Influence Of Mass Media On Sport Essays - Communication, Mass Media

Influence Of Mass Media On Sport Influences of Mass Media in Sport When communication is spread not just between two individuals but rather between tens of millions of people it is known as mass media. Mass media is known as the central nervous system of society. Mass media has many different purposes, such as providing information, entertaining, persuading and also by carrying a vague general function of culture to millions of people.(Frederick 18). In order for mass media to exist, there must be an audience. Today's society is very selective; each receiver reacts differently through his or her own experience and orientation according to mass media. Therefore, mass media exists in many different forms such as magazines, television, newspapers, internet, motion pictures, and even plays. Some examples of these forms of mass media are cosmopolitan magazine for young modern women and TSN television network for sports fans. With such extreme varieties of mass media existing in today's societies there are three major constraints that seem to have an impr essionable impact. These constraints can keep mass media very restricted. The major constraint of mass media is competition. Each form of mass media wants to be the one to target the audience, so therefore competition between mass media is very strong, because capturing the inside of the sports world is critical. Apart from the competition among the various forms of media there is also competition among each form of the media example Fox network competes with all television networks for a market share of the audience. Network companies such as Fox buy the contracts to show American football games for millions of dollars, which they in turn make their money back through companies wanting to advertize on their network during these football games. The audience Fox attracts by showing these games also provides an audience for companies wanting to advertise their products and provides potential customers for their products. This life cycle exists in all forms of media apart from just tel evision, newspapers try to cover the best stories in all areas of life from tradegy to sports and entertainment. From a sociological stand point in today's society sex and violence attracts audiences. By examining the internet, which is the newest form of mass media internet companies that provide the most outrageous websites with sex and violence are the most watched websites. Media Companies compete with each other on those levels by looking at what attracts the most attention and trying to provide it. Although the audience are the ones who decide what information is important and this decides what groups of mass media get the most attention the influence of the media in today's world really guides them in helping them make that decision without their actual knowledge. If your story isn't important to the audience then your media is taking up space, so therefore you either have to produce what the audience wants or you will not be able to survive in the competitive world of mass m edia. In order to survive in society you must offer the general public information they are interested in. Money also puts constraints on what an individual gets to know. If a person can't afford to buy a television that is restricting them on the knowledge that they are able to consume. Also, companies run on budget plans, and if there is no money in the budget, they are unable to provide information to a society. For every story that is produced, or every television commercial aired that could have been many more, to follow. But with limited money in the budget plans, an audience's view also becomes very limited, because if the media doesn't have the money to produce the information that is information that a society loses out on. Time is also another constraint because is doesn't make a difference on the amount of media there is, there will only be twenty four hours in each day and not all a person's time can be devoted to the effects of mass media. With the consideration of all these constraints this may create many difficulties for mass media, these difficulties will have a reflection on society as well. In media these constraints are known as noise.

20 Highest Paying Jobs With the Highest Growth

20 Highest Paying Jobs With the Highest Growth Whether you’re entering the job market or are just looking for a change, The Bureau of Labor Statistics is a great source of information to  aid you in your job search. You can find details on employment rates, jobs, and industry specifics. And now with the changing political climate, it has become more important than ever to keep an eye out for trends that may impact your job search. That being said, the BLS has projected the top 20 highest paying jobs that are expected to grow in the next 10 years. Take a look at the chart below for specifics.If you’re interested, you can apply below.1. Accountant and auditors2.  Combined food preparation and servers3. Computer systems analysts4. Construction laborers  5. Cooks, restaurants  6. Customer service restaurants7.   First-line supervisors of office and administrative support workers  8. General and operations manager9. Home health aides10. Janitors and cleaners  11. Laborers and freight  12. Licensed practic al and licensed vocational nurses  13. Maids and housing cleaners  14. Medical assistants15. Medical secretaries  16. Nursing assistants  17. Personal care aids18. Registered nurses  19. Retail salespersons  20. Software developers  Source:[bls.gov]

Trip to Las Vegas Essay Example | Topics and Well Written Essays - 250 words

Trip to Las Vegas - Essay Example The context of the trip to Las Vegas is contingent upon the fact that each of the cast-members that go on the trip goes expecting different results. The male gaze is evident from the very first moments in Vegas as certain members of the male cast begin expressing interest in the allures that Las Vegas has to offer in terms of strippers and adult entertainment. Likewise, this has the causation of creating a rift of jealousy to emerge as a moral panic develops within the minds of the female members of the cast; one that expects that the men have only one desire – to sleep with these strippers. Stereotypes are also represented in the fact that homosexuals are presented according to the norms of Hollywood and the expectation of the viewing audience. These stereotypes correlate to the way in which a cultivation of media’s effect helps to steer the way in which the population comes to integrate with these issues and represent them within their own lives. The plot resolution c omes after each one of the cast members arrives in Las Vegas intent on doing their own thing and quickly separates into small groups or individually. However, as these plans go awry and different results come to those that had such high expectations, the group reassembles and engages with whatever further action will be taken as a solitary group. The production of this episode provides for all the expected elements and does not take away from the overall plot or storyline that has been exhibited thus far.

Video games Research Paper Example | Topics and Well Written Essays - 2750 words

Video games - Research Paper Example Based on changing trends among children it is also evident that video games have replaced traditional physical games that were common some years back. Initially, there was a common stereotype that as compared to women, men had dominated in the consumption of video games. Today, the number of women who play these games is almost equal to that of men. As time goes by, video games continue to evolve and advance hence attracting the interest of the media. Since many people have been attracted to this form of entertainment, the term ‘gamer’ is commonly being used by the media to refer to people who play video games. Media has played a significant role in shaping public perception on video games. Media has contributed to popularizing video games to a large extent because almost everyone is talking about the new games in the market. Prominence received by games such as Doom and Grand Theft Auto can be attributed to media coverage. As a result, many people have been attracted to this form of entertainment hence leading to a tremendous growth of the video game industry. Developing and selling new games that meet various demands of consumers has become a thriving business. In recent times, manufacturers are facing stiff competition from different players in the industry. This has forced them to make improvements to existing games and develop new ones. Examples of transformations that have occurred include the introduction of 3D games alongside the improvement of digital quality of sound and images. In regard to this matter, media coverage has shaped the public debate by raising the question of how much revenue governments generate from the sale of video games. Evidence from medi a sources indicates that in 2014, revenue from video games in the United States alone had amounted to approximately 886 million dollars. This figure has since risen (Statista 1). Imagine how much the government would lose if video games were to be banned. Through the media,

Five Reasons to Stop Saying Good Job Essay Example | Topics and Well Written Essays - 250 words

Five Reasons to Stop Saying Good Job - Essay Example One of the most important consequences of saying ‘Good Job!’ to a child constantly, Kohn argues, is that it reduces the child’s real achievement. â€Å"As if it weren’t bad enough that ‘Good job!’ can undermine independence, pleasure, and interest, it can also interfere with how good a job children actually do. Researchers keep finding that kids who are praised for doing well at a creative task tend to stumble at the next task – and they don’t do as well as children who weren’t praised to begin with.† (Kohn) In a reflective analysis of this argument made by Kohn, it becomes evident that the author is highly sensible in making this point, because practical experience as well as research evidences supports his claim. One must agree with the author that it is time to stop praising children by saying ‘Good Job!’ because it creates pressure to the youngsters to keep up the good work. It is unquestionable fact that ‘Good job!’ often ignores the thoughts, feelings, and values behind the behaviors of human beings and it unfortunately promotes the less desirable motives in the child.

Anatomy and Physiology Case Study

Anatomy and Physiology Case Study Case #1: A 60 year old man with long-standing type II diabetes that has been untreated with insulin is admitted to the hospital after reporting noticeably bloody urine. Bilaterally, he has no feeling in the bottoms of his feet and decreased sensitivity mid-shin, while sensation at the knees is normal. Upon examination the clinician notices that the patient’s lenses are cloudy, and the patient is having a difficult time reading his admissions paperwork. The patient’s blood pressure is also elevated. Why might this patient have blood in his urine? The patient may be suffering from a bladder or kidney infection. What other abnormalities would typically be found in such a patient’s urinalysis? Urinalysis may show High Blood Sugar. What is causing the bilateral desensitization of the lower limbs? It is possible that the patients diabetes is not controlled causing damage to the nerves and hardening of the arteries which can cause decreased sensation and poor blood circulation in the feet. Why are this patient’s lenses cloudy? The patient may be suffering from glaucoma, or cataracts. Why might this patient have difficulty reading his admissions papers? The patient may be suffering from Presbyopia, in which the lens of the eye loses its ability to focus, making it difficult to see up close. How is the elevated blood pressure related to the other symptoms? H causes all these symptoms so there is a chance that the high blood level may be the problem of why there was urine in the blood, numbness, and vision impairment. Case #2: Julie Turner, a 27 year old non-pregnant female, has grown increasingly anxious about changes in both her behavior and body recently. She consults her physician and complains of insomnia, gastrointestinal instability, feeling excited, and weight loss. She also reports that even though she has lost weight, her â€Å"double chin† has not gone away. Upon examination, the physician notes that, while not pronounced, Julie’s eyes seem larger, and her reflexes are excitable. The physician decides to send Julie to an endocrinologist for a consultation. What does an endocrinologist specialize in? Diagnose and treat diseases related to hormones. Define hyperthyroidism. Hyperthyroidism or â€Å"Overactive Thyroid†, is a condition in which the thyroid gland makes too much thyroid hormone. Which of Julie’s signs an symptoms are compatible with hyperthyroidism? Weight loss Does Julie show signs and symptoms specific to Grave’s disease? Yes, Grave’s disease actually causes most hyperthyroidism. Why might Julie be mistakenly thinking she has a â€Å"double chin†? Julie may be mistaken by the fact that her â€Å"double chin† is actually her swollen thyroid. What is the doctor concerned with when they notices that Julie has â€Å"large eyes†? Julie may be tired and not getting enough rest. If Grave’s disease is confirmed, what is the most likely treatment? First beta blockers will be prescribed and once all the results are confirmed they will either give Julie Radioactive iodine or Anti-thyroid medicine. Case #3: George is a 50 year old man that had a severe motorcycle accident 12 years ago. As a result of the accident, George had one kidney and part of his small intestine removed because they were hemorrhaging. Immediately following recovery, George had some weight loss that he was told to expect because of malabsorption caused by having his intestine removed. George has never returned to work due to his injuries, and mostly sits inside and watches TV and reads. Recently, however, George broke his wrist trying to catch himself from falling. When he was examined, he was told that his bones had become weak. Define osteopenia and osteoporosis. Which does George seem to have? Osteopenia refers to bone mineral density (BMD) that is lower than normal peak BMD but not low enough to be classified as osteoporosis.Osteoporosis is a progressive disease that causes bones to become thin and brittle, making them more likely to break. George seems to have Osteoporosis. What is the most common type of fracture of the wrist in a person of George’s age? Explain how Vitamin D, calcidiol, and calcitriol are synthesized? Calcidiol, or 25-hydroxyvitamin D, is the main storage form of vitamin D, Low calcidiol levels in the blood indicate a vitamin D deficiency, which can lead to weak bones. Your kidneys convert calcidiol into calcitriol, or 1, 25-hydroxyvitamin D, the active form of vitamin D that promotes calcium absorption. How could George’s missing kidney be related to his decreased bone strength? The lack of vitamin D and calcium absorption which having a vitamin D deficiency will cause bone weakness. How could George’s partial small intestine be related to his decreased bone strength? It could decrease the calcium you eat from being absorbed into your blood causing your blood calcium to become and stay low. If George has a decreasing density of his bones due to his previous injuries, what is the classification of his condition? George is suffering from Osteoporosis. Could George’s lack of time outside be a factor in his weak bones? It’s part of one of the factor’s the other is based on the fact of George laying around and not doing anything which is causing his bones to weaken. Case #4: Pete is a 250 lb man that played 15 years of professional football. Pete quit football at that age of 38 when his hips and knees became too painful to play. He has tried to manage the pain with OTC antiinflammatory drugs for the past 20 years. Now 58 years old, Pete has a severe limp on his right side and gone to the doctor in hopes to get stronger pain medication. His general doctor orders X-rays, which reveal bilateral narrowing of both hip and knee joints. The right acetabulum shows bony projections extending toward the femoral head. What does Pete suffer from? Pete is suffering from Osteoarthritis. What are Pete’s risk factors? Osteoarthritis causes the cartilage in a joint to become stiff and lose its elasticity, making it more susceptible to damage. As the cartilage deteriorates, tendons and ligaments stretch, causingpain. If the condition worsens, the bones could rub against each other. Explain whether or not the 20 years of OTC antiinflammatory medications has really helped anything? OTC may have helped with the swelling and mild pain but that’s as far as they help. What are the bony projections of the acetabulum called? The acetabulum is the socket of the ball-and-socket hip joint. The top of the thigh bone (femur) forms the ball, and the socket (acetabulum) is part of the pelvic bone. Does Pete need to see an orthopedic surgeon, or can the general doctor treat Pete’s condition? Pete would have to go see an Orthopedic Surgeon for his case. Is Pete a candidate for joint replacement surgery? One of the alternatives Pete may want to look into is Total hip Arthroplasty (THA) is one of the most successful surgical interventions that leads to improvement in quality of life and provides significant improvements in both pain and function. Case #5: A 67 year old African-American male presents to his family physician for a checkup. It has been more than 5 years since his last checkup. A thorough examination including a digital rectal examination and history is unremarkable for a man of his age. The physician orders several different blood tests, including a prostate-specific antigen (PSA) level. Why would a physician order several blood tests for a person with no apparent problems? PSA is detected through a man’s blood and also the patient has not been to a checkup for 5 years. Does this man have any risk factors for anything in particular? Yes, he is at risk of prostate cancer. What is a digital rectal exam used to test for? The Rectal exam helps to detect growths or enlargements of the prostate gland in men. Why is a PSA level an important test for this man? This exam measures the amount of prostate-specific antigen in the blood. What would an elevated PSA level indicate? Elevated levels would mean inflammation of the prostate gland or prostate cancer. If this man has elevated PSA, how would it be treated? Depending on the level that the test comes back a urine test may be provided to check for a UTI that may be causing the levels to be elevated if not a biopsy may be suggested to confirm if and where the cancer is. Case #6: A 26 year old women presents at the clinic with a complaint of infertility. She and her husband have tried unsuccessfully for over one year. She reports irregular menses since menarche at age 13. She has never been pregnant, and has always had Pap smears. She reports at least a dozen sexual partners and was treated for gonorrhea 6 years ago. He husband has had normal semen analysis results. What are the risk factors for female infertility? Irregular menstrual cycle, age, can be risk factors as well as sexually transmitted diseases such as gonorrhea can cause fallopian tube damage. Which of these risk factors may be involved in this case? In this case Gonorrhea is the biggest risk factor. What hormone levels would be appropriate to ascertain? If the problem is a pituitary hormone imbalance, which hormone(s) might be involved? The hormone Hyposecretion would be involved. If the problem is an ovarian hormone imbalance, which hormone(s) might be involved? Polycystic Ovarian Syndrome: PCOS is a disruption in communication between the brain, the pituitary gland and the ovaries. PCOS is characterized by irregular or lack of ovulation, irregular or lack of menstrual periods. Define pelvic inflammatory disease. Pelvic inflammatory disease is a general term for infection of the uterus lining, fallopian tubes, or ovaries. If a pelvic exam is performed and PID is involved, what might be noticed? Tenderness and possibly a lump next to the uterus may be noticed. How might laparoscopy be useful for a definitive diagnosis? It will give a clearer picture of the abdomen and pelvis. Case #7: A 21 year old female presents to the ER complaining of lethargy, a stiff neck, and a headache. Initial examination reveals a high grade fever, sensitivity to light, and withdrawal from neck flexion. A history uncovers that she is a daycare worker and many students have been absent recently. What do the symptoms suggest? The Symptoms suggest that the female has Meningitis. Is this patient at particular risk for the suggested illness? People of any age can get meningitis, but because it can be easily spread among those living in close quarters, teens, college students, and boarding-school students are at higher risk for infection. What test needs to be done? Laboratory tests and a possible spinal tap will be done. How is this test performed? Taking a needle and collecting a sample of spinal fluid from the lumbar. What are the two most likely microorganisms to be found with the test from question #3? This test will show any signs of inflammation and whether a virus or bacteria is causing the infection. Does the daycare need to be notified? Yes immediately and any children that may be exposed or feel like they are sick should seek professional care right away. Case #8: A 68 year old African-American male is transported to the ER with rapid onset left sided weakness. He was watering his lawn when he suddenly dropped the hose and fell to the ground. His speech was slurred when EMS personnel arrived. The man has a history of high blood pressure and hypercholesterolemia. His exam shows left facial areflexia and drooping. CT scan of the head shows no hemorrhage. What is the diagnosis? Ischemic Stroke What is the likely location of the pathology in this instance? Location would be in his brain. What are the risk factors for this condition? Hypercholesterolemia, high blood pressure, atrial fibrillation diabetes, family history of stroke, age, and race might all be factors. What are the possible mechanisms of pathology in this case? Possible mechanisms of pathology are Thrombotic Stroke and Embolic Stroke. Which is the more likely mechanism of the pathology in this case? The Thrombotic Stroke is more likely. What is the underlying problem in this case? Hypercholesterolemia and Blood Pressure are the underlying problem. How did the underlying problem lead to this incident? High blood pressure and hypertension can lead to thickening of the arterial walls making the passage way narrow. Case #9: A 36 year old man is seeing his physician because he is becoming increasingly weak. He reports that the weakness progresses throughout the day. He has a desk job and can hardly keep his eyes open and head up by the end of the day. Other history is unremarkable. Cranial nerve examination shows weak facial muscles, inability to repeat movements, and bilateral ptosis. The patient’s shoulders droop with a very poor posture. What is the likely diagnosis? Ocular Myasthenia What is the pathogenesis of this disease? Ocular Myasthenia is a disease of the neuromuscular junction resulting in hallmark variability in muscle weakness and fatigability. What other deficits might present if untreated? If left untreated it may cause acute respiratory failure. Why do the symptoms seem to worsen later in the day? Symptoms seem worse later in the day due to physical activity throughout the day. Symptoms aren’t as bad once the person has rested. What other conditions should be ruled out? Early symptoms can be confused with Psychiatric disorders. What treatment should be sought? A blood test measuring antibodies to acetylcholine receptors; 80-90 percent of Myasthenic people show these antibodies in their blood. Case #10: Tim and Leanne are rushed to the hospital after a car accident. Tim was driving as the car was hit in the driver side door. He sustained a broken humerus from the direct impact. His arm was immobilized and he is resting in his room. Leanne, who was in the front passenger seat sustained a ruptured spleen and four adjacent broken ribs on the left side. Her wounds are from striking the middle console of the car. She is in the ICU with her chest wrapped. What are the factors that affect wound production? The wound-healing process consists of four highly integrated and overlapping phases: hemostasis, inflammation, proliferation, and tissue remodeling or resolution Which factor is the main difference causing Tim and Leanne to have such different injuries? The main factor that causes the difference in injury here is the fact the driver side door was the one hit in the accident. What is the mechanism that caused the rupturing of Leanne’s spleen? Leanne struck the middle console of the car. What is the name of the condition in which several adjacent ribs is broken? Flail Chest Due to her broken ribs, what is Leanne at risk of developing? Rib Stress If Leanne’s lung is bruised, what other condition may develop? Leanne may develop a pulmonary contusion or bleeding of the lungs.

David Foster Wallace in Doubletakes Essay -- David foster Wallace Doub

David Foster Wallace in Doubletakes The one author whose style I could appreciate most and who I could connect with best in â€Å"Doubletakes† was David Foster Wallace. His ability to capture one moment that most people would normally take for granted and to freeze this moment like it is occurring in slow motion, taking into account all five human senses (touch, sight, smell, taste and hearing), color imagery, similes, metaphors and all of his unique description of the scenes surrounding the actions of the main character really make him stand out in my mind. By taking an event so seemingly trivial (for example the act of climbing up and jumping off of a diving board in Forever Overhead), Wallace forces his readers to appreciate all aspects of life, especially the minor details. This is what appeals most to me about Wallace because I too like to point out small, seemingly insignificant events in my writing and put them under a microscope so to force the reader to think more seriously about mundane actions. Wallace’s characterization is fairly simple on the surface, as he seems to ...

Ethan Frome Essay

Would you take a risk that would change the rest of your life for temporary feelings? If one took the risk and chose to, the effects of it could be everlasting. In the novel Ethan Frome written by Edith Wharton and the poem â€Å"When we two parted† by Lord Bryon the main characters are faced with the consequences of acting on their wrongful feelings. Sometimes people are faced with the issue of trying to hide the love they truly feel in order to keep the peace that is needed. In the novel Ethan Frome written by Edith Wharton, the main character Ethan is faced with the huge issue of catching feelings for another woman, other than his wife. This causes a huge conflict not only within himself, but also with the other people that are involved as well. It gets to the point where both Ethan and Mattie don’t think they could ever be happy if they were not together forever. Ethan once said â€Å"What’s the good of either of us going anywhere without the other one now. † They know it’s not likely for them to be, so Ethan comes up with the plan to commit suicide. If Ethan had to think of such a dark idea he most definitely has to be depressed. Being in love should never bring along thoughts and ideas like those. If Ethan did not have such feelings for Mattie none of this could have happened. He just had to have Mattie though and get rid of his wife because he could not stand it anymore. Society won’t let these two be together because Ethan is a married man. Ethan should know better than to start liking his wife’s cousin. You could call Ethan selfish, one could also argue that you can’t control who you fall for. Symbolism is a plays a big role in the story. One symbol is the last sled ride. Normally a person can control the sleigh, but in the case Ethan just lost all control and didn’t even try to take control of the situation. Just like the love triangle with him, Zeena and Mattie. It shows that he couldn’t escape the issue. He lets society and other burdens make decisions for him. unfortunately in the case because of feelings there was a life lost due to the fact of the secret affair that should never have went on. The poem â€Å"When we two parted,† by Lord Byron, portrays ones feelings when they are filled with such emotions of love and confusion. The person in the poem is dealing with the reality of having a relationship that is very toxic. In line 25 they say, â€Å"In secret we met, in silence I grieve. † From this line the reader can really feel the strong emotions that are spoken with these words. Even though he got the satisfaction of seeing the person for a small amount of time they still have to deal with the feelings after. It’s even harder because now the person can’t even talk about it because no one is supposed to know. Now they have to keep it bottled up inside for a long time, which is never good. A specific literary element that ties in very well with this poem is mood. The author made the overall mood to come across as very depressing and dark. In line three they use the words like â€Å"half broken-hearted,† and in line thirteen â€Å"broken. † By using these words it really sets the mood for the whole poem. In the poem there is more harm showing then actual good and love because of this relationship. This person is not getting what they need in a healthy relationship. When one knows from the start they are not suppose to have feelings for a particular person it leads to nothing but heartbreak. In the novel Ethan Frome by Edith Wharton and the poem â€Å"When We Two Parted,† by Lord Bryon these characters chose their own fate due to their feelings. The authors of these two works of literature felt so strong about this idea because they know how many people could relate to this very personal issue.

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer

How to Get 36 on ACT English 10 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26–34 range on ACT English? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT English score isn't easy. It'll require near perfection and mastery of both grammar rules and rhetorical skills. But with hard work and my ACT English strategies below, you'll be able to do it. I've consistently scored 36 on English on my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT English or above. If you're below this range, my "How to Improve your ACT English Score to a 26" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview Most guides on the internet on how to get a 36 on ACT English are of pretty bad quality. They're often written by people who never scored a 36 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting a 36 available anywhere. I have confidence that these strategies work because I used them myself to score a perfect ACT English score consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring a 36 is a good idea and what it takes to score a 36. Then I'll go into the 10 critical ACT English strategies you need to get a perfect ACT English score. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 English score is useful, since this will fuel your motivation to get a high score. In this guide, I'm going to talk about doing well on ACT English, rather than about raising your combined English/Language Arts score. The reason is that schools typically care much more about your ACT composite score rather than your subscores and ELA score. However, I'll still touch upon how to raise your essay score at the end. Final note: In this guide, I talk mainly about getting to a 36. But if your goal is a 34, these strategies still equally apply. Understand the Stakes: Why a 36 ACT English? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get a 36 on ACT English? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score more than your individual section scores. If you can get a 36 in ACT English, that gives you more flexibility in your Math, Reading, and Science scores. It can compensate for a 32 in one other section, for example, and bring your average back up to 34. Princeton's 75th percentile score for ACT English is likely 36. Even though schools don't typically release their ACT scores by section, they do release SAT section scores. As a stand-in for ACT English, we can take a look at SAT Evidence-Based Reading and Writing scores at top schools. (I know ACT English and SAT EBRW don't totally overlap, but you do need to be good at reading and writing to score highly on ACT English.) Here are a few examples. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Evidence-Based Reading and Writing score is an 800 or 790. That means at least 25% of all students at these schools have a 790 in SAT EBRW, or a 36 on ACT English. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT English. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. ACT English Is Designed to Trick You - You Need to Learn How Here's why: the ACT 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 ACT questions just seem so much weirder. It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. The ACT is a national test, which means it needs a level playing field for all students around the country. So it has to test concepts that all high school students will cover, like subject-verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Tricky ACT English Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic ACT English problem. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, you fell for a classic ACT English 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 ACT English section is full of examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, 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. So to improve your ACT English score, you just need to: Learn the grammar rules that the ACT tests. Study how the ACT tests these grammar rules and learn how to detect which grammar rule you need in a question. Practice on a lot of questions so you learn from your mistakes. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right to get a perfect score. What It Takes to Get a 36 in English If we have a target score in mind, it helps to understand what you need to get that score on the actual test. As you probably know, writing combines your raw score on the multiple choice section with your essay score to give your final English score out of 36. Here's a sample raw score to ACT English Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Score English Raw Score 36 75 35 72–74 34 71 33 70 32 68–69 31 67 30 66 29 65 28 63–64 27 62 Source: ACT In this grading scale, you can earn a 36 only if you get a perfect raw score of 75. In fact, I've never seen a grading scale where you can earn a 36 after missing one question. The curve is also typically quite unforgiving. If you miss one question, you drop down to a 35. Miss two, and sometimes you drop down to a 34. Thus, perfection is really important for ACT English. On every practice test, you need to aim for a perfect raw score for a 36. It's pretty clear then that you need to try to answer every question. You can't guess on too many questions and get a 36, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer nine more questions right to get to a 36. As a final example, here's a screenshot from my ACT test, showing that I scored a perfect raw score and a 36 on ACT English. OK- so we've covered why scoring a higher English score 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 get into the meat of the article: actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT English What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Content or Time Management? Every student has different flaws in ACT English. Some people aren't comfortable with the underlying grammarmaterial. Others know the grammar ruleswell, but can't solve questions quickly enough in the harsh time limit. (As we'll discuss, the ACT English section applies VERY heavy time pressure. So you likely do suffer from some time pressure- we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the Englishsection of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 45 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT English subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than two points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at Englishacross most questions? Or did particular passages or types of questionsslow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score- if they differed by more than one point, then you would benefit from learning how to answer questionsmore quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. In addition, you'll also need to know rhetorical skills that test you in your writing logic. You'll be asked to decide how to organize sentences and paragraphs together. Certain grammar rules, like punctuation, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less common rules. In our PrepScholar program, we've identified the following as the grammar and rhetorical skills you need to know: Grammar Rules Punctuation: Commas, Apostrophes, Semicolons, Dashes Number Agreement: Subject/Verb Agreement, Pronoun Number Agreement Idioms and Wrong Word (Examples: affect/effect, neither...nor, there/their/they're) Parallel Construction Verb Forms: Tense, Conjugation Conciseness: Eliminating waste from sentence phrasings Sentence Fragments, Run-on Sentences Pronouns: Pronoun Choice, Pronoun Case Faulty Modifier Comparison/Description Rhetorical Skills Macro Logic: How sentences and paragraphs fit together Transitional Logic: How to connect different thoughts together Relevance: Determine whether a sentence is extraneous or fits in Author Intent: Understand the point of the author and writing techniques Formality and Tone There are a lot of rules, but they differ from each other in how commonly they appear on the test, and how hard they are to study. For example, Punctuation is the most common grammar rule on ACT English, but it only uses a few separate concepts. The Idioms skill is also very common, but it uses a wide range of idioms, such that each unique idiom appears no more than once on each test. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Do a Ton of Practice and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of ACT English will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,200 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who completed 15 practice tests. They've solved over 3,000 questions, but they're still nowhere near a 36 on ACT English. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by grammar skill (eg Number Agreement, Idioms, Sentence Fragments) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss an English Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." 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? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss an English question, and how you take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the ACT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? Did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT 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 ACT skills. 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. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 4: Justify Every Answer and Point Out Specific Grammar Errors Many top students take a "soft approach" to ACT English. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said, "The bee fly to the hive," you'd know this was wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all ACT grammar rules. This makes trusting your ear unreliable for many rules. This is especially true for wrong word choice, like "Its a good day to be an American." Because "its" sounds the same as "it's," your ear is of no help here! What's the strategy to counter this? Point out the specific error, and justify it to yourself. Let's run through an example. This is a grammar question that needs only one line from the passage to answer: Here's what I'm thinking as I read the question (a stream of consciousness): " 'The Sun sets gradually the images of a winged horse'...this doesn't seem right. I know 'sets' can take an object, like 'Tom sets the bowl down slowly,' but the Sun can't set anything down, and especially not images of a winged horse. This has got to be a run-on sentence, but let me keep reading. 'the images of a winged horse, a drinking gourd, a heartbroken hero appear in lights overhead.' Yep- the second part of this sentence is an independent clause, and it's a run-on because it's improperly connected to the first clause, 'The Sun sets gradually.' So I need an answer choice that fixes this:" F: no change, which is wrong G: this has a comma splice error- you can't connect two independent clauses with just a comma. H: this looks good. It joins two independent clauses properly- with a comma and a conjunction ('and'). J: 'The Sun setting gradually' is now a dependent clause, but to join a dependent clause with an independent clause, you need a comma that's missing here. For example, 'The Sun setting gradually, we drove down the highway.' would be correct. Thus answer J is wrong. Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. You can see how I first identified the run-on sentence error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the ACT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Note as well that in these questions, the ACT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all ACT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 5: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 3 above about keeping a list of every mistake? You need to take this even one step further. If you're like most students, you're better at some areas in ACT English than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but have no idea what faulty modifiers are. This is especially true in grammar and ACT English, because some grammar mistakes likely sound obvious to you, but others are completely foreign. If you're like most students, 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 have friends to hang out with. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to cover your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. Instead, studying effectively for the ACT 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 you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT English? In this analogy, your knowledge of English grammar is the leaky boat, and the holes are the gaps in your knowledge. You need to find the grammar rules you're struggling with the most, then do enough practice questions until they're no longer a weakness. For every question that you miss, you need to identify the type of question it is and why you missed it. Once you discover patterns to the questions you miss, you then need to find extra practice for this grammar rule. Let's say you analyze your past practice tests and questions and find that you're missing a lot of misplaced modifier questions. After you identify this pattern, the next step is to find good lesson material to teach yourself the main concepts behind what misplaced modifiers are and how to fix or avoid them. You'll also need to find more practice questions that test you on misplaced modifiers and drill until you're making few, if any, mistakes. This is the best way for you to improve your English score. Once again, this is exactly how I designed our PrepScholar online ACT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 6: Be Careful With "No Change" Answers In ACT English, most questions have a NO CHANGE option. The ACT 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. No changes are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these No Change answer choices. Typically, these are correct answers around 25% of the time- not much more. (We actually went through and counted this in real tests). If you find that you're choosing No Change 40% 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 make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at, and pay special attention to. Personally, this was my most common careless mistake on ACT English. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 7: Think About Grammar in Everyday Life Among all subjects, English on the ACT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to ACT English. ACT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. ACT Reading and Science similarly require very specific skills when reading a passage or chart. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Read high quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Notice common errors around you. A lot of people comma splice, for example. Hold yourself to a higher standard in texting and messaging. (I know this isn't that cool- you don't have to capitalize every sentence and use periods, but at least use its/it's and their/there/they're correctly.) The more you think about grammar as a fundamental skill rather than something specialized for ACT, the more natural it will feel to you. Strategy 8: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at ACT English that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 45 minute English section in 30 minutes or less. I then have 15 minutes left over to recheck my answers two times over. As I've explained above, the best way to get faster is to get so fluent with ACT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. Try to aim for a target of spending 40 seconds on average for each question. This gives you enough time to double-check comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a No Change question, double-check that you're not missing any grammar mistakes. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A G C F B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you two minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just four seconds per question, you get back 300 seconds on a section that has 75 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 9: Read the Whole Sentence Most of the questions ACT English ask you the underlined part of a sentence should be changed. When you answer these questions, don't just read the underlined portion. To correctly answer the questions, you must read the whole sentence (or sentences, if the underlined section overlaps across two different sentences). Phrases not included in the underlined portion of the sentence often provide information that's essential for deciding whether or not the underlined portion should be changed. Let's go through another example from the ACT to see this strategy in action. If you only read the underlined word, you probably won't think there's anything wrong with it. "Consecutively" is an adverb modifying the verb "to speak"- nothing to change there. When you read the whole sentence, however, you're able to notice that because of the phrase "for twelve hours straight", "consecutively" is redundant. In the context of the full sentence, consecutively means "without stopping," and the phrase "for twelve hours straight" implies that she could speak that long without stopping. Therefore, the word "consecutively" is unnecessary and should be omitted. If you didn't read the whole sentence, you might not notice the redundancy error and would most likely select A. However, since the word "consecutively" is unnecessary, the correct answer is D. In addition, certain types of questions on the ACT require reading not just the sentence with the underlined section, but sentences before and after it as well. For example, you need the context provided by multiple sentences to answer some verb tense and paragraph order questions as well. Strategy 10: Experiment with Passage Strategies and Find the Best One for You The format of ACT English is unlike any high school English test most students have seen before. As a result, many students don't intuitively know which method of approaching the passages will be the most effective for them. Because you're already scoring at a high level, I can't say with 100% accuracy which approach will work best for you. You're aiming for a perfect English score, which means that if your strategy doesn't perfectly line up with your strengths and weaknesses, you'll make mistakes or run out of time. Rather than prescribing you one strategy that you must use for ACT English passages, then, I'll instead go through what ways of approaching the passage are the most effective. You can then try the different strategies out and see which one leads to the highest score for you. Passage Method 1: Graf-by-Graf Though every student is different, this is the one strategy that we recommend everyone at least tries. Here it is: Read through the passage one paragraph at a time. After each paragraph, answer the questions referring to that paragraph. Skip if you can't answer a question within 30 seconds. Repeat for each succeeding paragraph. The great part about this strategy is that it both gives you a clear sense of the passage and forces you to read through whole sentences before answering questions about them. The only drawback is that going graf-by-graf can be a little time-consuming, so if you struggle with running out of time on ACT English, you might want to consider one of the other passage methods. Definitely try going graf-by-graf first, though- you might be pleasantly surprised by how well it works for you! Passage Method 2: Answer as You Go Many students gravitate to this method by default because it's both straightforward and quick. We don't recommend it as our top method, however, because of its potential pitfalls. Here's the method: Start reading through the passage. When you come to an underlined word, phrase, or sentence, continue reading past it to the end of the sentence. Answer the question about the underlined word, phrase, or sentence, then move on. The answer-as-you-go method is great if you're using the graf-by-graf approach but keep running out of time with just a few questions left or if you find yourself distracted or overwhelmed by multiple hops back and forth between the same paragraph and different questions. Unfortunately, this method does have one major drawback: you won't get as thorough a perspective on a question's context, which makes answering questions about transitions or the paragraph as a whole more challenging. It can also fail completely if you don't always read to the end of the sentence (for the importance of this, see Strategy 9). Passage Method 3: Sentence-by-Sentence In this approach, you only read the sentences of the passage that include underlined words, phrases, or sentences. If you're running out of time with a lot of questions left over when you use the graf-by-graf method, this strategy might be a good option for you. The key to using this method is that you always have to read the entire sentence. Even if you do execute this method perfectly, however, it suffers from the same drawbacks as answering as you go: if you read through the passage a sentence at a time, you won't get as clear an understanding of the overall structure and context of the passage, which makes answering rhetorical skills questions more difficult. We don't recommend using this method if you're aiming for a score higher than a 25. Passage Method 4: Read the Passage First The final ACT English passage approach we recommend is skimming the entire passage first, then going back through sentence-by-sentence to answer the questions. Of all the approaches to the ACT English passage, this is the most thorough. If you find yourself missing most of the macro logic or big picture questions because you didn't really understand the passage as a whole, this strategy could be a good fit for you. For most students, however, this approach is more trouble (and time) than it's worth- the graf-by-graf method is usually sufficient for answering macro logic questions and is much more time effective. Choose Which Method Works Best for You While we do recommend the graf-by-graf method as a starting point for most students, we can't predict which method will be most effective for you. To figure this out for yourself, you need some cold, hard data about your ACT English performance. Try out each method on at least one (and preferably two) sample passages each, then compare your performance on each. If one method is a clear winner for you, go with it; if not, choose the method that's the most comfortable for you. Once you've tried out all the passage approach strategies and figured out which one works best for you, you must use it consistently with every ACT English practice passage and test. These strategies all depend on teaching you to approach passages methodically, which means that they will only be effective if you use them every single time. In Overview Those are the main strategies I have for you to improve your ACT English score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect English score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short, and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our accompanying guides on how to get a 36 on ACT Math and how to get a 36 on ACT Reading. Better yet, read my high-level guide on how to score a perfect 36 on the entire test. Learn how to write a perfect-scoring 12 ACT essay, step by step. We also have a rough index to all ACT Prep info here. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Trata de personas y efectos migratorios en EEUU

Trata de personas y efectos migratorios en EEUU La trata de personas es una felonà ­a grave en el que una persona –el victimario– capta, recluta, transporta o aloja a la và ­ctima mediante el uso de fuerza fà ­sica, amenazas, secuestro, fraude, mentiras o abuso de situacià ³n de superioridad. El fin es explotar a la và ­ctima sexualmente o forzarla a trabajar en condiciones similares a la esclavitud o a la servidumbre, o para extraer de su cuerpo uno o varios à ³rganos. Tambià ©n se considera trata de personas forzar a la và ­ctima a mendigar, a producir pornografà ­a, a contraer un matrimonio de conveniencia, a vender a un hijo o a operar como soldado o guerrillero. Este artà ­culo informa sobre la situacià ³n del trfico de personas en EE.UU., las leyes que aplican a este delito, las exenciones migratorias para las và ­ctimas y quà © hacer si se sospecha de trfico de personas. Puntos clave: Trata de personas y efectos migratorios en EEUU En el delito de trata de personas, el victimario engaà ±a o fuerza a la và ­ctima, quien es explotada sexual o laboralmente.En EE.UU. la trata de personas es un delito federal castigado con penas de 10 aà ±os a cadena perpetua. El extranjero condenado por esta felonà ­a es deportado.Las và ­ctimas de trata de personas en EE.UU. pueden solicitar la visa T para permanecer en el paà ­s junto con sus familiares inmediatos.Para reportar trata de personas o solicitar ayuda, marque gratis y confidencialmente al 1 (888) 373-7888. Se habla espaà ±ol. Datos sobre el trfico de personas en Estados Unidos La Organizacià ³n Mundial del Trabajo estima que, en la actualidad, 25 millones de personas en todo el mundo son và ­ctimas de trata de personas, siendo el 75 por ciento de ellas mujeres o nià ±os. Este es un problema que tambià ©n existe en Estados Unidos, por lo que las leyes de este paà ­s establecen castigos para los victimarios y ayuda para las và ­ctimas. Adems, si las và ­ctimas son extranjeras, podrà ­an calificar para el alivio migratorio o exencià ³n conocido como visa T para và ­ctimas de trfico humano. Segà ºn Polaris, la principal agencia de lucha contra la trata de personas en Estados Unidos, cientos de miles de personas son và ­ctimas de este delito. En el aà ±o 2017, se reportaron a la Là ­nea Caliente Nacional del Trfico de Personas (NHTH, por sus siglas en inglà ©s) un total de 8.759 casos de trata de personas en el paà ­s, que afectaron a ms de 10.000 và ­ctimas, casi 5.000 victimarios y 1.500 negocios. Las principales causas de denuncia por trata de personas fueron la explotacià ³n sexual, donde la edad media de las và ­ctimas era de 19 aà ±os, seguido de la combinacià ³n de explotacià ³n sexual y abuso laboral que se desarrolla en lugares como locales de masaje ilegales, strip clubs o cantinas. En tercer lugar de frecuencia en los casos de denuncia figura la explotacià ³n laboral, incluyendo casos de servidumbre domà ©stica, explotacià ³n en el trabajo agrà ­cola y mendicidad forzada. Del total de casos reportados, el 80 por ciento de las và ­ctimas eran mujeres y nià ±as, y el 35 por ciento de los casos en los que se reportà ³ el grupo à ©tnico, este era el latino. Leyes de EEUU sobre trata de personas y sus castigos En Estados Unidos, las leyes federales sobre trata de personas son las ms importantes y tienen aplicacià ³n en todo el paà ­s. La ms relevante es la Ley de Proteccià ³n de Và ­ctimas de Trfico Humano (TVPA, por sus siglas en inglà ©s) que se aprobà ³ en el aà ±o 2000 y que incluyà ³ a este delito dentro de la categorà ­a de crà ­menes federales. Adems, creà ³ la visa T para proteger a los migrantes và ­ctimas de trata de personas. Tambià ©n son importantes el conjunto de leyes que se conoce como Ley de Reautorizacià ³n de Proteccià ³n de Và ­ctimas de Trfico Humano (TVPRA, por sus siglas en inglà ©s) y que fueron aprobadas entre 2003 y 2013. En particular destaca la de 2003, en la que se establece que el delito de trfico humano puede ser juzgado de acuerdo a las provisiones del Estatuto de Organizaciones del Crimen Organizado, conocido en inglà ©s por las siglas RICO. En otras palabras, a los acusados de trfico humano se les puede juzgar con las mismas leyes que aplican a la mafia. Tambià ©n es de destacar la ley aprobada en 2008, la cual exige que se examine a todos los nià ±os que llegan solos a la frontera de Estados Unidos para determinar si son và ­ctimas de trata de personas. Finalmente, la Ley Mann de 1910 que califica de felonà ­a el persuadir o forzar a otra persona a cruzar de un estado a otro para ejercer la prostitucià ³n y que es utilizada frecuentemente para juzgar el delito de trata de personas. Todas estas leyes estn codificadas en el Capà ­tulo 78, Tà ­tulo 22 del Cà ³digo de los Estados Unidos. Por à ºltimo, cabe destacar que adems de las leyes federales, aplican las leyes del estado donde se cometa el delito. En cuanto al castigo por trata de personas, las penas pueden ir de diez aà ±os a cadena perpetua, dependiendo de las caracterà ­sticas del crimen. Adems, es posible perder la propiedad sobre las instalaciones en las que se hubiera alojado a las và ­ctimas extranjeras de este delito, en aplicacià ³n de la Ley de Incautacià ³n de Bienes Civiles (CAFRA, por sus siglas en inglà ©s). Asimismo, si el victimario condenado por la felonà ­a de trata de personas es extranjero, ser deportado al cumplir su pena de prisià ³n. Dichas personas son consideradas, desde el punto de vista migratorio, como inadmisibles para ingresar a Estados Unidos. Exencià ³n o alivio migratorio para và ­ctimas de trata de personas Cada aà ±o fiscal, las autoridades de Estados Unidos aprueban un mximo de 5.000 visas T para và ­ctimas de trata de personas. Los beneficiados y sus familiares inmediatos pueden quedarse en el paà ­s y solicitar, a los tres aà ±os, una tarjeta de residencia permanente, tambià ©n conocida como green card. Para obtener este beneficio migratorio es necesario cumplir una serie de requisitos estrictos. En primer lugar, ser và ­ctima de trata de personas calificada como grave. Tienen dicha consideracià ³n las và ­ctimas de trfico sexual y las de trfico laboral. En segundo lugar, la và ­ctima debe estar presente en Estados Unidos, Samoa Americana, Islas Marianas Americanas o en un puerto de entrada. En este à ºltimo caso, la razà ³n debe ser precisamente porque en ese momento se est intentando ingresar a la và ­ctima a EE.UU. para explotarla sexual o laboralmente. En tercer lugar, para recibir la visa T, la và ­ctima de trata de personas debe colaborar con las autoridades en la investigacià ³n del caso. La à ºnica excepcià ³n aplica a los menores de 18 aà ±os, si no estuvieran en condiciones de hacerlo. En cuarto lugar, la và ­ctima debe ser considerada admisible desde el punto de vista migratorio o, si no lo es, solicitar y obtener un perdà ³n o waiver correspondiente.Y en quinto y à ºltimo lugar, la và ­ctima debe demostrar que sufrirà ­a dureza extrema en forma de daà ±o inusual y severo si tuviera que regresar a su paà ­s de origen. Para solicitar la visa T la và ­ctima debe enviar al Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) el formulario gratuito I-914 y acompaà ±arlo del I-914 Suplemento B. Debido a la complejidad de estas visas y a la situacià ³n de indocumentados de los solicitantes es altamente recomendable contar con la asesorà ­a de un abogado para dichas planillas. Adems, si la và ­ctima solicita la visa para sus familiares, debe tambià ©n enviar al USCIS el formulario I-914 Suplemento A. En cuanto a los familiares que pueden incluirse, la respuesta depende de la edad de la và ­ctima. Asà ­, si tiene 21 aà ±os de edad o ms, puede solicitar la visa T para su cà ³nyuge y para sus hijos solteros menores de 21 aà ±os. Por el contrario, si la và ­ctima es menor de 21 aà ±os, puede solicitar la visa para su cà ³nyuge, hijos, padres y hermanos solteros menores de 18 aà ±os. Si el gobierno aprueba la visa T, su beneficiario obtendr al mismo tiempo un permiso de trabajo. La visa es vlida por tres aà ±os y al finalizar ese plazo se puede solicitar la tarjeta de residencia permanente mediante trmite que se conoce como ajuste de estatus. Mientras se resuelve la solicitud de la visa T, los solicitantes deben consultar sobre los posibles beneficios que pueda brindar el estado en donde residen. Por ejemplo, en California se podrà ­a tener derecho a ocho meses de asistencia econà ³mica, adems de cupones de alimentos y seguro mà ©dico a travà ©s de Medi-Cal. Sin embargo, teniendo en cuenta los cambios legislativos recientes sobre quà © es beneficio pà ºblico y sus efectos migratorios, se recomienda consultar con un abogado antes de solicitarlos.  ¿Dà ³nde reportar sospechas de trfico de personas y encontrar organizaciones de ayuda? Polaris es la organizacià ³n sin fin de lucro a cargo de la là ­nea caliente nacional para reportar el delito de trata de personas o solicitar ayuda. Se puede marcar gratuita y confidencialmente al 1(888) 373-7888, donde atienden en ms de 200 idiomas, incluido el espaà ±ol. Tambià ©n se puede contactar en las redes sociales o enviando el mensaje de texto BeFree al 233733. Adems, todas las grandes organizaciones de ayuda a los migrantes pueden ayudar a las và ­ctimas o referirlas adecuadamente. Finalmente, Kids in Need of Defense y Coalition to Abolish Slavery Trafficking son dos organizaciones muy comprometidas a brindar ayuda en casos de trata de personas, incluida la asesorà ­a legal a migrantes. Este es un artà ­culo informativo. No es asesorà ­a legal.

Knee Injury Medical Treatment Case Study Example | Topics and Well Written Essays - 500 words

Knee Injury Medical Treatment - Case Study Example SH: the patient is the first born in a family of three siblings. Lives with the parents and two brothers. She is in college and is a sportswoman has been playing football since elementary schools, it has become her hobby as well as the reason she obtained a scholarship in the college. Her mother is a nurse while the father works as lecturer at a local college.O/E: The patient appears to be in pain (Davies et al. 2011, p.8). The knee appears deformed. The patella bone is visible towards the inner side of the thigh, medial and superiorly to the knee joint. Cannot move the affected leg which have started to swell around the knee joint. She is literary guarding any attempt to touch the affected leg.ROM: There is intense pain in each movement of the knee joint affected by the injury. Active: Flexion- Intense and unbearable painExtension: intense pain Abduction-, intense painAdduction- intense painMedial Rotation- intense painPassive: Flexion- intense painExtension- intense painAbduction- intense painAdduction- pain free movementMedial Rotation- intense painResistive: intense painExtension- intense painAbduction- intense painMedial Rotation- intense painPhysical assessment shows no other abnormality.Impression: Total Right knee-cap dislocation.Plan: Immobilise the knee joint. Prepare for x-ray to identify the position of the patella. Apply strong anti-inflammatory agents to reduce swelling.

Workplace policies and practices. DreamWorks Animation Essay

Workplace policies and practices. DreamWorks Animation - Essay Example This paper considers six policies and practices which contribute to the high level of employee engagement that exists in the company: commitment to the highest quality, diversity in recruitment, coaching and mentorship, a relaxed and â€Å"fun environment to stimulate creativity, and flexible teamwork. DreamWorks Animation is company that many creative people aspire to work for, and perhaps the most attractive feature about this organization is that it is simply the best in the industry. This high quality image brings a sense of pride to all of its employees but it also brings with it extremely high expectations in times of quality of work and adherence to tight deadlines. The company attracts the brightest and best employees because of its profile as a leading and innovative animated movie producer and so long as it maintains this position it will make them want to stay and achieve even more success. The company webpages show also a real commitment to diversity in the workforce, si nce the faces of leading employees are male and female, and different in terms of age and ethnic origins also. It is a young company with an international flavour. This diversity is useful to the company because it matches the global audiences for the company products, but there is also evidence this mix encourages innovative thinking and exchange of ideas. The different social and cultural backgrounds of the staff make for a stimulating and rich working environment. The company’s philosophy makes a big statement about this point, and it is clearly one of the company’s overarching and strategic aims to have unity in diversity: â€Å"In this friendly, open and collaborative environment, people of globally diverse talent and backgrounds push creative boundaries and enjoy an easy camaraderie. We attract a globally diverse group of artists, technologists, production and support staff who come together†¦Ã¢â‚¬  (DreamWorks Website). This commitment to be inclusive mea ns that the prevailing atmosphere is open and all staff are able to participate freely in company activities without fear of prejudice or inequality. Mutual respect marks the ethical tone of the company and this in turn leads to a more committed and contented workforce. Employee engagement begins at the point where people are recruited into the company. Vacancies are advertised on the company webpage, and of course the company requires very specific and certified skills in most of its employee roles. Experience is also needed in this industry, along with new ideas that are current in the youth cultures of the present time. Locating the right mix of talent and experience is difficult in animation, and DreamWorks takes a long term view of this task. It is commendable to note that there are outreach efforts in colleges and universities to draw in talent from all parts of society, including state as well as private educational institutions. In 2005, for example, the company started off an Outreach program to attract graduates who had no experience in the industry, but could demonstrate talent in their university work: â€Å"the goal of this program was to seed the next generation of creative and technical leadership at the Studio, and also to offset the rapidly rising salary rates for experienced talent.† (Newspeak.com case study, 2011) Some such ventures are little more than public relations stunts, but the company reports that 165 entry level graduates were hired, and 93% were retained, and 8 individuals were considered â€Å"