 World in 2050 2. 3. What has changed since the January 2011 update? We have made three main changes to the analysis since our last published update in January 2011: 1. We have updated historical data in the model so that the base year is now 2011 rather than 2009. Our medium term projections to 2017 also take account of the slowdown seen in most economies in 2011-12, although this does not have a large impact on the longer term trend growth rates projected by the model for the period beyond 2017. 2. We have added Malaysia and Poland to the analysis and include commentaries by senior PwC economists from these two countries in Section 3. 4 below. 3. We have improved the way in which long-run exchange rate trends are modelled. A country’s real exchange rate trend is still determined by convergence towards the PPP equilibrium rate as they grow richer, but the basis for this convergence assumption is now anchored more firmly in historic trends. 2. 4. Structure of this report The rest of the report is structured as follows:

Gendered Messages essays

Gendered Messages essays Women and Weight: Gendered Messages on Magazine Covers The purpose of this article was to compare and contrast the covers of popular men and womens magazines. The authors hypothesized that womens magazines were much more likely to have key messages or articles about enhancing bodily appearance than that of mens magazines. Further, they felt that the discovered messages on womens covers would be more conflicting or hypocritical than those of mens magazine covers. The researchers gathered their research material through analyses of twenty-one magazines. Six monthly issues dedicated to varying seasons were used for each magazine title. The total amount of magazines examined was 69 covers of womens magazines and 54 covers of mens magazines. The authors then used a checklist that had the following headings: presence of a diet message, exercise message, cosmetic surgery message, and general weight loss message and if there was existence of a conflicting message beside one another. The percentage for each specific magazine was determined by dividing the number of magazine issues that contained each checklist item by the total number of magazine issues examined. The results of the authors research revealed that, Although the majority of the most popular womens magazines focused on changing and improving ones self, most of the popular mens magazines focused on the outside world, news, politics, hobbies and activities (Malkin, Wornian, Chrisler 649). Additionally, several of the womens magazine covers were found to have conflicting messages, For example, a magazine might show a picture of an ice-cream cake with a message that says Ice-Cream Extravaganza! next to an exercise message that says Trim Your Thighs in 3 weeks! (Malkin, Wornian, Chrisler 652). Furthermore, the research discovered that a m ...

ACT Prep Strategies If You Have a Low Test Score but High GPA

SAT / ACT Prep Strategies If You Have a Low Test Score but High GPA SAT / ACT Prep Online Guides and Tips Do you have a high GPA, perform well in school, but can’t seem to do well on the SAT / ACT? This is a common pattern, and there are certain strategies that work especially well for you.First, we'll figure out why this is happening to you, and, depending on the reason, suggest ways to improve your SAT / ACT score.Second, we’ll go over what a high GPA but low SAT / ACT score signals to colleges and how to counter that signal. Academic Performance: The Missing Puzzle Piece Between GPA and SAT / ACT Score Many students and parents believe that only SAT / ACT scores and GPA make up a person's academics. After all, college admissions officers often use these two numbers to comprise the whole of high school academics. However, missing from this picture is a hidden variable: academic performance. Academic performance measures how skilled and strong a student is in a fair classroom setting compared to all students in the United States. You can think of academic performance as the percentile that you would get if you were in one huge class with all students in the USA. Unlike GPA, academic performance is a percentile measure, so there's no grade inflation. Because you’re in the same class as the rest of the USA, there is no such thing as an â€Å"easy class† or an â€Å"easy school district.† Unlike SAT / ACT scores, academic performance is not just based on a test. Instead, it’s based on projects, discussions, effort, and everything else that goes into learning. Colleges care about underlying academic performance more than GPA or SAT / ACT scores. Academic performance gets at the core of what colleges want to know: whether you will do well academically when you get to their school. Colleges think GPAs are imperfect because they depend too much on your school district and teachers. They also think SAT / ACT scores are imperfect because academics is not all about tests. However, they can’t measure academic performance directly, so they have to infer it from GPA and SAT/ACT scores. If you are prepping for the SAT / ACT, it's important for you to know your true academic performancebefore you begin applying to colleges. Having an accurate idea of your academic performance will enable you to develop a much more effective test prep plan. For example, if your true academic performance is high, yet your SAT score is low, then you should focus on improving your test-taking strategies because it is likely that a few strategic points are holding you back. However, if your academic performance is low, then focusing on strategy likely won't improve your score. Instead, you want to focus more on content. The point is that your true academic performance is also important for you to know! For most students, the three factors of 1) GPA, 2) academic performance, and 3) SAT / ACT scores move together most of the time. If you’re a student who is smart, studies hard, and knows all the content, this will mean you generally have: A high GPA, since you do well in class and get good grades. Good academic performance, since you’d do well even pooled with all US students. A high SAT / ACT score, since you know the content and have prepped enough. In statistics, we say that these three factors are usually highly correlated, or move together most of the time: Ideally, all three factors move together (with only minor discrepancies) because they are related. In reality, the three may be disconnected, but often not by very much. Therefore, usually both you and colleges can tell true academic performance. If you have a high GPA and high SAT/ACT score, it more than likely means you’re a high performer, and vice versa. There is a problem when your GPA is high, but your SAT / ACT score is low. You have mixed signals. How do colleges, or even you, know whether your true academic performance is high or low? When GPA is higher than SAT / ACT score, it’s important to figure out where your true academic performance lies. In this situation, there are some steps you need to follow to find a solution. First, you need to figure out your true academic performance. Knowing your true academic performance will help you prep in the most effective way. We have guidelines below to help you figure out how well you're performing academically. After you learn your true academic performance and prep for the SAT / ACT, your scores may either go up to match your GPA, or they may still fall short of your GPA. In the latter case, it's important to show colleges that your true performance is high- and we'll tell you how to do that too! How to Tell Where Your Academic Performance Really Is Okay, so you have a high GPA and a low SAT / ACT score. How do you tell where your true academic performance is?A good way is to start with your GPA, which is high. We’ll then examine whether your GPA matches your academic performance or is overstating your academic performance. The Most Common Reasons GPA Overstates Academic Performance The most common reasons a high GPA can overstate academic performance are grade inflation and a weak school district. You should begin by examining these two factors. As illustrated in the diagram below,grade inflation reflects the fact that the average grade has been going up over time. While a B average (3.0 unweighted GPA) may have been way above average several decades ago, today, in many schools, it’s far below average. Therefore, that B average, that 3.0 GPA, may not be as high as you think. I have seen a school where getting a 4.5 weighted GPA put you below the average. (It turns out that, at this school, everyone was taking APs, and the AP teachers gave out almost all A’s regardless of performance.) The Department of Education reports more than a .30 increase in high school GPAs in less than 20 years. To learn if grade inflation is skewing your academic performance, you should examine whether your GPA is relatively high compared to your entire grade.You can introspect on this, or you can just ask your guidance counselor for your rank in your class. If your guidance counselor doesn’t have a rank for you, ask 10 of your friends what their GPA is and compare their answers against yours. Remember, since true academic performance is relative to the other students in the USA, you need make your GPA high relative to other current students' (and not on some internal intuitive scale where 3.0 counts as great)! Using your exact rank above, or by asking your friends, you can get a rough idea of your GPA percentile. If you’re ranked 50 out of 200 people in your grade, then you’re 75th percentile. If you ask 10 friends and 5 are below your GPA, then you are 50th percentile. Is your GPA percentile much lower than you thought? If so, that’s a sign of low academic performance. Likewise, is your GPA percentile around the same range as your low SAT / ACT percentile? If so, again, chances are your academic performance is actually low. The second reason that a high GPA can overstate academic performance, even if your class rank is good, is due to a weak school district. By a weak school district, I mean that the average student in your school district is not academically that strong. Sometimes you have a sense of this - you might realize your school district isn’t particularly renowned in your state. However, one way to be sure is to check your school’s average SAT or ACT scores (you can often find this by Googling â€Å"[Your School Name] Average SAT ACT score† or asking your guidance counselor). If they’re lower than 500 per section for the SAT, or 20 for the ACT, then that’s a sign you’re in a weaker school district. If your school’s average SAT score is below 450, and their ACT score is below 18, then it’s likely that, even if your GPA percentile is good, your academic performance compared to the rest of the US is not strong. High GPA? Use the table below to figure out your academic performance Factor Considered Signs of Low Academic Performance Signs of High Academic Performance GPA Percentile: Compute using your school rank. GPA percentile is lower than you expected. GPA percentile is similar to your low SAT/ACT percentile. GPA Percentile matches what you expected. GPA percentile is much higher (20% or more) than your SAT/ACT percentile. School District Strength: Compute using your district’s average SAT / ACT score. Your district’s average SAT score is lower than 450 per section, or ACT score is lower than 18. The lower the average score, the weaker the district likely is. Your district’s SAT score is higher than 500 per section, or their ACT score is higher than 20. The higher the better. Introspecting Other Factors There are more signs that you can use to learn whether your high GPA is reflecting a high academic performance or whether your high GPA is misrepresenting a low academic performance. The key here is to introspect ona number of other factors, some of which will be similar to those above, and others which will be quite different. Introspecting just means looking at yourself honestly. In order to be honest, you have to be critical and accept the fact that you may have flaws. You must also have confidence that there are certain parts of you that are genuinely strong. Introspecting other factors can also tell you whether your true academic performance is high or not. Since this sort of qualitative introspection is very fuzzy, there is no hard line for whether your academic performance is high or not. Use each of the factors below as a weight. As you look through these lists, think about how you feel when you take the SAT / ACT, and, when you answer questions incorrectly, what the most common causes of those mistakes are. It may help to do some practice problems or review an old exam. It may also help to look at your high school transcript and think about the grades you got, how easy it was to get those grades, and how well you understood the material those classes covered. If you have a high GPA and low SAT / ACT score, these factors suggest HIGHreal academic performance: You find yourself especially anxious or nervous during the test. You find that, when you take the test unofficially in a realistic environment, your top score in a section (e.g. math) across many practice tests is much higher than your math score on a real administration of the SAT / ACT. I don’t mean 50 points better, but 120 points or more (on the SAT scale). This is a sign that your skill is actually high, but, during the actual exam, you run into some test-format trouble. You find that, when you give yourself just 20-30% extra time in an unofficial setting, your score shoots up by more than 100 points per section. You spend a lot of time during the SAT / ACT on questions that are much too hard for your skill level. Therefore, you end up putting a lot of time into questions you don’t get right anyway. The SAT / ACT is one of the few tests you do poorly in. On other exams, like in-class tests, AP tests, etc., you perform very well. You misread numbers and words a lot on the SAT / ACT, getting questions wrong even though you know the answer. Don’t count this factor if you genuinely are confused about the meaning of the words or numbers. You didn’t study at all for the SAT / ACT (less than 5 hours). You don’t study for the SAT / ACT because you find SAT / ACT study irresistibly boring. If you have a high GPA and low SAT / ACT score, these factors suggest LOWreal academic performance: Your classes give out a lot of A+, A, and A-s. Your school district is a weaker school district and, therefore, gives higher grades relative to objective skill. Your high grades are due to an easy teacher. Your high grades are due to pressuring the school (such as nagging your teacher for re-grades, parent pressure through PTA or Board of Education). You take easy classes to get better grades. The average GPA of your school is high. You are using the â€Å"weighted GPA† that goes as high as 4.33 or 5.00 but comparing it against unweighted GPAs (perfect students get a 4.00). Your GPA looks high compared to your school rank. Your grades / GPA were a lot lower at another school that didn’t have the properties above. You don’t feel more nervous than the average student during the SAT / ACT. Your classroom (non-SAT/ACT) test scores generally reflect your overall grade in a class and how well you understand the material. In other words, you don’t do particularly poorly on tests in class. You get a lot of questions wrong due to not knowing the underlying concept (e.g. what is volume of a three-dimensional shape, what the grammar rules for parallel construction are etc.) After reviewing these two lists, you should have a good idea of whether your academic performance is low or high. If you have qualities from both lists, figure out which list you have more factors in or which factors you feel have the biggest impact. For either case, we have specific advice for you. If you've found that your academic performance is high, start reading the next section. However, if your academic performance is actually low, skip down two sections for advice specifically tailored to you. How to Prep If Your Academic Performance Is Actually High If your academic performance is high, the good news is that you may have an easier time prepping because you only need to focus on test-taking skills, which are relatively fast to learn. You don’t have to worry about learning academic content, which is usually a slow slog. Also, even if you don’t get your SAT / ACT fully up to your GPA, you have many options to truthfully signal that you are actually an academic high-performer, which can convince colleges to place less significance on your SAT / ACT scores. Your SAT / ACT prep, however; will be quite different from that of an average student’s. Most average students are facing issues on all fronts with respect to the ACT / SAT. They need a little bit of work on content, a bit on timing, a bit on carelessness, and a bit on anxiety. However, for you, it is much more likely that there is one or, at most, two non-content issues holding you back. It is important to identify those issues specifically and focus on them. I had one student who was brilliant at math and could explain the most difficult ACT problem to me in person with no problem. But his scores all came back quite low for his skill. He wasn’t nervous about the test. He never ran out of time. It turns out that he was making a ton of careless mistakes. He understood all the problems and could solve them quickly, but he was just sloppy. I tailored a tactic specific to his situation: I asked him to read each question twice, and underline keywords. After trying that, he immediately scored a 35 (out of 36) on the next ACT. The above example likely illustrates the situation you are in.You have a singular non-content issue holding you back, and everything else is good. In these cases, I would absolutely not use a class or a book- these two options are much too one-size-fits-all. I would use a method that can properly identify and solve the issue, such as introspective self-study, a program that customizes to your needs (like PrepScholar Online Prep), or a skilled tutor who can find your one major weakness (like PrepScholar Tutoring). I will help you identify a few common weak spots for high academic performers with low SAT / ACT scores. For each one I’ll tell you how to identify the weak spot and what to do about it. Carelessness Carelessness is knowing the contents of a question, but making an error purely based on a lapse of attention. Misreading â€Å"integer† as â€Å"real number† counts as a careless error, forgetting what â€Å"integer† means is not a careless error. How to Identify:You know the answer to a question but just misread a number or a word. This is frequently overdiagnosed, so I recommend a more rigorous diagnosis method: Imagine answering the question with as much time as you needed and only starting your work after you've read the question three times over. Would you have avoided the mistake you made? If so, it’s a true careless error. Otherwise, this might be a content error that you’re brushing off as careless. Misreading `cat` as `rat’ is a careless error (clearly you know the difference between the two if you thought about it). Mistakingâ€Å"ambivalent† for â€Å"ambiguous† is rarely a careless error (most students actually don’t have the definitions of both words memorized). What causes carelessness? The main causes are reading too quickly and not focusing on the details. This often causes you to misread the question and thus answer it incorrectly. How to Solve:Do a few practice tests where you give yourself double time. Spend this extra time reading each question twice and underlining keywords. Be paranoid that your eyes might be playing tricks on you. Write down more steps of your thought process than you normally would (in algebra avoid bunching multiple operations into a single line). If carelessness is the true issue behind your low scores, you should see your score increasing as you apply these steps. Once these methods become a common habit, you should be able to apply them more quickly and easily. Begin reducing your time by 25% for each practice exam until you can take an entire practice exam in the standard amount of time while still minimizing the number of careless errors you make. For additional help, look at my strategies for carelessness in my article on SAT / ACT prep for high scorers. Running Out of Time How to Identify:During the middle of taking a section, you feel fine. (If you feel panicked during the middle of a section, refer to the section on anxiety below.) However, as time runs out on the section, you feel more rushed, and, when time is finally called, you’re leaving a lot of low-hanging fruit on the table. For example, during a real test you often find you have correct answers that you just didn’t have 20 seconds to bubble in, or there were still really easy questions that you didn’t get to. How to Solve:There are two strategies to try. First, do a practice test with 50% more time than you’re usually allocated, and see how much your score increases over normal. This provides an upper bound for how much your score can possibly increase. Make sure this increase is worthwhile and what you expect. If it is, then you know that learning better time management skills will raise your exam score. There are many ways to improve your timing skills, but the two major tips you should be using are becoming familiar with the exam and learning when to skip questions. The best way to get familiar with the SAT / ACT is to practice. By regularly completing practice tests or quizzes, you’ll become more familiar with the exam format, how questions are worded, and tricks you can use to find the correct answer more quickly. However, this information will only help if you don’t allow yourself to waste time struggling to answer questions you don’t understand. Therefore, you also need to learn to move on if you don’t know how to solve a problem. If you’ve stared at a problem for 30 seconds and have no idea how to solve it, move on and come back to it at the end if you have more time. Struggling with a single challenging question can eat up a lot of time and cause you to not get to other questions you might have been able to answer much more easily. After you have begun using the above tips, try the following strategy. Suppose you’re given 30 minutes to finish a section. Split the 30 minutes into the first 25 minutes and the last 5 minutes. Aim to finish the section in the first 25 minutes. After the first 25 minutes are done, stop your normal progress on the test. Instead, step back and reassess what the lowest-hanging fruit at this point is- bubbling in answers, reviewing that really easy question you made a careless mistake on, or doing one more question later on that you saw was easy. Do NOT try to make standard progress on the test anymore. See how much your score improves using this method. You should understand that the SAT / ACT is a timed test, and you will always feel time pressure (I’ve gotten perfect scores, and I still feel immense time pressure). The only thing you can do is make sure the time pressure is not preventing you from getting the lowest-hanging fruit. Anxiety Anxiety is primarily an emotional response, not a logical response. If you find that you’re not panicked or stressed during large parts of the test, anxiety is probably not the cause. The worst sufferers of anxiety are overcome with emotion just thinking about the exam. A clear sign you have anxiety is if you don’t spend most of the test time thinking about the questions themselves. Instead, you spend all your time thinking about the fact that you’re taking a test. How to Identify: Anxiety is relatively easy to diagnose. Usually, students with test anxiety will score substantially (200 points on SAT, 10 points on the ACT) better if they are asked the questions verbally with no time pressure. To test this, instead of doing a timed test, have someone read the questions to you (while you have a paper copy for reference), so you can think through the problem out loud. How to Solve: Fixing anxiety is relatively hard compared to diagnosing it. In fact, there are entire fields of psychology focused on the issue of anxiety in different contexts. However, there are definite steps that you can take. The first step is physiological: taking control of your body. Try taking deep breaths between each page flip to calm yourself down. Try meditation before the test and a mini-meditation during breaks. Also, if appropriate, check with your primary care doctor to see if you actually have a clinical medical issue with anxiety. I always hate to go from academic performance into medical territory, but I’ve seen students with extreme anxiety issues who perform better after their doctor found it was actually a medical issue and prescribed beta-blockers to eliminate the anxiety. Second, you have to attack the cognitive part of anxiety. A core reason that anxiety exists cognitively is because you are focusing too much on yourself. You are spending too much time thinking about you taking the test or doing badly on the test. You are obsessed with concepts of yourself. Instead, do everything you can to direct attention away from yourself. Pay attention to what the room looks like. Then, pay attention to the question, how it’s typeseton the page. Finally, pay attention to what the question is asking. You need to stop thinking about yourself and start thinking about the question at hand. As part of reducing cognitive anxiety, it may help to try to predict what horrible things will happen if you don’t do well on the test. Write these predictions down on paper. You might say â€Å"parents will be very upset; never want to talk to me again,† or â€Å"my academics are ruined.† Then, if you don’t do well, compare that with what actually happens. Turns out, surprise surprise, parents get over it, and you always have the chance to take the test again. You’ll find that your worst fears are not true at all if you write them down beforehand and compare them to what happens. Finally, a tip for actually taking the test. Definitely do the easiest questions first, and give yourself some time to do them. The easiest questions will build your confidence and let you realize that the test can be done. You may not get all the problems, or even get to all the problems, butthat’s totally fine as long as long as you’re making progress during the exam. If you feel the anxiety is caused by being unfamiliar with the test, you should also try taking a few practice tests under as realistic conditions as possible. For some students, this familiarity and exposure reduce anxiety by a lot. If you suffer from anxiety, there are multiple ways for you to improve your test scores. Lack of Preparation for Standardized Tests How to Identify: This issue is the easiest to identify. If you’ve spent less than five hours studying for the test, then you’ve essentially had no preparation for the SAT / ACT. In fact, taking the actual SAT / ACT probably takes more than five hours if you add in transportation time and waiting for the exam to begin, so if you haven't even spent that much time studying for the test, you really haven't begun studying yet. How to Solve: Fortunately, this is also the easiest issue to fix as well as the item most worth fixing. After all, the first few hours you put into ACT / SAT prep will be the most efficient hours you’ll ever spend getting into college. In no other item on the college app can you just put in 20 to 80 hours and tremendously boost your admission chances. If you want to just tick off the box, gather a couple of practice tests and do them. That will get you past the five-hour minimum mark and get your score up effectively. However, if you want to boost your score by more than just a few points, you’ll want to invest in a real program. There are many valid programs out there, and our own program, PrepScholar, lets you prepare easily online. Lack of Motivation to Prepare for Standardized Tests How to Identify: You have at least tried to prepare, but you’ve found it incredibly daunting. Whenever you begin SAT / ACT prep, you find yourself bored. You make excuses to do anything else instead of SAT / ACT studying. How to Solve: This is a very important issue to overcome. If the student is not internally motivated to do well on the test, he or she will not improve much! (I also am presuming here that you, dear reader, are not personally the student because even reading this far into this article shows some baseline motivation.) In this case, examine what has motivated the student in the past. Beating his classmates? Making her parents proud? Getting a monetary reward? The best motivation is if the student wants to go to a good college or get scholarships. However, at this point, anything is fair game. Think about the ways the student has been motivated before and if these same motivators can be used to convince him to prepare more for the SAT / ACT. Talk to him about the ways a high test score can personally benefit him (can get into a better college which can lead to better job prospects, potentially avoid tens of thousands of dollars of student debt etc.) If this doesn’t work, you may want to consider hiring a tutor so the student is interacting regularly with someone who has experience with this issue and can hold him accountable. How to Solve All of These Issues In order to solve any of these above issues, you need to correctly identify it. It’s important that you go through a diagnostic phase first and figure out exactly what your weakness is. Getting treatment for the wrong problem won’t help you at all. Worse, it can hurt you when you don’t see your score improve and get discouraged. The tips above will help you identify the issues and find the right solution. However, if you'd like the solution found automatically, you can look into our Online Prep program where we leverage the data we collected through helping tens of thousands of students succeed on standardized tests. We automatically find your area of weakness and drill it away, which is especially useful if there are only one or two strategic areas you are weak in, like test anxiety or carelessness. How to Prep if Your Academic Performance Is Low If your academic performance is low, the bad news is that improving on the SAT / ACT will be more difficult. However, the good news is that the advice and steps you need to follow for the SAT / ACT are more standard for you. In this case, you don’t have any special weakness with the SAT / ACT. You don’t likely have many anxiety or test format issues that you’ll need special prep to overcome. For one reason or another, your GPA appears higher than it would for other students in the same ACT / SAT position as you. Your high GPA doesn’t make your study plan any different from that of an average student with a low SAT / ACT score. Thus, you should follow the standard guide for students with low SAT / ACT scores. We have many great guides for those with lower SAT / ACT scores who want to go higher, and I’d strongly recommend going through all of them: For the SAT, we have a general guide for raising your SAT score 160+ points, as well as guides for getting at least a 600 on each of the three main sections: Math, Reading, and Writing and Language. Similarly, for the ACT, we have a guide for raising your composite score 4+ points and guides for the Math, Science, Reading, and English sections. One thing you should make sure you do is complete some rigorous SAT / ACT prep. If your GPA is high and your SAT / ACT score is low, then it’s best to prevent the latter from marring colleges’ interpretations of your application. Time and time again, we’ve seen that SAT / ACT scores improve the fastest in the first 40 or so hours. Therefore, I would recommend at least studying that much for the SAT / ACT. Even if your academic performance is moderate, you can still improve your SAT / ACT scores through study, which will make your application look much stronger. Of course, if you’ve put 40, 100 hours, or more into SAT / ACT prep and your SAT / ACT score is still low, then the fact that you’ve diagnosed yourself as a low academic performer tells you exactly what to do: improve on your baseline content and academics. You can do this in many ways: General Strategies: Use an SAT / ACT program with a lot of content focus. Our PrepScholar Online SAT / ACT program devotes more than 50% of lesson time to baseline content and academics. Get a good tutor to teach you the underlying topics. Set aside a certain number of hours a week to improve your baseline content. Having a set schedule will make it easier and more likely for you to complete your studying. Math/Science Strategies: Review your math textbook, and ask for extra help if needed. Ensure that you’ve covered all the math topics on the SAT / ACT. Usually, these tests don’t cover very difficult topics like calculus or matrices, so choose classes that overlap with what the SAT / ACT covers. Focus part of your studying specifically on graphs, what information they provide, and how to interpret them. You can use examples specifically for test prep or study graphs you’ve used or seen in class. If you’re taking the ACT, brush up on geometry as well as algebra, since the ACT tests geometry much more than the SAT does. If you’re taking the SAT, it will still benefit you to know some geometry, but the majority of math problems will be on algebra, so focus most of your studying there. Reading/English/Writing Strategies: Develop your reading skills by reading often and using concepts like theme, tone, etc. to analyze the text. If you’re more comfortable with fiction or narrative writing, broaden your skills by reading more scientific passages, and vice versa. Learn the major grammar rules the SAT / ACT tests so you can nail those questions on the exam. Review some vocabulary lists so you’re more likely to be familiar with words you come across on the exam. Ask your English teacher for feedback on essays you’ve written and ways you can improve. To summarize, if you find that your true academic performance is low, then your SAT / ACT prep process is very standard. Use our numerous guides to help yourself improve. You should also look into our PrepScholar Online Prep program How to Apply to College With a High GPA but Low Test Score The above advice examined why you had low SAT / ACT scores but a high GPA. By using the missing puzzle piece of academic performance, we gave you different advice depending on your situation. Now, hopefully, after following the advice above, your ACT / SAT score will have risen to par with your GPA. After all, the best way to solve this situation is not to find excuses, but to actually improve your SAT / ACT score, so that will always be the best option.However, in case your SAT / ACT score still hasn’t increased as much as you want, this section gives you advice on how to apply to college. This section is also useful to read even before you begin SAT / ACT prep to see how an improved test score can bypass this problem entirely. Having a high GPA but low SAT / ACT score at least is better than a low GPA and low SAT / ACT score. Of course, it’s not as good as having both a high GPA and high SAT / ACT score. For colleges, a high GPA but low SAT / ACT score sends mixed signals - one indicates that your academic performance is high while the other indicates your academic performance is low. Just like above, where we explained how to figure out your true academic performance, colleges will also be seeking your true academic performance.The major difference in this situation is, regardless of your internal assessment, it is always more favorable for you to signal higher academic performance. Conversely, you want to avoid mistakenly signalinglow academic performance. On one hand, colleges hope that you’re truthfully a high academic performer, just not good on the ACT / SAT. Maybe you just dislike tests or don’t do well on â€Å"aptitude tests† like the SAT (versus content tests like the APs). Maybe the SAT / ACT stresses you out. The more you can emphasize this picture, the better you will do. On the other hand, colleges are afraid that you might, at the core, be a mediocre academic performer - that your SAT / ACT score is telling the truth, and your GPA is the one that’s fibbing. After all, GPAs are very difficult to compare across different classes, different teachers, and different schools. The entire reason colleges rely on ACT / SAT scores in the first place is to have a uniform way to measure students across all their environmental variation. Colleges are thus afraid that the high GPA is due to it being goosed up through one or more of so many possibilities: taking easy classes, getting in the teacher's’ good graces, being from an easy school district, or dozens of other ways that GPAs can be artificially raised. The more you can deemphasize this picture, the better you’ll do. To emphasize that your SAT / ACT scores don’t represent your true ability, and your GPA isn’t artificially high, here are some tips: Take classes with standardized tests and curriculum. The IB (International Baccalaureate)or similar program is the best. The grading is not all test based, yet it is standardized, so doing well on this really tells colleges that your high GPA is legitimate. Take other standardized tests, like the AP tests, or competitions like AMC. If you do well on these they definitely are effective at taking the sting off low standardized test scores. However, be aware that, on these tests you may likely suffer from the same issues that caused your low ACT / SAT scores. Have teachers vouch for your top performance, emphasizing that your performance is excellent relative to classmates, that your school is a high performing school, and most importantly, your performance is high relative to students at strongschools the teacher has taught at. Take classes at your local college.The better you can do in a college class relative to the college’s difficulty, the better you’ll be able to prove your skills are high. Perform in nationwide competitions to show that, face-to-face, you rank high. (If the following is somewhat true for you): Emphasize in your essay that your school is a difficult one, it’s ranked highly in the state, and that you have a high rank in the school. Take classes at highly-ranked neighboring high schools and show high grades in these classes. Consider preparing especially for the interview and essay portion of the college application. These items have a large impact on college admissions, and many students who are not especially strong on tests tend to do stellar on these. How will your signaling change if you’re actually a high academic performer versus a low academic performer? Well for one, high academic performers will have a much easier time doing the tasks above because they’ll be able to use their underlying skill to achieve it. However, since the abovesignalingis beneficial, everyone should attempt it whether they classify themselves as a high or low performer.In fact, you can even say that your ability to accomplish the above (e.g. IB classes) in some ways partially makes you a high performer. Your Real Performance and Overplacing Into Colleges What sort of college should you apply toif you have a high GPA but low SAT / ACT scores? The answer is that your competitiveness level will be about halfway between your GPA level and SAT / ACT level. After all, many colleges weigh GPA and SAT/ACT by similar amounts in admissions. For example, if your GPA puts you at the median of a US News rank 10 school, but your ACT puts you in the middle of a US News rank 70 school, you would be competitive at a rank 40 school or so. Note, however, that you’ll have a wider spread, a wider variability to which schools accept you. Some higher ranked schools (especially progressive private schools) might forgive the low ACT score, while other lower ranked schools (especially public state schools) may be quite strict. Finally, you might be wondering about overplacement. Suppose you’re a low academic performer, but using our stellar techniques above, you are able to achieve a school leaps beyond what you would otherwise be able to. Would it be a mistake to go to a school beyond where you otherwise could have gone? On an ethical front, you need to make sure what you say above is true. Not lying in your application, not saying your school is difficult when it is easy, is not only the ethical thing to do, it’s also the operationally smart thing to do because college admissions officers have a ton of data at their disposal. For the best experience for yourself, it is important not to overplace into one particular type of college: the difficult, grind-you-down sort of college. In these colleges, if you get there, and you don’t belong, you run a huge risk of flunking your classes, feeling bad, and not learning. Fortunately, it’s easy to tell which colleges are bad to overplace into: look at the graduation rate of the colleges. Any overall graduation rate under 90% is a huge red flag - these are schools that will chew you up and spit you out if you don’t meet their academic rigor. Do not overplace into these. Conversely, schools with graduation rates above 95% will likely baby you through - these colleges tend to tolerateoverplacement a lot better. Time for a personal story: many of my friends went to theUniversity of Chicago, a notoriously difficult university. I saw them pull all-nighters, recount stories of classmates being expelled for failing, and havepeople generally being pushed to their academic limit. Even the average student was having a hardtime meeting academic goals; I can only imagine an under-qualified student completely floundering in a school as punishing as UChicago. Now, I went to Harvard College, and the mythical motto there (with a huge dollop of truth) is that it’s hard to get in, but once you do, anyone can graduate. With an overall graduation rate of above 97% recently, this is completely true. Classmate didn’t fulfill a few requirements? I saw my college drop these requirements like flies. Flunking Algebraic Topology? Take â€Å"Magic with Numbers† instead. If you overplaced into Harvard, chances are you’d have a decent time all around, and you’d benefit from the educa tion and degree. The point is, you should focus on the overall graduation rate if you fear the consequences of overplacing. Parting Thoughts Just to reemphasize one final time, the strategies in the previous sections for applying with a low SAT / ACT score are only a band-aid for the underlying problem. If you have a fire in your house, the above tells you how to minimize damage. It’s much better to not have a fire in your house in the first place. Likewise, If you’re high in GPA but low in SAT / ACT, the absolute best solution is to bring up your SAT / ACT score. If you haven’t prepared at all - putting in 40 hours either by yourself or with a highly rated program is the first thing you should do right now! What's Next? Wondering how to start studying?Read aboutthe pros and cons of each type of test prep and learn which method is the best for you. Want to learnwhat your current test score is?Take a practice test! Checkout our official SAT practice tests and official ACT practice tests. Looking for some quick ways to boost your score?Check out ourguides to learn 15 tips forraising your SAT score and your ACT score.

My Future Career Goals Essay Example | Topics and Well Written Essays - 750 words

My Future Career Goals - Essay Example Thinking about my career goals, I recognized my desire for what it is—a calling, a passion, my own true destiny. Despite all my righteous anger at faulty structures in the health care system and the medical curriculum, I maintain my belief in the underlying nobility of the medical profession and its potential to effect profound and positive social change. I have a great desire to enter a university because its curriculum and programs represent a unique mixture of theoretical guide effectively applied to the practice field that will have a great impact on immediate and future success in my professional education. I understand clearly well that this it opens doors to many opportunities for career growth not otherwise available. Current college programs, teach me to think critically, to question the nature of power structures, to seek historical context, to ask what is at stake, and to disregard and debunk dogma. Now I find myself going out on a limb merely by suggesting that per haps we need more education and discussion around such topics as alternative medicine, ethics in the pharmaceutical industry, and medical practices. Taking into account my personal aspirations and qualities, I can say that I will be able to cope with career demands being well prepared, motivated and committed to pursuing my Master’s degree. My personal attitude towards this matter will help me to overcome all possible difficulties, and experience that I have will be a great support to me in mastering the medical profession.... Education and clear career goals are the first major steps that increase personal values of everyone and create new opportunities to succeed. Thinking about my career goals, I recognized my desire for what it is—a calling, a passion, my own true destiny. Despite all my righteous anger at faulty structures in the health care system and the medical curriculum, I maintain my belief in the underlying nobility of the medical profession and its potential to effect profound and positive social change. For me, the privilege of being a student at a medical university (course and program) includes the rights of idealism, intellectual ferment, and independence of thought. I have a great desire to enter a university because its curriculum and programs represent a unique mixture of theoretical guide effectively applied to the practice field that will have a great impact on immediate and future success in my professional education. I understand clearly well that this it opens doors to many opportunities for career growth not otherwise available. A college education is only the first step in my career, but it will have a great impact on my choices and knowledge level. Current college programs, teach me to think critically, to question the nature of power structures, to seek historical context, to ask what is at stake, and to disregard and debunk dogma. Now I find myself going out on a limb merely by suggesting that perhaps we need more education and discussion around such topics as alternative medicine, ethics in the pharmaceutical industry, and medical practices. Taking into account my personal aspirations and qualities, I can say that I will be able to cope with career demands being well prepared, motivated and committed to pursuing my Master’s degree. My personal attitude towards this matter will help me to overcome all possible difficulties, and experience that I have will be a great support to me in mastering the medical profession.