The Ins and Outs of a Nonfiction Ghostwriting Contract - The Writers For Hire

THE INS AND OUTS OF A NONFICTION GHOSTWRITING CONTRACT Have you dreamed of seeing a book with your name on it? Would having a book published under your name help get your speaking engagements or enhance your personal brand? Do you have something important to say but don’t consider yourself a writer? Do you want a record of your family history? Are you considering running for office? If so, you may have wondered about hiring a ghostwriter. A ghostwriter is someone who will create content for you that can be published under your name. A ghostwriter can pen anything from the shortest of blog posts to an article for a magazine or a series of books. Hiring a ghostwriter isn’t complicated, but the question of â€Å"what goes in the contract† can be a little daunting. Tweet this Just like in any other industry, the contract will be a written record that clarifies objectives and practical matters from the beginning to make sure you get the result you want. Your contract doesn’t have to be overly complicated, but it does need to clearly set out your expectations, as well as include clauses for termination, payment, and ownership transference. That’s because having a book ghostwritten for you is like having a home built. Just like a home, your book is a work made for hire, according to your instructions. And just like when building a home, you need to make the most critical decisions before you get your contractors started. It would be no fun thinking you were going to get a beach bungalow for large family reunions and ending up with a cozy one-bedroom designed for secluded, romantic weekends for two. So, What Kinds of Things Should Be Included in the Contract for a Ghostwritten Book? Final Deliverable The final deliverable is what you are paying for. The final deliverable is a manuscript. It is ‘the content’ that can be published under your name. A ghostwriting contract typically doesn’t include a cover design or interior design or specific formatting for an e-book or print production. However, many ghostwriters have connections to publishing and design firms that can help with these services. This is something that should be addressed when discussing the final deliverable. In the contract’s deliverables section, you’ll want to include a rough description of the book. The description can include a working title and the genre of your book, for example, â€Å"The History of Arctic Oil Exploration.   A collection of nonfiction essays, each essay being the biography of a person of historical significance.† Your deliverable should also indicate your book’s length. How long should your book be? Well, it depends on what you want it to accomplish. Is it a technical manual or textbook of sorts, to establish your authority? Is it a romance novel as a gift for your beloved? Is it a self-help book with a number of pages for readers to fill in answers to exercises? Is it a memoir of a short period in your life or a longer one? Once the purpose of the book is established, your ghostwriter can advise you on the appropriate length. In the contract, the length of a book should be stated as a range of words, along with a rough page estimate for clarity. For example, 20,000 to 30,000 words is about 100 pages. Finally, whether or not you choose to explicitly state them in the contract, it’s critical to set realistic goals for your manuscript. As Dr. Angela Lauria, CEO of The Author Incubator   www.theauthorincubator.com says: I spent 17 years as a ghostwriter and every single book I was hired to write got done. But what I noticed was that very few were happy with the result the book got them. They told me they wanted a book and I believed them. Writing a book has always been easy for me. But I wanted my clients to be happier. That's when I realized the book was actually supposed to be a path to get them something else. They didn't just want a book on the shelf they wanted the book to create something for them.-Dr. Angela Lauria So, your first task is to get crystal clear on what you want your book to do for you. Dan Gerstein, founder of Gotham Ghostwriters notes two common goals: Your book could position you as a thought leader in business, tech, advocacy, or politics. In this case, your book will serve as the foundation for your authority and help you to secure speaking engagements or sell your services. In some cases the book can be leveraged into workshops and seminars and webinars. Your book tells a story – a cautionary tale or an inspirational tale to help others. This would include memoir and self-help books. Remember that book sales rarely make an author wealthy. You shouldn’t expect to recoup the money you spend on a ghostwriter via book sales. So, if increased income is the goal, it’s up to you to set goals that will allow you to leverage your book for speaking engagements, or c-suite job offers, or the like. Services This part of the contract gets into the nitty gritty. You may think that the services provided by a ghostwriter would be fairly straightforward. They write †¦ right? Yes, but they may (or may not) also proofread, edit, organize, research, and assist with publication of your manuscript. Expecting your book to be proofread is standard, as are a couple of rounds of edits. It is also standard that a ghostwriter will fact check easily verifiable claims throughout the book, to ensure accuracy. A professional ghostwriter with editorial strategy experience will also be able to collaborate with you on determining the â€Å"hook for the book† and creating a book outline. Expect to invest a minimum of 10 to 20 hours of talking time at the beginning of the process to help your ghostwriter to understand your voice and create a structure for your book. Although proofreading, editing, and organizing may be considered standard, you should still outline these services in the contract to minimize any areas where your expectations could be misaligned. Then you get to ‘research’. Research is one of the most unpredictable elements of a project so clearly outlined responsibilities on your part and the part of your ghostwriter is crucial. The subject of the research and the expected amount (in hours) should be specified. For example, â€Å"no more than 30 hours of research total† or â€Å"20 hours of research on great white sharks by November 30.† This way, everyone knows when the work is going beyond the scope of what has been agreed and you can adjust timelines and payments accordingly. Do interviews need to be done? If so, you should specify with whom and by when. If that’s not possible, then you can specify how many hours your ghostwriter will spend tracking down industry experts or celebrities. In almost all cases, your ghostwriter will also need to interview you. You should set a number of hours of expected interview time, as well as outline travel expectations and expenses. Will the ghostwriter need to travel to your home or office? If so, the number of expected in-person visits should be included, as well as listing of any reimbursable expenses, such as gas or airfare. Ideally, your ghostwriter should be able to advise you as to how your book might best fit into the market and suggest publishing options. If you have decided that you will target a traditional publisher rather than self-publish, you may want help with pitching the book to them, and that service can be included in the contract, too. Your ghostwriter or ghostwriting firm may have helped pitch your book to publishers, but a guarantee that the book will be published will almost never be included in a contract. Now, one person may not be able to fulfill all these services, so you may want to engage a ghostwriting firm. Firms can often also assist you with ancillary services such as design, a book website, ebook publishing, and book launch press releases. Choosing a firm can also help you feel at ease that even sickness or death won’t get in the way of your book getting finished! Ownership The ownership of the work transfers to you completely and the contract should be crystal clear on that point. You should have full authority to claim you are the author of the book and may take full credit for it. Since you are the owner, you will have all rights to the work, including film and audio rights, domestic and foreign. You should see something like the following in the contract, â€Å"All rights, title and interest in the following shall be the sole and exclusive property of Author, including: (i) All materials, including but not limited to Word files, PowerPoint presentations, tapes, completed manuscript, the completed project and/or other product resulting from this effort; (ii) The content of the subject matter of the book provided by the author; (iii) Any ideas, works, documentation or notes conceived related to the book; (iv) All writings by ghostwriter related to or associated with the book; and (v) All ghostwriter’s work product related to the Book.† You may also see something that specifies that you won’t be provided full ownership until the amount agreed upon has been paid to the writer in full. Confidentiality You can decide that the ghostwriter’s authorship can never be made public or you can choose to put the writer’s name as a byline on the finished product along with yours. This fact should be specified in the contract, for example, â€Å"the ghostwriter will keep their role in the project confidential. The author is the owner of the manuscript and holds the right to choose the manner and time of disclosure. Permission for the ghostwriter to discuss the project must be given in writing by the author.† Per your discretion, the ghostwriter could be allowed to provide excerpts of the work they did to potential clients. Before they do so, that potential client should sign a non-disclosure agreement (referred to as an NDA). The contract should also specify that you should be told when an excerpt of the work is used in a portfolio. This protects your position as author of the work. Protection There are certain legal protections that you will want to be sure are included in the contract. In fact, these protections will go both ways. It’s called â€Å"mirror indemnification.† These clauses in the contract will say that the writer (your ghostwriter or firm) is responsible for anything illegal that they do and you (the author) bear no responsibility for it. And vice versa. You should be indemnified against any claims and expenses arising from infringement of any copyright or violation of any property rights that may appear in the work. Likewise, your ghostwriter should be protected from anything scandalous or libelous that you choose to include under your name. Ghostwriters should warrant that their work â€Å"does not infringe any copyright, violate any property rights.† You should â€Å"defend, indemnify, and hold harmless† the other against â€Å"claims, suits, costs, damages, and expenses that may be sustained by reason of any scandalous, libelous, or unlawful matter contained or alleged to be contained in the work†. If you aren’t sure if your content will be considered libelous, consult with an attorney. Remember that your ghostwriter is not an attorney. Dan Gerstein notes that this kind of protection was crucial in one particular project that was about a very high-profile controversy where the author was involved in legal issue with the federal government. Work Schedule Do you like face-to-face meetings during which you can bounce ideas around with everyone else and leave with a plan of action? Perhaps your schedule doesn’t allow for that style of working or you find it preferable to receive work from your ghostwriter to look over, take time to consider, and deliver written feedback. You can discuss with your ghostwriter how you would like the working relationship to be set up and your ghostwriter can sketch out a work plan. You might include the milestones (with target deadlines expressed as a date range) you agree upon with your ghostwriter. If you are sure of your desired end date, you can then think backwards with your ghostwriter to agree upon the due dates of the various elements leading up to the finished product (like the first outline and the first draft) to make sure your book is completed by the time you need it. You could include this work plan in the contract, or it may be something that is less formal but still provides everyone with a comforting structure. Final Deadline The expected end date could be a crucial piece of information. Do you have an event at which you’d like to distribute your finished book, for example? The contract can lay out what happens if things get delayed due to the ghostwriter’s actions. You might include a clause that sets out a specific amount to be paid to you for each day that expires after the prescribed final deadline. But remember, the ghostwriter is also entitled to expect you to meet your deadlines. If you are somehow responsible for preventing the work from being completed, for example by withholding required information or not showing up to a meeting, then your ghostwriter is not responsible for the delay and is still entitled to be paid for the work done up to that point. Pricing When negotiating a price, bear in mind that the final fee should take into account all time spent on the project (for example, primary research and interviews), and not just on writing alone. The contract should indicate the amount the ghostwriter will be paid for their work, when they will receive payment, and how they will be paid. You can arrange payment in a number of ways. It’s possible that part of the payment could be paid in the form of royalties (in exchange for a lower upfront fee, the author may share some of the advance and royalties with the ghostwriter). But that is very rare. Many ghostwriters will ask for 50% of their fee up front and take the remainder upon completion. But it is also common for the fee to be paid in installments at the agreed upon milestones, or monthly based on the amount of time spent by the ghostwriter. Disputes No matter how carefully one prepares, life still happens, and you may find yourself at odds with your writer. So, the contract should lay out how disagreements and disputes will be handled. It’s usually sufficient to include a paragraph stating that any dispute, if it cannot be solved by good faith negotiation between the parties shall be submitted to binding and confidential arbitration under the rules of the American Arbitration Association in a particular state, as follows: Any dispute arising from this Agreement shall be submitted to binding and confidential arbitration under the rules of the American Arbitration Association in the state of [state] and county of [county], and any award issued in such arbitration may be entered and enforced as a judgment in any court of competent jurisdiction. The prevailing party in any such arbitration shall be entitled to recover attorneys’ fees and costs. If your ghostwriter happens to be working in a different state from where you live or do business, you have a choice of states and you may want to consult an attorney to get advice on which state to go with. Escape Clauses A complete ghostwriting contract should include an escape clause that works both ways. Sometimes, it is best to terminate a project when things aren’t working out and cannot seem to be remedied or re-scoped. An escape clause should include a predetermined â€Å"kill fee† paid to the ghostwriter. This means that the ghostwriter be fairly compensated for services rendered, even if you are unsatisfied with the results. The Bottom Line Your ghostwriting contract sets basic parameters, so you know what to expect for your money. At the same time, writing a book is a creative process. It is a collaborative process, so don’t hesitate to be honest about what you want the book to do for you and to nurture your relationship with your ghostwriter. Disclaimer:  (Nothing that appears in this article is intended to serve as legal advice; for that you should contact a duly accredited attorney.)

Equipotential lines Essays

Equipotential lines Essays Equipotential lines Paper Equipotential lines Paper To visualize an electric potential interaction between two electrodes and to sketch the resulting configuration as it creates a 2-dimensional electric field that can be used to map 2-D, equipotential lines. Method: With an electric potential meter (also known as a volt meter or Galvanometer), find points on the paper that have no potential difference between them, where the voltage reads at 0.Using a battery and a voltmeter, take a mapping board, a U-shaped probe, two clear plastic templates, and five different plates of various designs and create a mapping board that will take the design that has been lined up with the screw holes, and connect it to a battery, and using a piece of graph paper, trace the resulting equipotential lines with a design template to provide a frame of reference for the electric field that is being produced for the template. Using the probe, lightly slide it over the board ball end on the underside and connect one lead wire of the voltmeter to it. Then connect the other lead (the one besides the black one) to the banana jack numbered E1. As you guide the probe along, without applying pressure, when you find a null point where the voltmeter reads 0 volts, then mark it as it is a point with the same potential as E1. Continue to mark points until you have enough to trace an equipotential line, repeat this from jack E1 through E7. Do this procedure of E1 through E7 for each of the five given plates: parallel plate, two point, point and plate, Faraday ice pail, and insulator and conductor in a field. After getting five separate pages for each plate, add E-field lines to each diagram remembering that electric field lines run perpendicular to the equipotential surfaces and those electric field lines will never cross one another. Make sure to give the direction of your E-field lines and label which pole is positive, and which is negative on the sketches. he reason why equipotential lines near a conductor’s surface are parallel to it is because when there is a charged surface, as it is along the conductor’s surface, it makes it so that the electric field lines go parallel to it. As voltage goes up along the electric field lines, there will always be points that are parallel to these lines at which there is no voltage, or rather the equipotential line shows up perpendicular to the electric field lines. And why are the equipotential lines near the insulator surface perpendicular to the surface? Think of the way a topographical map looks, the steeper a hill the more the lines will indicate that it is so, just like with equipotential lines, the â€Å"steeper† the voltage is near an insulator, the more the equipotential lines will show up as going perpendicular to how the electric field lines are going. For the parallel plate and two point examples, when the lines had less distance between them, the electric field strength was constant, but as the lines grew apart, the electric field strength went down and subsequently so did the equipotential lines distance from each other increased because there was a less steep gradient of voltage value. This lab provided a visualization of the way electric field lines behave around insulators and conductors, as well as how their being perpendicular or close together indicates the surrounding voltage and direction of equipotential lines. Basically a charged surface is connected to an electric field which is shown by the lines that are perpendicular to that charged surface. The voltage â€Å"slope† if one can visualize it that way (like in the topographical map) is corresponding to these lines. Each line indicates that there will be points that will pop up as the same potential, and hence why there ends up being equipotential when the voltage goes to zero, and this is when all these points are at ninety degrees or perpendicular to the force lines. And then when there are lines of equipotential, just like with the topographical map, the closer the line are to each other (the more â€Å"squished together† they are), the steeper the voltage â€Å"slope† or voltage gradient will end up being. And if the voltage gradient is more sloped or steeper than the insulator can stand, then the insulator will break down (think of how lightning has to break down the insulator that the Earth’s atmosphere has that would inhibit anything less than a huge amount of voltage between opposite charges).

Collaborative learning Essay Example | Topics and Well Written Essays - 750 words

Collaborative learning - Essay Example In case the learners are able to effectively demonstrate that they have been able to sufficiently understand and implement this concept, these learners are then found to inadvertently tend to respect and greatly value each other’s language input (Macaro, 1997, p. 134). This attribute of collaborative learning is most commonly seen to be a result of the principle of positive interdependence that is prominent in collaborative learning. Positive interdependence is basically the degree to which various groups of participants are seen to perceive that they are essentially interdependent in the sense that they happen to share an innately mutual fate, and that their general overall success happens to be mutually caused (Davies, 2009, p. 565; Alexandrov et al., 2012, p. 18). It, therefore, falls on the teachers to essentially serve the role of aiding with the facilitation of these given roles. The different groups of students are positively engaged in working together with the aim of attempting to search for possible solutions, meaning, and understanding in the creation of a product(Alexandrov et al., 2012, p. 18). ... In case that any particular question happens to be raised in a collaborative learning environment, different students in a group will often tend to offer varied responses as answers (McAuliffe, 2010, p. 65). It becomes possible for each of these responses to be effectively used by the group in the creation of an end product that serves to reflect the collective input of a wide range of perspectives and as such, the final answer or end product is seen to be of a more complete and comprehensive nature. the active involvement of students in the learning process. The subdivision of students into a number of various small groups is seen to help with availing easier opportunities for each of the different students to be able to make an individual contribution into the group. It, therefore, follows that students will generally be seen to take relatively more ownership of the end material generated by the group in addition to their being encouraged to critically think and identify possible r elated issues (Adams & Hamm, 2011, p. 113). increased opportunities for the students to receive personal feedback. As a result of an increased level of exchanges between the different students in small groups, students engaged in a collaborative learning process are seen to generally receive more personal feedback pertaining to their responses and ideas as made within the individual groups. It is often quite difficult for these students to be able to receive this personalized feedback in a large-group instruction setting as it is often quite common for one or even two students to be actively engaged in exchanging their ideas when the rest of the entire classroom listens to them and, hence, are inhibited from receiving personal feedback (Cuneo, 2008, p. 4). Factors that Can Serve to

Thinking Critically Essay Example | Topics and Well Written Essays - 250 words

Thinking Critically - Essay Example The delegates on the other hand failed to consider their state of the national issues and their importance to the public. Declaring the meeting confidential as a result implied a deviation from ethical values of transparency and respect for the rights of public to information access (Ruggiero, 2011). Critical thinking determines ethical issues through its control of human actions and beliefs depending on an individual’s understanding and hence belief. The press should inform the public. The delegates, on the other hand, want to secure their discussion. Need to inform and the need to ensure confidentiality of the meetings discussions are in conflict. There is also a conflict between personal ethics and profession. The society needs to equip itself with a mentality that appreciates critical thinking (Moore, 2010). Critical mentality helps curb any future appeal to the mass, in this case, the press. Critical approach to issues will enable the use of value-based ethical thinking to avoid conflict of obligations and the possible consequences of such counteracting needs (Ruggiero,

Ethanol effect on kidney Article Example | Topics and Well Written Essays - 2250 words

Ethanol effect on kidney - Article Example Therefore, chronic abuse of ethanol impairs the sodium level of the kidneys by affecting the liver function which can also result in acute kidney failure in a few cases. To further understand the ill effects of ethanol for human body and the society in general, the paper will aim at exploring the site of action of ethanol alongside the pharmacokinetics and the pharmacodynamics of ethanol along with other functional and structural complexities. Based on the analysis, the extent and the nature of effects which ethanol leaves on the renal system and the human body as a general may be generalized. Ethanol, which is most commonly consumed via intake of alcohol, has been known for many years for its intoxicating and pleasant effects. The secret to how ethanol affects brain function which in turn affects the entire human body have been revealed by recent studies. A decade ago, a study conducted by NIH Institute of Abuse and Alcohol achieved a breakthrough when the membrane channel of the brain activated by ethanol was discovered. This channel is also called the G Protein is constitutes various brain cells and it affects the potassium channel which in turn manages various brain functions. More recent studies indicate that the part of the molecule connected to GIRK actually has a site, and ethanol tends to assist GIRK in binding to that site. Thus the site may also be referred to as alcohol-binding in nature. Thus, this is the point where ethanol tends to bind GIRK. In other words, the site where GIRK is connected contains an amino acid sequence supports ethanol`s binding ability. However, once the mind is addicted to ethanol, chances for ethanol abuse increases which pose a risk for renal failure. In other words, alcohol binding site isn`t the only site where ethanol affects the body function, instead it also interferes with liver and kidney functions. (Acton 66) Research indicates that ethanol directly

Observation studying on an autistic child

Observation studying on an autistic child Nowadays, Autism is a very popular topic to discuss. Some biological experts said that genetics can cause autistic problem. Aspergers syndrome is one of them. People who have this syndrome may have normal or highly intelligent compare with other people. This syndrome is difficult to analysis because their intelligent can replace the autistic personality. The objective whose name is Z.H was born in 2004 in a Chinese family; later his parents realized his was not able to verbal. After medical checkup, doctor said Z.H has autism. I appreciate that I have an opportunity to have an interview with a six-year-old boy who has this syndrome. This is an individual assignment due to Z.Hs body and mental condition. For these years, Z.H has been to many developmental therapies and special education to learn some certain manners. The therapies are broken down into several parts; most of them are activities to establish a childs connection between mind and body. My studying is going to break down i nto three main groups. Detail in my proposal: Interview this person and his parents to know his background. Observational Study in this childs behavior. His concentration. Introduction in Autistic problems and theory For over a century, experts argue what causes Autistic problem whether it cause by nature or nurture. If we say it is completely cause by nature, it will relate with neurology and genetic make-up. In recent studying, if family members who have this syndrome, the chance he or her siblings would have this disease approximately 10 to 20 percent. During the world war two, Hans Asperger discovered syndromes which similar with autism, but participants show that they have at least one specialty such as, intelligent in calculating, drawing or playing musical instruments. This syndrome call Aspergers syndrome. Mostly, males suffer from this disease more than female. Nowadays, the hot and controversial topic could be why autistic problems exist in male more than female? In fact, different perspectives view autistic problem in different way. Besides, biological factor, it has Brian cognitive neuroscience to explain autistic problem. In this perspective, they believe autistic problem cause by th e abnormal functioning in the brain such as, hormone imbalance or brain damage. Somehow, in case studying, it still exist the cases who become autistic children by environmental factors such as food nutrition. From 20 century 90s Norway and British experts discover some nutrition will cause or worse the autistic syndrome. For example, the protein which contains Gluten protein and Casein protein will cause the autistic problems; because their body cannot digest or dissolve this kind of protein. But I will not discus in here. Until today, it is still unknown what exactly cause autistic syndrome. In human development, I am going to observe my object whose name is Z.H. The objective whose name is Z.H was born in 2004 in a Chinese family; after two years his parents realized his was not able to verbalize. After medical checkup, doctor said Z.H has autism. For these years, Z.H has been to many developmental therapies and special education to learn some certain manners. The therapies are broken down into several parts; most of them are activities to establish a childs connection between mind and body. In this year, my object is going to be seven years old; he is going to enter the stage call middle childhood. This studying is going to analysis this person in psychosocial, cognitive development. And I will provide some studying data as a reference. Human development: In the first three months to twelve months, you already can tell the difference between autistic infants and other infants who do not have autistic problems. In attachment theory, infants need several steps to form attachment, they are pre-attachment phrase, attachment in making, clear-cut attachment phrase and last one is formation of reciprocal relationship. Infants who do not appear separation anxiety could be autistic infants which was develop in the third phrase-clear-cut attachment. Once they fail to develop in the third stage, so they will not display separation anxiety. However, they still can develop the next stage of attachment-formation of reciprocal relationship. They are able to negotiate with their caregiver, but they develop this concept very lately. And they could not establish the third stage of attachment, so in the fourth stage of attachment child will display wired behavior such as; tend to use non-verbal communication often. For example, Z.H used to hold his moth ers hand to point to the cookies. This means that he wants to eat cookies. Autistic infants also reject to form eye-contact with their parents and strangers. In cognitive development, this stage people develop important sense of object, we call object permanence. In Piagets object permanence experiment, the important thing is not children are able to find a hidden toy or object. It is they develop a sense of expectancy. Expectancy is the basic concept to develop and it would influence logical thinking in cognitive development, which is why some autistic children are highly intelligent even though they fail to develop psychosocial development. Expectancy is a flexible concept, it has multiple functioning. For example, it can also function at psychosocial development to develop sense of empathy, but this hypothesis need to do further research. Cognitive neuroscience approach: Basically, cognitive neuroscience experts come out with three main theories to explain why autistic children could not understand other peoples intention, why they have narrow habits and how does cognitive development influence their behavior. They are the theory of mind, weak central coherence theory and central control functioning theory. To understand other persons thought, belief, and emotion, we called the theory of mind. Unfortunately, these people who suffer from autism spectrum disorder fail to develop this concept. Besides, in infancy and toddlerhood, people develop the sense of empathy. Empathy has the same function with theory of mind. According to neo-Piagetian, they believe theory of mind is a byproduct from hypercognition. Because of these reasons, autistic patient tend to be social isolation due to they do not know what other people think or look at them. In school play time, their playing styles tend to be parallel play; it means that they do not communicate each othe r and play on their own. Although their school teacher arranges cooperative play for them, they still like to play their personal stuff. The other theory says that autism spectrum disorder patients behavior just similar to the patients who have frontal lobe damage. These people weak at central control function. Central control function includes the hypercognition process of the flexible behavior and suppresses inappropriate behavior. This can explain why autism spectrum disorder patients like the unchangeable routine, do the same behavior. In psychoanalytic, they said this kind of behavior exists because they use the defense mechanism-fixation. But Central control functioning theory could not explain why they have intelligent ability in some area. Central coherence theory suggest that our sensory perception percept the whole thing. For example, when we see a picture, normal people would prefer to see the whole thing and then focus on the detail in the picture. However, autistic chil dren would see the picture in detail fast and then focus on the whole picture. In their sensory perception, a part is greater than its sum, we call they have weak central coherence. According to this theory, people designed the experiment to analysis autistic children, such as sea taste like salt and ____. Autistic child would write pepper, because pepper has strong correlation between salt. Overall, the theory of mind can tell us why they are difficult to make friends. Weak central coherence theory tell us why their sensory perception so narrow. However, according to research report, most people who success in field would have autistic syndrome, because they only focus on one thing. People who have autism spectrum disorder would appear these symptoms which I expect to happen 1) repeat behavior exist over time 2) very narrow or persist to one habit 3) insist of old routine 4) using non-verbal communication more often 5) prefer to stay alone 6) very dependent on parents or elders help Interview with Z.Hs mother: DATE: March 24th Time duration: 15 minutes Place: Z.Hs home Q1: When did you discover Z.H has autistic problem? A: we discover he had autistic problem when he is twelve. Q2: When Z.H was infancy, what was his reaction when you move away? A: He will feel uncomfortable and anxious when I move away. Q3: What is his common behavior in the house? A: he used to hang around and jump a lot in the house. After, we went to the therapist, this behavior become less and less. Q4: What does he behave at the school, such as does he have any friends at the school? A: No, he does not have any friends at the school. Q5: Could you tell what kind of playing style he prefers at the school? A: He prefers to play alone. Q6: Does he recognize himself from the mirror? A: Yes, of course. Interview with Z.H: DATE: March 24th Time duration: 15 minutes Place: Z.Hs home Q1: Do you miss me when you see me? A: miss Q2: Can you come here? I want to give you a hug. A: (He really come to my side and let me give him a hug) Note: when I interviewing Z.H, he had difficulty to form an eye-contact communication with me Observational Studying in Occupational Therapy Classroom DATE: January 28th Time Duration: 3 hours Place: classified Number of people in the room: 3 people ( therapist , Z.H, and me) Physical Therapy breaks down into several steps. Mostly, it is designed to train childrens motor movement. Therapists use two rooms to develop Z.Hs motor movement and cognitive development, one is physical therapy class room, and other is monitoring room which means that students learn academic skill from monitor. The sections in cognitive development, therapists guide Z.H to establish recognition, verbalization and sense of hearing. In physical therapy section, therapists also guide Z.H to develop his motor movement in balancing, stimulate in his sensory perception. Meanwhile, they teach some simple commands and morality to Z.H. During this section, I could see Z.H repeat behavior which is jumping.But, I could not say when this behavior exist what was his emotion status, such as happy, angry or depression. Z.Hs Attention through the Observational Studying Since therapy break down into several steps and in different rooms, the result will be break into two: the attention in physical therapy classroom, and monitoring classroom. In physical classroom, there were five components to accomplish basically. And Z.H showed that he could not focus on his task. Because I noticed that he liked to focus on things which he interest in or moving objects. During these components, Z.H tried to operate the radio which was located at the corner. His concentration in physical therapy classroom approximate five to fifteen minutes. The activities in monitoring classroom are break down into three components basically. Therapists let students sit in front of the monitor to learn some simple vocabulary. If students really participate in this section, they finish one level. During the monitoring learning section, Z.H showed his strong interested in monitoring learning. So in this component, I did not see any attention deficit syndrome appear. However, in the s econd component which was not relate with monitor, he show this syndrome again, because I saw he try to operate DVD player for several time. Even though his therapist prohibited him from operating DVD player, he still tried to do so. In this all section, Z.Hs faced the difficulty on concentrating due to he had interested in operating mechanical item. Analysis and Discussion: In the analysis and discussion this section, I should analysis this object and chase back in human development by using the data which I have already collected. Firstly, according to attachment theory Z.Hs case I think it could be counted as an exception if I only use one perspective. He suffered from separation anxiety when he was in infancy stage. However, I do not think it that way. During the interview section, I ask his mother about separation anxiety. The result shows that it is negative (see the interview with Z.Hs mother in question 2). I believe the reason could be mothers self-esteem effect, memory processing problem and personal defense mechanism. In environmental factor to influence this effect, I think it is high social economic status and siblings or familys pressure. But, I will not discuss how social economic status influence high self-esteem in family. I will discuss how siblings and family influence mothers high self-esteem. In her family, Z.Hs problem is very rare and his brothers and sisters do not carry this kind of syndrome. Z.Hs cousins do not have this problem as well. Since, Z.H was analysis he has autistic spectrum disorder, his mother felt very depressed and guilt for a period. This could be a nurture factor to influence mothers reaction to my survey and memory process error. Before I start discussing how nurture factor influence memory, try to answer this question Could you tell me the traffic lights position in Malaysia, is that red light on the top or on the bottom. The same concept to apply memory processing theory, peoples sensory perception is selective. I could assume that Z.Hs mother was stereotypingmost of the infant will get anxious when the mother is moving away from them. She uses that concept to answer my survey or she forgot what Z.Hs reaction when she moved away. Also, her hope and wishes could manipulate her memory, but I will not discuss here. The last reason could be the interview technique that I did not notice. Fir stly, the interview styles that I used tend to be straight forward. Some people may scare about that. The ideal technique should be slow approach. It means that a goal can be divided into several steps to accomplish. For example, I should not have asked the question directly, first thing I should do is to ask the things happen around Z.H to reduce mothers defense. Also, this technique can let his mother chase back his infancy and toddlerhood stage. In other words, I could get a result which is more accurate by using this slow approach technique. Z.H is a six-year-old boy. The stages he went through are infancy and toddlerhood. Since he suffered from separation anxiety, I think I cannot explain Z.Hs behavior and emotion status by using one approach of developmental psychology. Erick Ericksons psychosocial psychology can explain that if I combine with attachment theory. In fact, I assume that the original source of attachment theory is from Erick Ericksons psychosocial. Firstly, at the first stage of psychosocial stage called basic trust and mistrust. It says responsive care giving will let infants form basic trust. I can say Z.H already in basic trust that can explain why he could suffer from separation anxiety. At the interview section (interview with Z.Hs mother question 6 and interview with Z.H question 2 p.6 and 7); I can say Z.H developed a sense of self-awareness and self-consciousness. His mother said he can recognize himself in front of the mirror, and he understood I was talking to him and giving him a command. In cognitive development, Z.Hs situation is that his linguistic development shows delay because he is an autistic child. In the interview (interview with Z.H question1 p.7), I can say his linguistic development stay at one-word speech. This is common problem in autistic children-linguistic delay. Somehow, Z.Hs face social shut down problems because he do not form eye-contact communication with others, and his playing style tend to be parallel play(interview with Z.Hs mother question 5 line14 p.6). The theory of mind explains why he prefers to play alone, because he does not understand what other peoples intention. During the observational studying section, I observed that his repeated behavior is jumping. Actually, repeated behaviors dependent persons personal background. For Z.Hs case is jumping exists over time, in central control functioning theory (intro page5 line 6) can explain this. But if I want to enter further such as why central control functioning theory causes this problem exist; I may need to do further study. Also, he showed a strong interested in operating mechanical items, such as radio and DVD player (observational section p.7 and 8), even though therapist asked him to stop it. Apparently, he has not developed or weak in sense of effortful control, in psychoanalytic approach, his ego still underdeveloped, because his structure of personality still work on pleasure principle-the needs must be satisfied immediately. Frontal lope will be well-developed when people reach early adulthood. It controls our compulsive problems. That is why Z.H insists of operating radio and DVD playe r even though therapist was not allowed. Also, reticular formation controls our attention. It is not surprise to see Z.H face the challenge in attention, because this part of brain will be well-developed after people reach puberty. And, this studying only take one day, some result cannot say accurate. For instance, weak central coherence theory (intro page 5 line12), this theory may require responsive observational studying. Basically, it says in autistic patients their sensory perceptions tend to be more selective. In one sentence, a part is greater than its sum. During the monitoring section, I discovered that Z.Hs problem. Z.H was born in Chinese a family, therefore, his native language is Chinese. In the word matching, therapist said a word or a vocabulary in Chinese to let Z.H to match the word, and the word cards was on the floor. For example, if therapist said stamp, Z.H had to find the card which represent the word stamp. In Chinese pronunciation, each word has different pronunciation. His was able to detect the number of words which was said. For example, if therapist said black broad which translate to Chinese are two words. He would choose the word cards which contain two words in Chinese, but word did not mean black broad. He could choose the word stamp instead. This incidence told me that Z.H is developing a sense of understanding what other people say. But he did it in different manner, in his world, he focus on number of words, not meaning of words. Over all, in the result analysis I discover it is not enough to use only one perspective to explain and analyze human development. Z.Hs case counts as a special case because he was born to be autistic child. The behaviors he occurs are repeated behavior, attention deficit, and delay in linguistic development. Therefore, I use combination of different approaches to analyze Z.Hs case. For example, Erik Eriksons psychosocial combine with attachment theory and effortful control joint with psychoanalytic approach. These approaches have common connection with human development. Conclusion: In this research paper, it focuses on external behavior to explain inner personality or self in human development. However, it still has limitation. For example, I could see what really happen in Z.Hs mind and his cognitive thought. I know this papers weakness could be the motivation and introspective part. What drive Z.H to operate the DVD player, although therapist asked him to stop? The second thing is that expectation problem. I believe in human development, the first cognitive developmental concept that children develop is expectation and then it transform to empathy. However, I have lack of evidences to support this hypothesis. I think may be humans mind is too complex to explain, even if we have fMRI and PET scanner. They only can tell what happen in the brain, instead of what happen in the mind. But, I know one thing is definitely is that Z.H is getting better after he join the physical therapy section. His mother said that he could tell a single word, before he went to thera py. It is not a shame to get autistic spectrum disorder; it is people ignore the existence of the problem. Actually, the number of curing autistic children is increasing. In China, their therapy section is based on make-believe play-role play. It combines with Piagets concept and Banduras social learning theory to cure the children who suffer from autistic spectrum disorder.

This is the deal :: essays research papers

This first oral presentation will be given on Monday, January 28, Center Campus, 6-10 p.m., C-105. The topic will be about some aspect concerning your career that you have found interesting. It can be an item that you find as you search the internet about your career (potential earnings, current wage offerings, number of opportunities available, etc.) or it can be an observation that you have made in your present career climb. You may use notes. You might not have to do any research. You should be concentrating on your presentation skills without having to worry about learning/researching your topic. Be sure to at least review Chapter 13 prior to the presentation date. This presentation will be videotaped. Therefore, you are required to bring a blank VCR tape to class. A camera will be in the room. The length of your presentation will be between 2-3 minutes. During this first presentation you will not be stopped if you exceed the three minutes, but the expectation is that you will keep it within the time frame. You will be timed and will need to indicate how you met this factor in the critique of your presentation. You will take the tape home and in the comfort of your own family room, view your presentation. As you're doing this, you should be writing comments down about your presentation. The list below will give you ideas of what to look for and what to prepare for in practicing your presentation. The comments in parentheses are provided to give you an idea of what to look for as you view your video and/or what to think about as you prepare for your presentation. Basically, if you were sitting in my onground class this is the material that I would be going over in giving instructions/information for this first presentation. This is the deal :: essays research papers This first oral presentation will be given on Monday, January 28, Center Campus, 6-10 p.m., C-105. The topic will be about some aspect concerning your career that you have found interesting. It can be an item that you find as you search the internet about your career (potential earnings, current wage offerings, number of opportunities available, etc.) or it can be an observation that you have made in your present career climb. You may use notes. You might not have to do any research. You should be concentrating on your presentation skills without having to worry about learning/researching your topic. Be sure to at least review Chapter 13 prior to the presentation date. This presentation will be videotaped. Therefore, you are required to bring a blank VCR tape to class. A camera will be in the room. The length of your presentation will be between 2-3 minutes. During this first presentation you will not be stopped if you exceed the three minutes, but the expectation is that you will keep it within the time frame. You will be timed and will need to indicate how you met this factor in the critique of your presentation. You will take the tape home and in the comfort of your own family room, view your presentation. As you're doing this, you should be writing comments down about your presentation. The list below will give you ideas of what to look for and what to prepare for in practicing your presentation. The comments in parentheses are provided to give you an idea of what to look for as you view your video and/or what to think about as you prepare for your presentation. Basically, if you were sitting in my onground class this is the material that I would be going over in giving instructions/information for this first presentation.

Health Prevention of Heart Disease for Plano Texas Essay

Due to the increase risk for Heart disease in Plano, the population is Risk for developing Hypertension which in turn could result in decreased cardiac output, activity intolerance, imbalanced nutrition by taking more than body requirements, and a learning deficient in regarding condition, treatment plan to include, diet, exercise, follow up, Untreated Hypertension potentially puts them at risk for Congestive heart failure, angina, or myocardial infarction. These in turn can result in severe pain, decreased cardiac output, ineffective tissue perfusion, and again a learning deficient in regard to condition, treatment plan and self-care after discharge. Development of any of the above puts the patient at risk for potential anxiety and depression which may be a result of changes in role, particularly for the male bread winner, thus resulting in a threat or change in socioeconomic status, changes in environment and routines or threat or perceived threat to self-concept and Interpersonal conflicts. In assessing readiness to learn in Plano, Texas it is important to note over 53% of adults have a bachelor’s degree or higher (more than twice the national average) (Demographics). This population is in a better place to absorb knowledge. Typically, young and middle-aged adults participate more than older adults, and the average age in Plano is 37. 2 so this is a positive for learning as we move forward on our Health Promotion plan (Adults). The population more at risk for difficulty in learning is the homeless. The total number of homeless as of September 2012 is 291; this is a 55% increase since last year (Conrad, 2012). Although this is not a huge number comparatively it is significant in evaluating readiness to learn. Homeless people are at a great disadvantage for receiving access to education because it is not as easily readily available to them. There are a number of community resources for the homeless, and it is important we work with The Samaritan Inn, The Family Promise Network, My Friend’s House as well as the Collin County Homeless Coalition, and the Metro Dallas Homeless in presenting the education materials we stand a better chance of the material being received, absorbed and applied by the homeless population. It is also important to work with these programs to see if the education is being implemented within the facilities by evaluating meal selections, access or encouragement of exercise. This can serve as not only physical by emotional advantage to all at risk patients.

Moral development in children Essays

Moral development in children Essays Moral development in children Essay Moral development in children Essay The purpose of this essay is to create a body of knowledge for follow-on research in the field of the impact of different factors on moral development of children. For this purpose information was gathered through the study and analysis of materials presented in books, research journals, and professional publications so as to determine: Who holds the responsibility for moral development of children? On initial consideration, the question posed here seemed to bracket nicely few main points of the subject, but that impression appeared to be wide of the mark, especially when it came to making judgments concerning the notions of morals and morality. Really, what is a morality? What does it mean to be a moral person? Our values, both moral and non-moral, were acquired along with our basic language and socialized behaviours when we were young children and come from some very strong traditions that are part of our societies and our cultures.Law, religion, our family and peer group all tell us what we ought to do, but following these more traditional oughts does not necessary constitute a moral life. A great number of people, however, do live long and useful lives without ever consciously defining or systematically considering the values or moral rules that guide their social, personal, and work lives. During most of our lives we simply decided what was right and did it. Websters Dictionary, Tenth Edition, defines morality as conformity to the ideals of right human conduct; virtue. The Oxford English Dictionary defines morality as the doctrine of right and wrong in human conduct; conformity to conventional rules by religion or other spiritual influences. However, the terms right or wrong and right human conduct are totally subjective: they have different meanings to different people. Who decides what is right or wrong? Is our moral decision just as simple as the proverbial coin toss? Who sets the standards and norms? Probably, there is no easy answer to any of these questions, neither is there a single universal definition of the notions.One of the most wide-ranging descriptions of morality, where words right and wrong are avoided, belongs to Russian psychologist Rubenstein, who believes that morality is conformity and devotion to a set of standards initiated and/or accepted by an individual; an individuals active adherence to his accepted standards for the duration of his existence. (Rubenstein, 1982, p. 129-130) As in many areas of educational research, the field of moral education is full of controversy, which is directly connected with the debate about the definition of morality.These debates are not lim ited to psychological accounts of the nature of morals, but also include the questions of childrens moral development, extending to their general development and to the very definition of educational aims in this area. Moral development should be related to all the fields that use the word development. In ways that are not easily measurable, moral development has some connection to physical, social, political, religious, and other kinds of development.And, of course, economics being so central to development, one must ask about the correlation of moral development and economic development. To ask about this relation may seem to be a silly question, but perhaps it is just an embarrassing one. (G. Moran) Children develop morality slowly, and in stages. Each stage, beginning from the preschool years and continuing even in the adult years, has its own theory and idea of what is good and right and different reasons why people should be good. Each stage brings a person closer to mature m oral development.These issues have been approached by many psychologists, but the most prominent input into this research was done by Jean Piaget and Lawrence Kohlberg. The purpose of Piagets studies was to investigate the growth of moral judgement in children. However, he did not merely seek to examine their moral behaviour, but tried to establish the degree to which children at any given age and stage can reason morally, so that we may know the framework within which we must operate when we seek to help them to develop the moral standards acceptable in our society. (Brearley, 1968, p. 120).Piaget discovered that young children have a much more primitive understanding of right and wrong behaviour than older children: they judge bad behaviour by the amount of damage caused by a persons behaviour. Kohlberg carried Piagets work into adolescence and adulthood. According to Kohlberg (1984, p. 67) there are three levels of moral development with two stages in each. During the first leve l (Pre-conventional) children are concerned with avoiding punishment (Stage 1: Punishment-Obedience) and getting ones own needs met (Stage 2: Individualism).This level and its stages fit into the framework of young children up to the age of ten years. During the second level (Conventional) children are more concerned with living up to the expectations of others (Stage 3: Interpersonal Conformity) and want to do the right thing because it is good for the group, family, or institution (Stage 4: Social System and Conscience). This level and its stages fit children over the age of ten years and on to adulthood. The third level is called Post-conventional. During this level individuals govern their behaviour by the relative values and opinions of the groups they live and interact with.Right behaviour is based on a social contract (Stage 5: Social Contract and Individual Rights) with others and in the validity of universal moral principles (Stage 6: Universal/Ethical Principles), which ma y or may not agree with societies laws. Laws that agree with universal moral principles are obeyed but when those laws violate these principles, the individual follows the principles instead. There are many other theories and approaches to this issue, but our question is about another aspect of the matter: who is responsible for moral development of children?To answer this question, first of all we need to determine the circle of possible relationships that can influence childs moral development. Of course, in the widest sense, all relationships may be regarded as part of social development, but the earlier, more personal relationships have a great impact on the process of moral development. Morality is not something that is practised in isolation. Morality is, among other things, an aspect of out relationship with other people. And anything which diminishes our ability to make such relationships successful diminishes also our capacity for moral actions. (Williams, 1970, p. 109) The moral development of a very young child brings out the interrelation of all ages. One cannot describe the moral development of infants without referring to the moral development of parents and grandparents. Parenting a child is one of lifes great moral adventures, and so is the childing of ones parents. (Rubenstein, 1982, p. 89) Moral life is shaped by our responses to a pattern of relations. The responses in the relation of adult and child are not equal, but the process can still have a degree of mutuality.We often underestimate the infants power of receptivity to moral influence. Robert Coles (1997, p. 45) states that character or moral development is an interaction between nature and nurture, which takes place in a very early age. It develops as a result of parental interaction, balanced discipline styles, and a childs own choices. Children learn about right from wrong from their earliest experiences. When they need nurturing or feeding and parents fulfil that need without exce ssive indulgence, then children develop characters that accept rules and tolerate frustrations later in life.The infant needs to know that he is merely a self among other selves, that he is not omnipotent, that other people have need and feelings too. (Williams, 1970, p. 37) There are two sides of discipline and the parents aim is to try balancing them. Too much love and a child becomes spoiled, expecting their every want and need to be met regardless of other peoples wants and needs. According to Huxley (1985, p. 17), this causes children to be stuck in the early stages of moral development based on selfish individualism.Thats fine for a two-year-old, tolerable in a six-year-old, and obnoxious in a twelve-year-old or older. Too many limits and the child develop a low sense of worth and a lack of self-control. This usually results in an overly rebellious child or an unhealthy submissive one. (ibid. ) Achieving this balance is difficult. But it is easier to do if discipline is viewe d not just as punishing wrong behaviour, but as a process of shaping character. Parents are not simply setting limits. They are teaching how to distinguish right from wrong.It is easier to say no when we know that we are guiding the childs moral development and eventually, his or her social success. As the later stages of moral development reveal, children can make a choice not to follow societys rules or laws. Parents must accept that reality. Thats part of parents on-going moral development. Understanding moral development allows parents to assess their children and have a better target for their individual development. Hopefully, the end result is that our child will be the one who will stop and wait for someone in need, regardless of what the crowd says he or she should do.The ideal is that the child will develop, as Kant put it as a law-making member of a kingdom of ends. He must not only come to know what is in general right or wrong; he must also go beyond this level, so that he sees why such rules are right or wrong and can revise rules and make new ones in the light of new knowledge and new circumstances. (Peters, 1981, p. 33) The described importance of parents influence leads us to the conclusion that a childs moral education is the primary responsibility of the family.Other aspects and factors, other religious and social organizations and institutions can each make their contributions to the process, yet none of them can replace the family. While the school cannot accept the primary responsibility for moral teaching, it still has a significant role to play in the reinforcement of a childs moral understanding and behaviour. The school is a community and should be characterized by courtesy and civility in all its activities, with instruction in specific subject matter informed by moral understanding.Today leading educators no longer see their job primarily to be the teaching only the curriculum subjects. The philosophy of education has undergone a f undamental change. Teachers now perceive their jobs to be the involvement in reshaping of the childs values, beliefs and morals. Teaching is now being viewed as a form of therapy, the classroom as a clinic, and the teacher as a therapist whose job it is to apply psychological techniques in the shaping of the childs personality and values. (G. Moran)

ACT Test Dates Study Plan for Summer Before Senior Year

5-Step SAT/ACT Test Dates Study Plan for Summer Before Senior Year SAT / ACT Prep Online Guides and Tips Your senior year is coming up, and you’re ready to blow those standardized tests out of the water once and for all. It’s time to figure out the best study plan for you that still leaves time for summer jobs, shameful levels of ice cream consumption, and acquiring incomprehensible tan lines. Follow these five steps to make the most of your summer studying before your SAT or ACT test date! Step 1: Determine Your Goal The first step in creating a study plan is knowing how much you need to improve.You can calculate your target scores for both the SAT and ACT based on your college admission goals. Google your college of choice and â€Å"SAT scores† or â€Å"ACT scores† to find the score range of the middle 50 percent of admitted applicants - in other words, a 25th percentile score and a 75th percentile score. Aim for the 75th percentile score (a better score than 75 percent of admitted applicants) to give yourself the best chance of being admitted. Then, take a practice test to see where you stand score-wise, or,if you’ve already taken the SAT or ACT at least once (hopefully you have!), you can use that score to judge how much you need to improve.Here are some links to free practice tests for the SAT and ACT if you feel you’ve improved significantly since the last time you took the tests and need to get a new baseline score. Step 2: Figure Out How Many Hours You Need to Study Now that you know your baseline and target scores, you can use the difference between them to estimate the number of hours you’ll need to study to achieve your goals by the time of your SAT/ACT test date. Here’s an estimated breakdown of point improvement per number of study hours for the SAT: 0-30 SAT Composite Point Improvement: 10 hours30-70 Point Improvement: 20 hours70-130 Point Improvement: 40 hours130-200 Point Improvement: 80 hours200-330 Point Improvement: 150 hours+ And here’s the same infofor the ACT: 0-1 ACT Composite Point Improvement: 10 hours1-2 ACT Point Improvement: 20 hours2-4 ACT Point Improvement: 40 hours4-6 ACT Point Improvement: 80 hours6-9 ACT Point Improvement: 150 hours+ Remember, these are rough estimates, which means they’re not necessarily going to apply to everyone. That’s why the next step is about adjusting thenumber of summer-studying hours to meet your specific needs. Step 3: Factor in Your Study Habits and Learning Style You now have a rough idea of how many hours you’ll need to put in, but you might need to study for more or less time based on how you process information and how focused you are. Here are some factors that might lead you to add or subtract study hours from your plan. You’ll Need to Study for More Time If ... You get distracted easily - If you have trouble focusing, you probably aren't getting as much out of your study time. Make sure you study in a quiet place with your phone turned off. If you find you can't focus on studying for hours at a time, stagger your time throughout each week rather than studying in big chunks. You struggle with running out of time on the test - The more comfortable you are with the test questions and their structure, the less stressed you'll be about time. You're less likely to psych yourself out if you've studied enough to feel comfortable with the test material. You take a while to learn from your mistakes - On standardized tests it can be difficult to accumulate knowledge about your mistakes and apply it to future scenarios. If you have particular difficulty with identifying and understanding your mistakes, you may need more study time. You've already studied a lot without much score improvement - In this case, it might be time to change study tactics and commit to more hours. Reevaluate how you've been studying. If you're just taking a bunch of practice tests and not really investigating your incorrect answers, you probably won't see much of an improvement in your scores. You’ll Need to Study for Less Time If ... You are a super focused studier- If you really get in the zone when you study, you might not need to set aside as much time. You don’t have difficulty finishing the sections with time to spare- Since you're comfortable enough with the questions to get through them all, you've already conquered one of the most troublesome aspects of the test. You learn from your mistakes right away - If all it takes for you to learn the right way to answer a question is to answer it wrong once, you probably don't need as much study time as the average person. You are new to the test- This one’s unlikely if you’re coming up on senior year, but even if you just haven’t studied a lot up to this point, it will be easier for you to make improvements quickly. Remember that literal osmosis is not a viable studying technique. Step 4: Spread Out Your Estimated Hours Based on Summer Plans and Summer and Fall Test Dates Now for the actual plan - you know approximately how many hours you need to study, but how will you fit them into your schedule? If you’re planning to take the SAT or ACT on the first test dates in the fall, you have until October 5, 2019, for the SAT and September 8, 2019, for the ACT. If you want to take a test at the end of the summer, the SAT is now also offered at the end of August (August 24, 2019), while the ACT is offered in the summer on July 13, 2019(except in CA and NY). Note that the tests are held at roughly the same time every year, so these dates should still be good benchmarks if you’re reading this later. From the start of the summer you’re looking at aboutthree months of study time, with a little extra time once the school year starts up again.It's a good idea to spread out your hours out as much as possible week by week so you don't get overwhelmed. Here are a couple examples of plans for different point improvements: I Want to Improve by 30-70 Points on the SAT or 1-2 Points on the ACT You have an estimated study time of 20 hours, which is easily manageable over the course of three months.Choose one to two hours a week that you will set aside for studying.By the end of the summer, you will accumulate at least 20 hours of study time. If you think you need to study for more than 20 hours, two hours a week for the summer will give you about 30 hours plus whatever study time you can fit in during the fall before your last shot at the test. I Want to Improve by 130-200 Points on the SAT or 4-6 Points on the ACT For this level of improvement, the estimated study time is 80 hours, so you’ll have to be slightly more disciplined. Try setting aside an afternoon once a week that you will devote to studying.Five hours a week for the whole summer will get you close to 80 hours.After that, if you feel you need more preparation, you can do a little more studying during the fall before the test. I Want to Improve by 200-330 Points on the SAT or 6-9 Points on the ACT You’re going to have to put in quite a bit of effort to see the improvements you’re looking for no matter how good your studying habits are.Studying for 150 hours or more in the summer is a tall order, but it’s not impossible. In this case, you should schedule10 hours a week for studying.It might sound like a lot, but think about it: it’s the time equivalent of less than two days of school and you have the option of being outside or sitting in a comfy chair in a cafe as you do it. Whatever Your Goals, It’s Not Too Late to Get Your Scores up to Speed! If you think you'll need more study time, you can also take the tests later in the fall.The SAT offers November and December test dates, and the ACT offers October and December test dates.If you're considering these dates, check with the admissions offices of the colleges where you plan on applying to see how late they accept scores. I recommend signing up for the first available fall test dates to see where you stand after all your summer studying. If you don’t do as well as you hoped, you can then immediately sign up for the next date. I get it now! Thanks, disembodied hand! Step 5: Execute Your Study Plan, but Keep It Flexible OK, now it’s time to put your plan in motion!You’ve blocked out your study time, and you’re committed to following through.However, it’s important to remember to roll with the punches if conflicts arise (and they will!). Maybe you end up going on a family vacation, camping with your friends, or taking on a part-time job.Make sure you don’t let studying fall by the wayside just because you skip a day or a week.Be open to moving around your study schedule so that you can maintain your goals while also taking advantage of the summer in other ways. Also remember: if you think you should be studying more or if you don’t feel like you are getting anywhere with your current methods, it’s OK to change your plan.It can be critical to maintain flexibility in terms of study strategies if you want to see real improvement. Try to be honest with yourself about what you’re getting out of your time and whether you need to reevaluate your study habits and techniques. As long as you can maintain the right balance of flexibility and commitment, you’ll have a fun and productive summer! What's Next? Still trying to decide when to take the SAT or ACT? Learn which senior year SAT/ACT test dates are best for you.Also take a look at upcoming test dates for SAT subject tests if you still need to take those! If you've already taken the SAT, find out how many times you should take it in totalbefore you apply to college. Finally, if you're aiming for a really high score, or just want to know how you can make the biggest improvements, check out our guides to getting a perfect score on the SAT or ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Business Taxation Essay Example | Topics and Well Written Essays - 500 words - 1

Business Taxation - Essay Example is legally used to the tax payers advantage to reduce the amount of tax that is to be paid to the government but this is all done while staying within the boundaries of law, just the tax regime is manipulated in a manner so as to reduce the amount of tax. The difference between evasion and avoidance as highlighted above is that evasion is something which is outside the boundaries of law and can be punished by law if the evidence for tax evasion is found out by the tax authorities of the country but tax avoidance is something which is done within the prescribed boundaries of the law and the tax regime and is not punishable by the law of the country, the difference can be slight but it could lead to severe consequences, for example in countries like the USA tax evasion is a serious matter and could lead to imprisonment if evidence is found of tax evasion against a company or a person. The canons of taxation were developed by Adam Smith and are still widely regarded as the best parameter to judge the effectiveness of a tax regime in a country. It is a set of rules to judge whether the tax regime is a good one or not or if any changes need to be made to the tax regime, it also helps identify in which areas the changes have to be made. 2) The timing and the amount of the taxes that a payer has to make must be certain to him and they should be known well before the payment time so that gives him adequate time to calculate and make arrangements for the payments. The canons of taxes have provided the guidelines for any government to follow and develop a fair and a convenient tax regime and tax collection and implement it with the point of view of being convenient to the tax

Compare and contrast a peer-to-peer and client server networks Essay

Compare and contrast a peer-to-peer and client server networks - Essay Example Therefore, while using the client-server network, it remains customary to purchase a computer that would be used as a server. The server software’s cost is another disadvantage of the client-server network. In fact, establishment of the client-server networks sometimes proves so expensive that choosing this option seems like an uninformed decision. Nevertheless, the structure of the client-server network offers different kinds of powerful administrative tools that are specifically useful when security becomes an issue. On the other hand, peer-to-peer networks are cost effective to develop as there is no need of a high-end machine to serve as a server. Likewise, while using peer-to-peer networks, there is no need of special client licenses or server software. All that is required to efficiently use the peer-to-peer network comes with the Windows 95. Because of this affordability, peer-to-peer networks become quite suitable for use in small businesses or for the domestic users. However, security is sacrificed in the use of peer-to-peer network since the control of network lies in the hands of the end users, which makes it unsuitable for the high-security