Social Networking And Its Effect On Relationships Essay

Social networking sites are a relatively new innovation but have rapidly become integral in the daily lives of the majority of people, not just in the United States, but in most developed countries in the world. The most used of all of social networking sites is Facebook, but sites such as Twitter, Snapchat, Instagram, and WhatsApp are also widely used. Social networking sites make connections to others all over the world both easy convenient. Social Networking and Romantic Relationships Due to the prevalence of social networking sites in daily life, it is necessary to seek out information on the effect that these sites are having on romantic relationships. Social media can have a positive impact on relationships. They facilitate communication, an exceptionally important part of any relationship. Social networking sites can also be used for relationship maintenance. However, they can also harm romantic relationships. Users can ignore their partners, use social networking sites to spy on their partner’s online activities, or even to seek out another partner while still romantically involved. Examination of several scientific research studies shows that while there some benefits for using social networking sites while in a romantic relationship, there are far more harmful practices. Positive Uses of Social Networking Sites Maintenance in Long Distance Relationships Long distance relationships require more maintenance behaviors than geographically closeShow MoreRelatedEffects Of Social Networking Sites On Relationships1528 Words   |  7 Pages Effects of Social Networking Sites on Relationships Several studies have found that using social networking sites excessively, including partner surveillance and monitoring, posting ambiguous information, and compulsive internet use, can be detrimental to romantic relationships (Ridgway Clayton, 2016). Social networking sites such as Twitter, Instagram, and Facebook, negatively influence our relationships. It is important to know the common conflicts and how to avoid them. It is alsoRead MoreSocial Networking and Effects on Society1326 Words   |  6 PagesSocial Networking and Effects on Society Wouldn’t you say that online social networking has changed the way society interacts with friends, family and perfect strangers. When someone exposes themselves to these sites, they open the door to allow these people into their lives. Some of them you would have passed on the street and not even thought of befriending. These people you have chosen to interact with, whether they are in your city, another state, another country or just someone you met onlineRead MoreThe Impact of Social Media on Youth and Adults1646 Words   |  7 Pages Overview of topic and issues discussed Social networks like Facebook, Myspace and Twitter allow individuals to connect with anyone from coworkers to former classmates. The accessibility of these connections allow for individuals to feel easily connected to a larger community, but they have downsides. From false senses of connection, to data pervasiveness ,social networking is something that effects all groups within our culture to the point where we will have to decide if it is benefical orRead MoreThe Effects Of Social Networking On Society1317 Words   |  6 PagesThe Effects of Social Networking Intro Over half of the world uses the internet. 2.2 billion people actively use any kind of social networking. There were 176 million new users of social media just last year (Regan 1). With the influence of so many people a pressing question: Is the impact of social media harmful or beneficial in its effects? Social networking is one of the biggest reports of online traffic. So, if so many people are using these networking sites, what are the effects on us? The â€Å"first†Read MorePositive And Negative Effects Of Social Networking1431 Words   |  6 Pagesâ€Å"Like all revolutions, the social networking revolution is accompanied by concerns and questions about whether the changes have wrought something better or something worse.† (Szumski and Karson  ¶ 4) The social networking revolution has come a long way in its accessibility and effectiveness and has become a great resource for many people. But with its benefits come more serious downfalls that need to be acknowledged and dealt with. While social networking can be used as a clear, accessible sourceRead MoreDiscuss the Influence That Social Networking Plays in Society Today? How, and to What Extent, Has It Re-Defined Social Relationships and Is This Generationally Specific?1144 Words   |  5 PagesDiscuss the influence that Social Networking plays in society today? How, and to what extent, has it re-defined social relationships and is this generationally specific? Social Networking plays an important role in society today; it will be argued that social networking has redefined social relationships and that this effect is generationally specific (Salman,2009) Social Networking sites such as Facebook have had a profound effect on personal relationships. The twenty first century is an imprisonedRead MoreImpact of Social Media on Relationships Essay1050 Words   |  5 Pages Social networking can connect strangers across the world. As the evolution of communication continues, technology progresses and social networking grows. Social networks like Instagram, Twitter, and Facebook have grown to have billions of users. In fact in today’s society, it is necessary or nearly expected to use one if not all of these technological communication networks. The increasing use of social networking has had both a negative and positive effect on communication in relationshipsRead MorePositive And Negative Impacts Of Social Media Essay1082 Words   |  5 Pagesas there are positive effects of social media, there are also negative effects as well. False connections are often made on SNS. Ninety percent of students have Facebook which is constructed to be socially shared with any user. It may seem obvious that users of social networking cannot stray far from reality from his or her online identity, although the users can depict what he or she wishes to display (Moreno et al. 452). There are many young teenagers on social networking websites posting trueRead MoreSocial Networking Services Success Essay examples1026 Words   |  5 PagesVarious social networking services have achieved enormous success at the first decade of the 21st century. Up to 2010, more than 500 million users globally have been regularly using Facebook (Kirkpatrick, 2010, 2). For this purpose in this essay, social networking site is defined as an online platform where socially related users can communicate and share information with each other, such as Facebook, Twitter, Myspace and Renren. It has long been a question that whether these services brought moreRead MoreEffects Of Online Social Networking On Society966 Words   |  4 Pagesour environment. Through the development of social networking, it has easily kept us updated on what is going on around the world and in other people’s lives. Instead of face-to-face communication, the younger generation perceives social media to be a place to share emotional connections and stay connected with their significant other. The aim of this research is to investigate the effects of online social networking constructing romantic relationships. With the many different ways to interact with

The Role of Local Culture and Context in English Language Teaching Free Essays

string(145) " states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries\." The Role of Local Culture and Context in English Language Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed language as an entity that could be segmented and through learning these segments, the totality would also be learnt. This method has been tested, challenged and in many cases discarded in the world of linguistics. The conception, propagation and inevitable discontinuation of ever new methods has prompted Sowden to express â€Å"there has indeed been methodological fatigue, leading many to the pragmatic conclusion that informed eclecticism offers the best approach for the future. We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching or any similar topic only for you Order Now (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend while implementing ELT methods. One of the factors that should be considered, however, is that there seems to be a deep connection between language and culture unlike the belief of the structuralists. The concept of language teaching now is that of concentration in what the learners learn or want to learn rather that what is to be taught. As the classrooms get more learner-centered, it can be assumed that the attitude and the initiatives from the learners’ side will be more prominent. Since a person is shaped by ones culture and local setting, we can assume that the importance of cultural context in language teaching will grow as learning becomes more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appeared a growing awareness of the role played by culture in the classroom. (Sowden C, 2007, p. 304) It is not only the learners that come with their own culture in the classroom, the teachers also bring their own culture. This is particularly true if the language teacher is not from the locality. Sowden warns the teacher â€Å"to be aware not only of the cultures of their students and their environment, but also of the cultures that they themselves bring to the classroom† (Sowden, 2007, p. 305). Thus, it can be seen, however inconclusive, that culture of both the teacher and learner plays an important role in the language learning environment and they have to be addressed for effective learning to take place. This intricate mutual relationship between language and culture may be the key to unlock the language teaching methodologies of the future. Whenever we talk about anguage and its use, it is important to figure out the relation between language and culture. There are few things we need to ask ourselves in this regard. Can language exist independent of culture? Is learning a new language (English) definitive of learning the culture of native speakers of English? Who are the native speakers of English? Will the culture of the native speakers be appropriate in the set ting of the language learner? Can language exist independent of culture? A language cannot exist in vacuum. It has to express some objective function when utterances are made or some text is written. When we do make use of language, the production made is generally about what we know or what we have experienced. What we know and experience mostly confines within the local setting that we have grown up and where we are residing. Thus, local context becomes inseparable from the use of language. Is learning a new language (English) definitive of learning the culture of native speakers of English? When we learn a new language, we need to adopt the culture of the target language to a certain extent because the cultural aspect comes amalgamated with the target language. But what about the learners? The learners have their own set of cultural experiences and objectives of using a language. They have their own cultural amalgamation which has to be addressed during target language learning process to make it meaningful and relevant to the learners. We can assume that integration of local culture and context is inevitable while learning a target language. Who are the native speakers of English? The distinction that makes a native speaker is generally very vague and often misleading. It might be important to look into the terminology if we are to explain what English is. A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the fact that it is spoken in many parts of the world and more and more people are adopting it as the first language of communication. In this setting we must consider the appropriateness of calling certain speakers native and others not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly global one, one must leave the notion of ‘native speakers’ behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of English may differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference. But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are integrated so the learner has a more comprehensive grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal: An ignored agenda? The first view expressed by Byram and Flemming (Byram, 1997; Byram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. You read "The Role of Local Culture and Context in English Language Teaching" in category "Essay examples" The second view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986; Kachru and Nelson, 1996; Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where different institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1996) states plainly that ‘local culture’ in TEFL should be taught. Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005; Jenkins, 2005; Seidlhofer, 2001) says that since English is a lingua franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and native cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot disregard two core realities. The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning will not be as effective. Therefore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more comprehensive. English as an International Language Hegemony of English language is a global phenomenon and the onset of modern technology, the computer; and as the choice language of the academia will further strengthen it. Eventually, the spread of English will probably be the root cause for disappearance of majority of world languages. Having said that, one must accommodate the fact that the use of English in international communication is increasing, and thus, it is gaining momentum as being an international language. The rise of English as an international language has created many concerns among the laymen, experts, anglophiles and chauvinists alike. The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media; languages, specifically English; are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There may be advantages to uniformity, but the question is; does it outweigh the disadvantages that it might bring in the form of ‘language death’ as expressed by David Crystal or loss of identity? The other faction is made up of personnel who are asking this very question. The prominence of English might be an indicator of decline of other languages. When a language is lost, it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition; it also forms the corpora of accumulated knowledge of a community. All this will also be lost with the dying language. Moreover, there is a strong affinity of the language with the identity of a person or a community. Although English may provide with alternate identity, as shall be discussed later in this paper, the primary form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are going to bring about policies for other languages that are in existence. In order to understand why English is fast becoming a global language, we must try and analyze why is it important for us to learn English. There are many reasons why an individual would want to learn English. i. English may be a factor for obtaining better employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners pursuing higher academic achievements and publishing of one’s findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power. Thus we can see the attraction towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget one’s own linguistic heritage, as is happening mostly in developing countries like Nepal; or to make the learning process additive by retaining one’s own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core discussion of this paper: local context and culture in teaching or learning English. Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English; it is time to ponder over how we are going to teach English language. English Language, Local Culture and Social Identity If we want to have mastery over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language. What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform for practicality of the language being learnt. In order to understand why local context and local culture must be integrated into teaching of English language, we must also be familiar with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication. Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only ‘understanding’ what the other person is expressing but it is also necessary that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level. The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to justify the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language. Englebert believes that there is a cultural variation between the learner and the language and that the â€Å"teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions based on generations of cultural indoctrination†. (Englebert, 2004). These assumptions based on â€Å"cultural indoctrination† are at the core of schema of the learner. Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in New Zealand, Li found that â€Å"the interactive teaching methods adopted by New Zealand teachers are culturally incompatible with Asian students’ learning conceptualizations. The findings suggest that some teachers’ adoption of the communicative or interactive teaching approach led to Asian students’ negative learning experience in New Zealand† (Li, 2004). This shows that the cultural background and the mindset of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her own experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‘foreign’. The ‘foreignness’ can be significantly eliminated if local context and culture of the learner is being used in the target language. Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals because of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds. If individuals from different social and ethnical backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English. She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English belongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal Along with the gathering momentum of inclusion of local culture and context in language teaching across the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education. Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the implementation of such content and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, but the exercises that follow again reflect to the target language culture. On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be difficult to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language policy makers and the educators of the country need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT. Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflects local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers’ Association, NELTA, can be instrumental in taking the necessary initiatives. It is wise to include people from different academic, professional, age group, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of everything is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus. The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learning a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn. The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching; the learners might benefit in many different ways. As Lengkanawati states â€Å"we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students’ cultural background† (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target language and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning. All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. Then we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages. The association of local context and culture can be done in three levels: using local context and culture while learning English, Using the context and culture of the target language, and integrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with. In Barfield and Uzarski’s findings, â€Å"the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. † Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from one’s own. This methodology needs to be applied on the learners at least at the beginning. The learners must be given ample opportunities to interact in the target language. This is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to identify the target culture when we talk of English. This also indicates that even within the same language there is influence of local context and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners’ use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and pronunciation too. A pavement for the British might be sidewalk for the Americans. A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings than people from cross-culture sharing the same language. This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3. The emergence of a Global culture When more and more people start becoming familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integration should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be adherent to the post-modernist maxim of â€Å"think globally, act locally†. This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlook. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global Interpretation Barfield and Uzarski have a very interesting notion regarding language integration when they opine that even if an indigenous language is lost, which is happening at an alarming rate all over the world, through integration it can be preserved within another language like English. Interestingly, despite the loss or future loss of an indigenous language, the â€Å"roots† of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one. Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards dominance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership of the language. If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to truly make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures. To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural condition for the language to evolve into a Global Language. Such understanding and cohesion will provide â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms† (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends. It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner: first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are likely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Se cond, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicable in all communities. Therefore, how the integration is to be done should be tailored to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural format where local context and culture can be given more priority in the earlier stages of learning English language. Slowly, learning of the culture and context of the target language is to be achieved for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to be passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity. How to cite The Role of Local Culture and Context in English Language Teaching, Essay examples

Impact on Women and African-Americans free essay sample

These changes included more rights and jobs to many different men and women in America that would help change America into what it is today. At the time of World War I, Many whites were recruited in the military and sent to Europe. The result was a demand for workers in all types of jobs. Many African-Americans facing a plight in the south because of drought, loss of jobs, and racial discrimination immigrated to northern cities like New York, St.Louis, and Chicago. Between 1910 and 1930, over hundreds of thousands of African Americans moved. In northern cities African Americans could work at steel mills, munitions plants, stockyards, and the new automobile assembly line opened by Henry Ford specifically for African Americans. The African Americans that had moved to the city lived in poor slums, also known as ghettos. The African Americans usually lived in one-room kitchenettes. Many African-Americans took the opportunity to start new business such as hairdressing. With many African Americans succeeding in â€Å"areas of finance that whites considered too risky† . The whites discriminated against African Americans because African-Americans competed with whites for jobs because they work for less and are sometimes used as strikebreakers, or people who would be hired when workers in a union went on strike. Instead of Migrating to the north many Africans joined the effort to help the war. There were 2 sides that had different opinions about the war. On one side was W. E. B. Du Bois who believed that â€Å"African-American support for the war would lend strength to calls for racial justice. On the other side there was William Monroe Trotter, who believed that African-Americans should not support the American government who was racist towards the African-American community. Eventually 367,710 African-Americans were drafted into the war and were separated into black only regiments. Before the war many women worked as housewives and only worked in the textile industry. During the war, many men who went off to war got replaced by women in their workplace. Women now worked as sellers, elevator operator, chauffeurs, street car conductor, railroad worker, and even farm workers. Many women started working as telephone receptionists and telegraph workers, because many jobs believed that women were more apt than men to do that kind of work. The government also had the need for women to get government jobs. Government jobs open at the time were clerks, stenographers, and telegraphers. Because of World War I, many women were in demand in the job market and soon women enrolled in courses of higher education. Women started learning more about mathematics because women were dominating over the many industries at the time. Newspapers even started articles designed for women. With higher education some women even advanced in the medical field and law field to become doctors, lawyers, and bankers. When women started working in factories, they faced hardships in working conditions. There were dangerous fumes and explosive dangers. There was always the risk of accidental explosions. It was even harder for mothers because there were not any child care policies offered by many companies. Women soon began making unions, such as the National Women’s Trade Union League, where women met and found ways to help raise women wage and have better work conditions. Some women were among the soldiers in the battlefields. Many women who worked on the frontlines were nurses, and the usual requirements were 16 years of age and plain looking. Women who were nurses learned basic medical procedures and helped wounded soldiers with treatment and sometimes helped bath and organized time off for soldiers. Women also cooked in the frontlines as well as driving ambulances. The women effort in war also spread to the weapons industry. Many women worked with ammunition while men were gone. Women that worked with ammunition had to face dangerous working conditions in factories with explosives. Women worked well with machines and were soon renowned for their skills in operating and being fast learners. Women worked on spreading peace. Many women volunteered in the Red Cross and their facilities. The women in the Red Cross aided the war efforts by working as nurses, by rolling bandages, knitted, socks and worked hospitals for the military. Women also pushed for peace movements. A famous woman, Jane Addams was one of the founders of the Women’s Peace Party and was still actively participating even after the United States entered into the war. The impact of women on the war finally led to the 1919 pass of the Nineteenth amendment that was made to help the women’s suffrage cause, it said that states could not deny any citizen the right to vote because of their sex. In the 1920s most immigrants came from southern and Eastern Europe. Most of these immigrants did not speak any English and were therefore discriminated against. Anti-immigrant feelings arose because many of the Americans believed these new immigrants would not be loyal to their country. Soon organizations like the Committee of Public information (CPI) emerged. The CPI set up Loyalty leagues in other countries to promote more care for America among immigrants. We see that WWI helped open the doors for many opportunities to people of all sex and race. Women gained new rights and were more respected in the economy. African-Americans found more jobs, and immigrants learned about the Americas and its greatness even before arriving in America.

The Young Turks Essay Example For Students

The Young Turks Essay Through my research, of the websites and book listed in the works cited section of my paper, I have found that the Young Turks have been an important part of Turkish and Armenian history. The young Turks were a coalition of reform groups that led a revolutionary movement against the Ottoman Empires Sultan Abdulhamid the Second. They opposed him because of the absolute power he had, and because they wanted to eliminate foreign influence, and to restore Turkish pride. The Young Turks movement was started in the Imperial Medical college of Istanbul. In Istanbul it spread to other colleges including the military institutes. When Abdulhamid the Second, the Sultan of the Ottoman Empire, learned of their plot against him he exiled the students. The Young Turks fled to various cities in Europe. It was here that the preparations for their revolution took place. An important Young Turk was Ahmed Riza, who was part of the Committee of Union and Progress, which was an influential Young Turk organization. He pushed for a strong central government and he was against all foreign influence. When the Young Turks came to power these ideas were important in their policies. We will write a custom essay on The Young Turks specifically for you for only $16.38 $13.9/page Order now The revolution occurred when discontented members of the Ottomans Army, the Committee of Union and Progress, and another group called the League of Private Initiative and Decentralization all agreed to work together. The revolt took place in 1908. Ahmed Niyazi a member of the Third Army Corps led a small revolt against provincial authorities; other revolutionaries holding revolts that were inspired by Ahmed’s followed this. Since the Sultan could not rely on his military to support him he recalled parliament and in 1913 the triumvirate of Talat Pasa, Ahmed Cemel Pasa, and Enver Pasa gained power. Under the triumvirate the Young Turks major reforms took place. Their reforms led to a more centralized government; they promoted industrialization, and improved education. The Young Turks lost power in 1918. Hoping to gain political power they joined in on World War One on the side of the Germans, and the Central Powers. They did this thinking that Germany had a superior army. When the Young Turks realized defeat was coming they resigned their power and the Ottomans ended up signing the Armistice of Mudros ending Turkey’s involvement in the war. The Young Turks are important to Armenian history because of the treatment the Armenians received under their control. The Young Turks preached cooperation between themselves and the minority groups in Turkey before they gained power. When the Young Turks took control they did not follow their ideas of cooperation. In 1913 at the city of Adana 30,000 Armenians were killed. When World War One broke out the Young Turks looked at it as a perfect opportunity to dispose of, what they looked at as a problem, Armenians. The government intentionally tried to eliminate the Armenians. Armenian leaders were killed. The rest were forced to relocate into the deserts of Syria, Arabia, and Mesopotamia. During these marches many Armenians were flogged to death, burned, bayoneted, buried alive in pits, drowned in rivers, beheaded, raped, abducted into harems, or just simply died of exhaustion. This genocide, conducted by the Young Turks, took the lives of 1.5 million Armenians.Bibliography:Works Cite dBalakian, Peter. Black Dog of Fate. New York: Broadway Books, 1997. CedarLand. 20 Febuary 2001. The Armenian Genocide. 20 Febuary 2001http://www.geocities.com/CapitolHill/Parliament/2587/armenia.htmlEncyclopedia Britanica. 20 February 2001. Young Turks. 20 February 2001

buy custom The Process of Death essay

buy custom The Process of Death essay According to the Nurse, it is easy to map dying trajectories for terminal condition patients to suggest the process of death that a dying person goes through when a specific terminal disease is diagnosed. In most cases terminal illness like advanced cancer have a declining trajectory where the patients goes through a steady decline in health until death accrues. The nurse was however quick to note that serious chronic illnesses have a wavy trajectory with numerous peaks and valleys. Chronic illnesses will sometimes disappear and the patient will seem like he or she has recovered only to worsen after some time. According to both the nurse and the clergy, every patients dying process is very unique and sometimes without a pattern. Both interviewees agreed that the dying process of most of the patients begun long before they were admitted. The process usually begins after the diagnosis of the life threatening condition. The nurse indicates that the dying process is initiated when the patient learns that there is no chance of recovery from the condition and that the process of death ensues. The clergy envisions that the process of dying gives a patient time to work on his or her spiritual well being, since it reveals the inevitability of death and the frailty of human bodies. The clergy thus insisted that the best help that the dying can be given during the process of growth is a renewal of their faith and spiritual rigor. The nurse on the other hand believes that the knowledge that one ids dying robs a patient all enjoyment of life. To the nurse, the important thing is to give back the patient his or her self-esteem, dignity and positive outlook to life. Both interviewees agreed though that the agenda of caregivers ought to be geared towards facilitating a comfortable, stress free and even joyous final moments of a dying patient. This is important since as the condition deteriorates, the patient experiences drowsiness, unresponsiveness, confusion about common place things like time and identity of loved ones, visions of non-existent people, withdrawal, decreased socialization, low appetite, poor bowel and bladder control, cold, loss of vision, heavy and hard breathing etc. Even at such a time, the patient needs someone to talk to them with comfort and love. The caregiver must therefore understand the experiences of such a dying process and facilitate maximal comfort. Buy custom The Process of Death essay

5 Essential Aspects of a History Personal Statement What Do Admission Officers Expect

5 Essential Aspects of a History Personal Statement What Do Admission Officers Expect 5 Essential Aspects of a History Personal Statement: What Do Admission Officers Expect? What do you think a journalist, Louis Theroux, a TV presenter, Jonathan Ross, and the Prince Charles have in common? Just looking at the article’s title, you’ll ask all of them, like me, need to write a personal statement on History? To some extent, you’re right. But it is unknown whether they had to write personal statements, especially Prince Charles. In fact, these famous people have a History degree as it is mentioned in the list of Top 10 Celebrities with History Degrees. So, how to become an outstanding historian? For a start, write a successful admission essay to start studying at the top universities in the world that are presented by the World University Rankings. According to the Telegraph, History is the 10th popular subject. This fact creates fierce competition between students. As such, when you apply to university, devote all the efforts to your personal statement, besides GPA that is not less important as well. Keep in mind that you only have one chance to impress the admission committee. As a rule, a mediocre piece of writing ruins the entire application. 1.   Reasons for Studying History Much like any other subject, your History statement has to clearly highlight your reasons why you choose History. It is advised to list current sources of inspiration and to avoid telling trivial past tales that don’t accurately represent your interest in the subject. 2.   Engagement with History In your personal statement show how you love the subject. For example, you can include one or two historical topics that you find interesting. If you conducted your own research on these topics, you could be of great value. Besides, think of history books you most enjoy reading or what historical sites you visit often. 3.   Crucial Experience that Led to Your Choice This goes beyond stating that you passed History at school. What is your personal experience that connected you with History? Whether it is a life-changing visit to a museum or extensive reading, you need to not only describe your experience in as much detail as possible but you also need to explain how it influenced. 4.   Individuality A personal statement is supposed to reveal an author who wrote it. Think of the qualities that would make you different from other applicants. You should convince an admission officer that you are the most appropriate student. Dr Alice Taylor, an admissions tutor, explains what qualities are expected from a potential History student fluency in writing, an interest in reading and curiosity. You can recollect your childhood moments when you asked questions about how and why things happened. If you were such a child and continue to explore this world as before, tell it in your personal statement. 5.   Originality It means you shouldn’t use the standard phrase library in your personal statement, a kind of â€Å"I have passion for history†. Imagine how many hundreds of essays are read by admission officers where a student asserts he or she has a passion for history. Instead, describe what you’re going to do with a History degree in the future in such a way as to show your passion for what you will do. At American Historical Association, you can observe what careers you can pursue. Overall, a History personal statement serves as more than a description of your interest in the subject but as a gateway into your promising future. After you gained an insight into the keys of writing an admission essay, your chances to be enrolled to a university have increased. Moreover, our experienced specialists, who have professional skills in writing History personal statements, can maximize your chances of success by providing you with the best personal statement samples.

What Were the Consequences of the Enron Scandal Case Study

What Were the Consequences of the Enron Scandal - Case Study Example This case study represents a bold attempt to answer the question stated in the work's title: What Were the Consequences of the Enron Scandal? Enron, â€Å"a provider of products and services related to natural gas, electricity and communications to wholesale and retail costumers† represented one of the largest fraud scandals in history. As a result of the fraud investigations, the company was forced to file for bankruptcy in December 2001. While the bankruptcy of a small company is taken as a routine, Enron’s case is different as the company was ranked seventh by Fortune 500. During the 1990s, Enron expended quickly into several areas such as developing a power plant and a pipeline. This expansion, however, required large initial capital investments and long gestation period. By that time, Enron already raised a lot of debt funds from the market and hence any other attempt to raise funds would affect Enron’s credit rating. But Enron had to maintain the credit ranking at investment rate in order to continue business. On top of that, the company wasn’t making enough profits either, as it promised to investors. Hence, Enron began making partnerships and other special â€Å"arrangements† (Special Purpose Entity, or SPE). These companies were used to keep Enron’s debts and losses away from its balance sheets, therefore allowing it have a good credit rating and look good in front of the investors. Figure 1 How SPEs worked Adapted from Chary, VRK. (2004). Ethics in Accounting. Global Cases and Experiences. Punjagutta. The ICFAI University Pres., India, pg. 115 -$ millions- Year 1997 1998 1999 2000 Revenues 20,273 31,260 40,112 100,789 Total assets 22,552 29,350 33,381 65,503 Long Term Debt 6,254 7,357 7,151 8,550 Shareholder's Funds 5,618 7,048 9,570 11,470 Table 1 Enron's Financial Highlights Adapted from Chary, VR. ((2004). Ethics in Accounting. Global Cases and Experiences. Punjagutt., The ICFAI University Press. India. pg. 119 Enron's goal was to bypass the rules of consolidation and still increase credibility. If a parent company (in this case Enron) financed less than 97% of an initial investment in a SPE, it didn't have to consolidate in into its own accounts. If properly done, the legal isolation and the third party control over the SPE, reduce the risk of the credit. Therefore, off-balance sheet treatment of such a SPE involves enough third party equity. The third party's equity must be "at risk", otherwise the transferor would be required to consolidate the SPE into its own financial statements. Up to end of 2000, no one pointed fingers at Enron. For 2000, the corporation reported $101 billion revenue and the auditors gave a clean report. But, at this stage, Enron announced its intention that during the third quarter of 2001, it would book a loss of $1.01 billion and, at the same time, reducing shareholders' funds by $1.2 billion as a result of correcting accounting errors in the past. After a long trial, Andrew Fastow, the former Enron finance executive has been sentenced to six years in prison. Fastow pleaded guilty for fraud and money laundering in 2004 and also became the chief whiteness in the trial against Jeffrey Skilling and Ken Lay. His testimony helped convict Lay (who died in July 2006 after a heart-attack) and Skilling, who was sentenced to 24 years in jail. In May 2006, the latter was found guilty on 19 counts of conspiracy, fraud and inside trading over Enron scandal. Skilling was found to have orchestrated a series of deals and financial scheme which later

Music ethnography Essay Example | Topics and Well Written Essays - 1250 words

Music ethnography - Essay Example In a special interview of one of the natives who claimed to have attended every Pow Wow Festival since he was five years old, he said the festival often takes a whole week. Whereas this still takes place, the March event was not one of the special occasions that called for a week’s celebration of dances, music and culture of the First Nationals of America. Obtaining historical information about the event that has become popular over the ages was easy given the fortunate friendship I struck with the old man (probably 76 years). He had so much interest in the event that his knowledge of every detail of the event was more refined than obtainable in a cultural encyclopedia. Abukcheech Adahy explained the significance of the event from its origin. From the senior native’s knowledge, the word â€Å"powwow† comes from Naragansett term â€Å"powwaw† that has the meaning of a â€Å"Spiritual Leader†. It is used to describe a gathering of Native Americans of any tribe. Abakcheech is a member of the planning committee for Pow Wow Festival, and he revealed that planning for the occasion begins close to a year before the event. In essence, Pow Wow Committee starts planning for the following years as soon as one festival is over. For this year’s event, the festival was sponsored by assortment of colleges and unive rsities, American Native Communities within California, Tribal Organizations, American Native Club and Native American Studies Program. Performance on the occasion is highly choreographed and organized. The Pow Wow Committee is responsible for securing location of the event, hiring head staff of the event and recruiting vendors to sell merchandise related to the cultural occasion. These include foods and artifacts as well as costumes and traditional attire that the performers use in the event. The head staff of Pow Wow Festival is usually chosen as an honor to a person’s dedication to the

The Business Environment Essay Example for Free

The Business Environment Essay In this assignment, I am going to be exploring the purpose of Tesco and The British Heart Foundation. I will be looking into the influence of stakeholders and how the businesses organise themselves through strategic planning and organisational structures to achieve their purpose and aims. Tesco is an international Public Limited Company. Tesco has over 500,00 employees in 12 countries. Under the Tesco Group there are a number of sister companies such as Tesco Ireland, Tesco Poland and Tesco Lotus. In addition, Tesco offers other services such as Tesco Bank which is also a part of the organisation. [1] From my research, it states that Tesco is a part of the tertiary sector as it is retailing by selling a range of products from groceries to electronics. Tesco also offers services such as loans with Tesco Bank .In my opinion it’s also is a part of the secondary sector . For example, Tesco bakes fresh bread on site and then sells in its sorts so therefore it is a part of both of these sectors. Additionally Tesco has its own Mobile Network which offers Pay as you go and Pay Monthly options. You can also buy mobile devices such as the iPhone 5C. [2] The British Heart Foundation is a national Charity (Not-for-profit organisation) in the tertiary sector. TBHF has approximately 20,00 volunteers in its 765 stores in the UK. [3] Apart of these stores are volunteers but they also have paid managers and assistant managers. The stores rely on donations from the public to sell products in its shops. They have some specialised Furniture stores that solely sell furniture. They also sell a wide range of items in its standard stores for the home such as ornaments, kitchen goods and various other items. Tesco is a Public Limited Company. This means that the stakeholders will have limited liability to the company. Therefore this separates the stakeholder’s personal assets from Tesco. For example, if Tesco became into debt and was to close, the Chief Financial Officer Alan Stewards House and car wouldn’t be taken away to clear the debt as the company has limited liability. The success of Tesco depends on how much profit is made. This then reflects the dividends that the stakeholder receives. This would then affect the operations of the business. The British Heart Foundation is a Charity. This type of organisation has unlimited liability. As a trustee, director or officer, they are in a very vulnerable  position. These individuals are liable for the outcome of all decisions and actions of The British Heart Foundation. To protect these individuals there is an indemnity which insures them if they are deemed liable.[8] Even though it’s a not for profit organisation, if limited profit was made, it would affect their operations by the charity not being able to put money back into helping and researching for The British Heart Foundation. Tesco’s Aims and objectives; †¢Offering customers the best value for money and being competitive on prices †¢Meeting the needs of customers by constantly looking for, and acting on, their opinions regarding innovation, product quality, choice, store facilities and service †¢Providing shareholders with progressive returns on their investment improving profitability through investment in resourceful stores and distribution depots, in productivity improvements and in new technology †¢Developing the talents of its employees through sound management and training practices, while rewarding them fairly with equal opportunities for all †¢Working side by side with suppliers to build long term business relationships based on strict quality and price criteria †¢Participating in the national food industry policies on issues such as health, nutrition, hygiene, safety and animal welfare †¢Supporting the community and protecting the environment [4] The British Heart Foundations Aim Objectives; †¢To develop research into the causes of heart disease and improved methods of prevention, diagnosis and treatment. †¢To provide vital information to help people reduce their heart health risk. †¢To urge for government policies that minimise the risk of heart and circulatory disease. †¢To help achieve the highest possible standards of care and support for heart patients. †¢To reduce the inequalities in levels of heart disease across the UK. [5] Tesco has a number of stakeholders in the company. A stakeholder is someone that has an interest in the business. A stakeholder would be interested in how the business is run and the decisions the business makes. StakeholdersBritish Heart Foundation A customer would buy from The British Heart Foundation to buy goods at cheaper prices. Customers would also shop there to support The British Heart Foundation cause. Without customers going into the store to by the products, The British Heart Foundation would not be able to meet their main objectives of researching into the causes of heart disease and providing this vital information for people to reduce the risk of their heart health as they wouldn’t have the funds to meet these objectives. Tesco Customers An individual that buys goods or services from a business.A customer would shop at Tesco to seek products of a high standard for low , competitive prices. In addition, they would shop solely for the convenience of having all there buying needs in one place. Without customers , Tesco would not be able to sell their products or services so they would fail there objectives to offer a high quality service at competitive prices and offering their shareholders competitive returns. This would mean that without profit, they would fail to meet their objectives. Employees An individual that is employed by a business for a wage or salary to provide work in exchange.At The British Heart Foundation there are employees such as management that are paid for their work but also The British Heart Foundation have Volunteers that offer to work for free to help the cause. Normally volunteers are young people that are trying to gain work experience nevertheless there are people of various ages that work as volunteers to help the cause they are passionate about. These employees and volunteers are vital in the running The British Heart Foundation as without these people, they wouldn’t be able to run stores to retail in and therefore not be able to raise money to help the cause . So this would influence the completion of their aims and objectives of developing and researching.Tesco employees are vital to the company . They  help with Tesco’s high volume of customers and providing these customers with a quality service . Tesco values its employees and offers all kinds of benefits for working for the company such as a staff discount card, health care discounts and pension plans. [6]. Tesco would not be able to run without its employees as they wouldn’t to be able to sell or provide the services Tesco offers. In addition, without its employees , Tesco would fail to meets all of its aims and objectives as they wouldn’t be able to provide the service they do , they wouldn’t be able to offer value for money, Also they wouldn’t have any shareholders as without profit; nobody would invest and they wouldn’t be able to offer training to keep up these standards they wish to upkeep. Trade Union [7] A Trade Union is an organisation formed of workers in a trade or profession to help protect the rights of employees.A Trade Union can offer support to its members for employees and volunteers. It enables these individuals to be heard and not be treated unfairly within the work place. If there wasn’t access to trade unions then some people may be treated incorrectly in the work place so it would cause people to leave or may not even work or volunteer for The British Heart Foundation at all. Even though volunteers do not get paid, trade unions can make sure that volunteers are treated as any other member of staff so there is equality in the business working environment. By giving people that the safety net of a trade union, it encourages people to apart of the organisation because if there weren’t any employees then The British Heart Foundation would fail its aims and objectives. A Trade Union can offer support for Tesco’s employees .It enables these individuals to be heard and not be treated unfairly within the work place. If there wasn’t access to trade unions then some people may be treated incorrectly in the work place so it would cause people to leave or may not even work for Tesco. Tesco employees want a secure job with an opportunity for promotion. . By giving people that the safety net of a trade union, it encourages people to apart of the organisation because if there weren’t any employees then Tesco would fail its aims and objectives as they wouldn’t to be able to provide the services they do to make a profit. Suppliers A supplier is a party that supplies goods or servicesThe Items that are sold in The British Heart Foundation shops are supplied by the public through donations. People donate to the cause so The British Heart Foundation can re-sell those items to raise money for the cause. If people didn’t donate then The British Heart Foundation wouldn’t be able to raise money to fund to develop research on finding cures for heart related health issues and to inform people on these issues and prevent those individuals. Without the funding, they would fail their aims and objectives.Tesco has various supplies for its wide range of products and services. Generally Tesco has so many stores, it can buy products in bulk at very low prices per unit so they can sell to customers to make a profit. Without the suppliers of these products, they wouldn’t have a business platform or selling point. The suppliers have a somewhat control over Tesco as if they would to put their prices up then Tesco would have to reflect that in their final retail price but one of Tesco’s aims is to provide quality products at low prices. So Tesco has to closely negotiate and monitor its products to fulfil there aims and objectives. Owners An owners is an individual that owns a business. In a company it would be the shareholders. These are the people that have a financial interest in the company. Owners want to make as much profit as they can to increase the value of their business. Employer Associations An employer association is someone what a trade union to the employers. This association has the employer’s best interests at heart. Local And National Communities The Local and national communities have a big impact on organisations. The Local people will be the people who make or break a business as some of which will be their target market. Government The government wants businesses to be successful so they will be applicable to pay tax. They also want to create jobs so people don’t go into the benefit system. Evaluation I am going to evaluate the influence that stakeholders exert on Tesco. Customers Customers have a major influence on Tesco. Customers are the source of profit from buying products and services. Even though a customer may seem loyal to Tesco, they are seeking the best bargain in the market. For these customers to remain loyal, Tesco must monitor their prices constantly and be fully aware of their competition. For Tesco to survive in the market, they focus on loyalty and somewhat depend on loyal customers. Tesco offers customers various promotions like buy one get one free and other promotions. They also offer the club card which is a loyalty card which they can receive discounts and collect points to spend in store. Tesco is a great example of relationship marketing at its finest and have flourished unlike other companies which have failed. Due to people being tight on money, there is a huge demand for cheaper products so Tesco will try to be the cheapest in all of its stores and if it is cheaper than another competitor such as Sainsbury’s, then it will encourage customers to shop with them. [9] Employees [10} Employees are very important in the overall running of Tesco. They play a very important part of the company with having over half a million worldwide employees. The main thing employee’s seek are wages and job satisfaction. When recruiting, Tesco must be careful on who they employ as it could have a big impact on the company. They will be representing the company and if they are not enjoying the job and fulfilling their position, then things could start to go wrong. They also have a huge influence as if employees  were not happy with their wages or working conditions then that would reflect on their work due to lack of motivation. Tesco uses motivation as a method to improve employees working performance. For example, if people were to be treated bad by long hours and no pay, then they would leave the work place and find another job. This would also be bad publicity for the company and could build up a bad reputation. For example, in 2009 employees in Ireland threatened to strike because workers supposedly were working for twenty five to thirty hours and this was below the minimum hours in their contracts. This strike could have put a bad reputation on the company Suppliers Suppliers are also a vital stakeholder and have a big influence on any organisation. Suppliers are mainly interested in; †¢Constant Growth of purchasing †¢Long Term Contacts †¢Prompt Payment Suppliers can influence prices of the product, the quality of the product, and the product itself. This would mean that if the supplier suddenly put their prices up then Tesco would have to raise their prices in store to cover their costs. The suppliers can affect the availability of the product by the production time and delivery time. If suppliers could provide the numbers and time slots as stated on their contract, a company like Tesco couldn’t use them as have a high demand and they always must be fully in stock. As shown on Tesco’s corporate website it is clear that Tesco serve thousands of customers every minute. Each shopping trip is based on a foundation of trust placed by Tesco’s customers, who expect them to trade responsibly. Tesco know over the last year that this trust has been tested. Tesco also know that what they offer their customers depends on how they work with their suppliers. They are aware also that the industry is changing and, as Tesco continues to grow the business, they need a strong supply chain more than ever. They need partnerships with trusted suppliers who they can work with to innovate and to deliver high quality, safe products that are responsibly produced. Tesco believes better relationships deliver both a better shopping trip for customers and sustainable businesses throughout the supply chain. Tesco regularly ask their customers and stakeholders around  the world what they think about them and where they can improve. Customers tell them that food and product safety, pricing and protecting their data are their current priority concerns. Tesco’s customers want them to give them products that are safe and honestly labelled. They also want the pricing to be fair, accurate and honest. [11]

Dandelion Information :: essays research papers fc

Scientific name -Kingdom-Plantea, Phylum- Tracheophyta, Class- Angiospermae, Order- Asterales, Family- Asteraceca, Genus- Taraxacum, Species- officialeDescription - The Taraxacum officiale is a perennial herb that grows from two to eighteen inches tall they are a stem less plant and all parts of the plant contain a milky juice. The leaves are an olive or a dull yellowish color, and smooth with ridged edges where it got its common name, dandelion from the French words "dent de lion" which means lions tooth. The stalks are simple smooth, brittle and hollow. The flowers are one and a half-inch wide and a golden yellow color. The flower blooms from April to August, from 6am to 8pm. They have taproots that can grow up to three feet long in soft soil. There are about 150 to 200 flowerets that are strap shaped that make up the flower.Habitat - Their habitat is in the Northern Temperate Zones located in Europe and Asia. Then the colonists from Europe brought in to America. The pla nt usually grows lawns.Life cycle - The life cycle of the dandelion is when the adult is mature enough the flowerets turn into seeds with a fluff on it. This fluff enables the seed to be picked up the wind to carry it away from the parent plant.Importance - The dandelion has many little known uses to people. Like the roots are bitter, but they can be boiled put into salads when they are young, or they can be used as potherbs. The roots can be roasted and used as a substitute for coffee. The milky juice is used in some tonics for disorders in the digestive system and the liver. The flower stalks can be yields some rubber in the form of threads.

Marxism in the Grapes of Wrath bye John Steinbeck Essay

Capitalism was chosen as the best economic system when the founding fathers were trying to determine the future of America. A capitalist is someone who owns a production system and who gains money through misusing the effort of workers. Through capitalist economic relations, socialistic ideas are broken down to bias earnings of an individual. Through creating such divisions as the upper, middle, and lower class, the theory of Marxism analyzes what ways capitalism can be used against the people. In the Grapes of Wrath, John Steinbeck confronts this ideal and reveals what he believes regarding this subject. The Marxist theory of criticism examines the economic and governmental system that Steinbeck uses throughout the novel and reveals that Steinbeck does indeed believe that capitalism is naturally flawed. Steinbeck starts his grand confrontation with capitalism, by creating the feeling that there are two classes with a third stuck somewhere between. In the start of the novel, Tom Joad wants to hitch a ride with a driver who has a â€Å"No Riders† sticker on the truck. Tom make the driver become tied and twisted in his emotions and moral feelings when saying, â€Å"sometimes a guy’ll be a good guy even if some rich bastard makes him carry a sticker†¦the driver considered the parts of this answer. If he refused now, not only was he not a good guy, but he was forced to carry a sticker, was not allowed to have company† (7). The driver is forced to believe that in order to be a â€Å"good guy,† he must put aside pride and help out a fellow man. Tom tries to make the driver realize that a man does not need to work for â€Å"some rich bastard† to be a decent person. It is also interesting to note that Steinbeck sees that â€Å"power corrupts, absolute power corrupts absolutely†. He shows that those who have higher authority tend to take advantage of others for their own selfish desires. One character of the intercalary chapters notes that the greed of the upper class dominates society and says, â€Å"You go steal a tire and you’re a thief, but he tried to steal your four dollars for a busted tire. They call it business† (81). Using â€Å"he† can come to represent the strong business owners because its shows the marketing techniques used then. Businessmen would try to take everything away from those who were just trying to make ends meet. By saying that â€Å"he tried to steal your four dollars for a busted tire,† means that they only take for their pleasure and their corrupted desires. This motif of the separation of the current society  into many classes based on greed shows how deeply ingrained it is and then shows how deeply it affects everyone. Steinbeck delegates blame of the complete and utter misfortunate of the lower class onto the upper class. While looking for a job, Uncle John and Pa start speaking to a group of men about work, and the men respond by saying, â€Å"You can’t feed your fam’ly on just twenty cents and hour, but you’ll take anything. They jes’ auction off a job†¦pretty soon they’re gonna make us pay to work† (352). The upper class promises the other fortune, food, and other physiological needs for their families and through this completely and utterly dictates every single move of the lower class by dominating their basic needs that must, absolutely must be met. He then projects a specific quality and image to represent the upper class. â€Å"The Bank-or the Company-needs–wants–insists–must have–as thought the Bank or the Company were a monster†¦they were men and slaves, while the banks and machines were masters all the same time. Some of the owner men were a little proud to be slaves to suck cold and powerful masters† (32). The reason the banks and companies are symbolized as monsters is because they consume profits and interest on money. If no provisions are given to this monster, this master, then its â€Å"slaves† would not be taken care of either, so it feeds from the weak. This is just another way in which those with the power can dominate the lower class through the basic needs that everyone has. It is through many other instances that follow the same pattern as the others that Steinbeck shows how the upper class completely dominates all aspects of society and the living of everyone else. From every corner of the novel drops the contempt that Steinbeck has for those who completely disregard the needs of others in order to profit. To this end, Steinbeck uses the camps to show how he believes that society should currently be operating. In Weedpatch, the Joads gathered at camp with everyone else and noticed something different about the atmosphere. â€Å"There grew up a government in the worlds a Man who was wise found that his wisdom was needed in every camp; a man who was a fool could not change his folly with this world† (197). This scene showed how the families united as one under their own governing. It showed that each person was equal to the next,  falling away from this class defined society. Steinbeck headed towards socialism with this quote, opposing capitalism and its errors labeling a person and their family. By uniting, it seemed as though more work was able to get done and more people enjoyed a feeling of freedom. Families were able to get away from a higher authority and be able to work and think for themselves. Finally, an answer is presented to the question and problems, which Steinbeck had been building up, through the simple connection of the many ideas that flowed through this novel. Through the suffering and misery that is faced by the farmers, Steinbeck sets the concept of separation of class based on luck and circumstance; the greed of those in command then does not allow for any change of any type to occur at all. The power that lies in the hand of the upper class has been abused and used to abuse those that it was meant to help. The greed that prevails throughout all instances of merchant dealings throughout this novel indicate that this is the basis and the only true representative of the upper class; through the struggles of the other people, Steinbeck believes that there is much more to life than simple materialism. In Weedpatch, he shows that once people can shed pettiness and greed that capitalism fosters, they are able to connect and create something much better. From the first event of the novel to the last, Steinbeck focuses on showing the flaws of capitalism and providing a better solution to the problem that plagues the majority of the nation. Socialism will work where capitalism will not, one is based off of the unanimity whereas the other focuses on the few individuals that are able to exploit their greed and disregard for civilization to the extreme.

Elements of Democracy and Constitutionalism Essay

The 16th president of the United States of America explained it succinctly. Democracy, that is. Democracy is a government system adopted by many nations. It is perhaps one of the oldest forms of political rule, one that transcends over time.. Democracy and constitution are just two of the numerous theories that origin in Greece, one of the oldest cradles of civilization. Democracy takes its root from the Greek word which means rule by the people (Johnston, 1987). It is different from other types of government system such as dictatorship or totalitarian (1987). Democracy occurs when people choose its government, or those who will lead them. Democracy dates back to prehistoric times. Some anthropologists, for instance, have unearthed democracy in tribes (1987). It is called â€Å"primitive democracy† wherein a tribal council rules a certain tribe (1987). The council is usually composed of families and clans (1987). The Iroquois Confederacy, which ruled some parts of the United States, is another example of democratic institution (1987). It is even said that the Confederacy contributed to the creation of the US constitution (Cook, 2000). Democracy has several political, economic and social characteristics. One of its vital political characteristic is that men are equal before the law, meaning everyone is entitled to equal right, to participate in all political decisions (Johnston, 1987). Each has the right to vote or choose. During the Athenian government, adult male citizens convened to address public issues. As democracy continued to become popular, especially in Europe and America, the right to vote was adopted, but was limited to male land owners (1987). It was only during the 20th century, wherein women in nations practicing democracy were given the right to suffrage (1987). Another prominent element in democracy is freedom of expression. This pertains to the liberty to express one’s self through speech, press and assembly (Johnston, 1987). Through freedom of expression, views on certain issues would be addressed. The English, French, and American revolutions were geared towards achieving freedom of expression (1987). Basic to democracy is the idea of majority rule. In a democratic nation, a consensus should be achieved. While the majority is generally followed, minority rights are also taken in consideration (Johnston, 1987). The minority’s purpose is not to contest the majority but to give alternatives (1987). Furthermore, one economic characteristic of a democracy is to have equality not just in political areas but in economic as well. Democratic nations have labor unions to address the welfare of the workers (Johnston, 1987). Some countries like the United States passed laws on regulating employment-related issues such as wages and Social Security (1987). Likewise, democracy affects the social distinctions of a nation. Democracy curtails differences on sex, wealth, birth, race and religion (Johnston, 1987). The 14th Amendment to the United States, for example, states that a citizen must be granted all rights (1987). In Greece where the term democracy derived, democracy arose when the middle class comprising merchants, started to gain power (Johnston, 1987). It used to be that tribal systems were dominant in Greece (Rabb, 1987). The period, which was known as â€Å"Age of Kings† had mini-monarchies in Greece (1987). However, by 1000 BC to 500 BC, people started to rethink about the government. By this time, the idea of popular government had started to crop up (1987). A popular government is defined as a government wherein people should not be under the control of others (1987). This popular government concept is the precursor of what is not democracy. Athens was the place where the Greeks first experience democracy (1987). As stated earlier, Athenian democracy practiced voting, although was limited to citizens and men only (1987). It was also during this time that Socrates, the great Greek philosopher, was sentenced to death (1987). When Alexander the Great of Macedonia conquered Greece, the popularity of democracy faded. During the Roman period, the Roman tribune was tasked to stand in for the people or the plebian (Johnston, 1987). The plebian comprised the lower class. It was the Romans who idealized that citizens should be equal before the law (1987). In 16th century, the growth of European trade proved to be a platform for democracy to expand (Johnston, 1987). Throughout Europe, the rising middle class started demanding for recognizing their rights (1987). In England, for instance, free enterprise capitalism developed (1987). In France, advocating on democracy was prohibited especially since the country had absolute monarchy as its type of government (Johnston, 1987). However, some French writers and philosophers started propagating the idea of democracy (1987). Voltaire wrote on the freedom of speech; Baron de Montesquieu drafted a model of a government structure wherein the executive, legislative, and judicial branches are of equal power; and Jean Jacques Rousseau advocated on an equal society (1987). These are just examples of ancient democratic practices. Another Ancient Greek political idea is the constitution. The great Greek philosopher Aristotle used the term constitution to pertain to government forms- either good or bad (Safra, 20002). According to Aristotle, monarchy and aristocracy are good constitution whereas tyranny, oligarchy and democracy are bad constitution (2002). A constitutional government has several elements-procedural stability, accountability, representation, division of power, openness and disclosure (Safra, 2002). Procedural stability means that basic laws of the government must not be changed randomly (Safra, 2002). The government must provide it citizens the laws so that its citizens would know the consequences (2002). Accountability pertains to the government’s responsibility to its citizens (Safra, 2002). It is executed through processes such as elections, fiscal accounting, and referendum (2002). Representation states that the people who have been elected should serve as representatives of their constituents (Safra, 2002). Elections ensure that citizens are well represented by those elected. Constitutionalism allows division of power [of legislature, executive, and judiciary] to ensure check and balance in the government (Safra, 2002). Since democracy sits in constitutionalism, there should exists openness and disclosure in the government. Citizens cannot participate in a constitutional government if they are not privy to the workings. It is therefore necessary to have openness and disclosure in the government, to have access to pertinent documents. Constitutional government has been practiced by several countries. Former colonies of Great Britain in Asia and the Caribbean such as India and Nigeria had adopted constitutional form of government (Safra, 2002). European countries such as France, Germany and Italy have likewise adopted this form of government. In France, for example, its previous government had been absolute monarchy. The constitution of the Third Republic was established in 1870 (Safra, 2002). It was followed for roughly 70 years until the German invasion (2002). In the constitution of the Fourth Republic, the average cabinet life became shorter because the government had to deal with the Algerian independence movement (2002). The constitution of the Fifth Republic provides power to the president to abolish the Parliament (2002). The U. S. constitution, on the other hand, copied most of its phrases from the British constitutional vocabulary (Safra, 2002). The English constitution was the effect of custom rather than a premeditated consultation. Parliament was the product of the Curia Regis or the King’s Council (2002). The US constitution was amended for its own use. The constitution states that the US government has three branches – executive, judicial and legislative. It was signed on September 17, 1787 (Constitution of the United States, 2000). The US constitution serves as the foundation of the US government. It is divided into three parts- the preamble, articles and amendments (2000).

Freud COM 315 Essay

Freud COM 315 Essay Freud COM 315 Essay Freud interpreted dream, within his study he discovered psychoanalysis of dream. He explained the way our mind and thoughts are interpreted when we sleep. Freud claimed that repressed some of our dreams without even knowing. He also related many sexual relationships to our dreams, these sexual stages started when we were babies and lead up to our current age. Freud focuses on symbolism, symbolism in dreams played a major role in understanding, this gave the dreamer a better understanding of there dream and left no room for what this symbol meant: â€Å"Symbols are stable translations, they realize to some extent the ideal of the ancient as well as the popular interpretation of dreams, from which, with our technique, we had departed widely.† Another analysis is he claims we have a ‘manifest dream’, this is the part of the dream that we choose to remember. The ‘latent dream’ is where there is hidden meaning. Also along with symbolism, is the sexual symbol on our dreams, like an oven represents a child in the womb and trees and umbrellas can be related to male genitalia. Children and siblings in dreams can be seen as animals. A criticism on Freud’s work claims, â€Å"We are not, aware of everything that is going on in our minds, only that we are aware of little that is going on in our minds, only a small portion of our mental life is accessible to us.† We don’t know what these dreams means, which relates to the ‘manifest dream’, were the unconscious disguises the dream so we don’t know and never will know the inner meaning. Many people criticize Freud’s theory and say it’s â€Å"ridiculous†, â€Å"pencils and cigars as penises is simply absurd.† I believe this in trying to relate my dreams to what goes on in my life just doesn’t make sense. I try to just think of my dreams as media, just made imagery from my mind, something to keep me sleeping throughout the night, ‘sleep entertainment’, much like the entertainment we watch on television. If I dream of a an oven and baking, does this relate to birth (bun in oven), I d on’t think so, I use my oven everyday to cook â€Å"an oven is just an oven,† or as the criticism of Freud says, â€Å" Sometimes a cigar is just a cigar.† When fairytales plays a role with dreams it has been said that a king and queen can be related to one’s mother and father. A person looks to their parents as these powerful fairytale characters in their dreams. I have to partly disagree because i grew up without parents and it’s hard for me to make a king and queen symbolize parents when I had my grandmother raise me. As for my daughter, who has grown up with the ‘norm’ mother and father, she may dream of kings and queens and relate this to my husband and I. Freud says that dreams have narrative structure just like the movies we see, so this is why he believes they have so much meaning just as the shows we watch. The

ACT What To Do

Are You Smart But Scoring Low on the SAT/ACT What To Do SAT / ACT Prep Online Guides and Tips Are you a high achieving student who’s used to getting good grades in school?Were you expecting a similarly high standardized test score and were disappointed whenyou got your scores back? I have two pieces of good news: 1. You are not alone; this problem is a lot more common than you probably think. 2. There are ways to improve your test taking skills and raise your score.This guide will go over the most common reasons smart students get low scores on standardized tests and give step-by-step guidelines for solving the problem. Why Do Smart People Not Always Score Well on Standardized Tests? Getting good grades in schooldoes not automatically translate to doing well on standardized exams because these exams are often quite different from tests you take in school.Unlike most school exams, standardized tests: Cover multiple subjects. Unlike just studying for a math test in high school, standardized tests cover math, literature, writing, and science all in one test. This means that you have to study a much wider variety of subjects than you would for a typical school exam, which can be challengingand time-consuming. Are divided into strictly timed sections. This makes standardized tests more difficult because you need to work through the questions faster and often don't have as much time to check your work. Often include misleading questions and answer choices. Most tests you take in school are fairly straight-forward, but standardized tests often include trick questions or answers, which means that even if you know the material, you can still get fooled and end up choosing the wrong answer. There is also typically a lot more pressure to do well on a standardized exam than there is to do well on any single test you take in school because ACT and SAT scores are an important part of college applications. There is no one reason why smart students sometimes get low scores on standardized tests.Below are five scenarios that cover nearly all the reasons top students may not be getting the scores they want on the ACT or SAT.For each scenario, the underlying problem is explained, and steps are provided to help solve the problem and avoid it in the future. Scenario 1: Studying the Wrong Way This May Be You If: You prepared for the exam, had enough time to answer all the questions, and didn’t feel overly anxious, but still got a lower score than expected. It’s possible, and even fairly common, for you to put in a significant amount of time studying for a standardized test and still not get the score you want. If this is the case for you, and you’ve ruled out the other scenarios as possibilities, then you may need to change the way to study for the test.Even if you are a star math student at school, that doesn't automatically translate to getting a high score on the math section of a standardized test because standardized tests are longer, cover more material, and can ask questions in ways that seem confusing or misleading.This means that your methods of studying for your classes at school may not get you the score you want on a standardized test. How to Solve: If you're studying for a standardized test the same way you study for a test at school and it isn't getting you the results you want, then you need to change your study methods. Unlike school exams, for standardized tests you need to know not onlywhat topics they'll test you on, buthowthey'll test you on those subjects, which means you need to become familiar with standardized test questions and how they are worded. The best way to do this is to answera lot of practice questionsand get used to the way questions are asked. Take officialSAT practice testsor ACT practice tests to have the highest quality and most realistic practice questions. You should also review each of the questions you answered incorrectly or guessed on and learn what mistake you made. Reviewing your answers also lets you see which subjects you need to spend the most time studying so you can get high scores across the test. Check out our guide on the best way to review missed questions on the SAT or ACT.We also have a wealth of resources that cover all aspects of SAT preparation and ACT study tips. If you've been studying on your own and not getting the results you want, you may also want to consider hiring a tutor or using an online resource such as PrepScholar. A tutor may be able to help if you're having difficulty studying on your own. (Tulane Public Relations/Flickr) Scenario 2: Didn’t Study Enough/Overconfident This May Be You If: You took the test without any or a lot of preparation because you didn’t think you needed to practice. You may be used to acing tests and papers in school without ever needing to study beforehand.This attitude is common among high-achieving students, and many expect to do just as well when they take a standardized test. However, standardized tests are a special breed of exam andfor students who don’t have a lot of practice with them, they may not be used to the types of questions being asked.Test makers also make some questions and answer choices deliberately tricky and misleading, and if you aren’t used to that style of exam, you may be falling for their tricks and selecting the wrong answer choices. How to Solve: Practice! Set up a study schedule for yourself so you're better prepared for the next time you take the test.To get you started, check out our guides onhow long you should study for the SATandhow long you should study for the ACT. You should also take3-4practice tests to get used to the types of questions these tests ask and how they ask them. For every question you answered incorrectly, look it over to see what you did wrong and how you canavoid making the same mistake in the future. Scenario 3: Over-Thinking the Questions This May Be You If: You spend a lot of time going back-and-forth between answer choices and struggle to pick the correct option. There are specific answer options on these tests designed to look almost like the right answer, and you may think they could be the right answer if you argue their case enough.In school, you may be able to support your answer with a strong enough argument to get it accepted by the teacher, but this doesn’t work with standardized tests.For these tests, test makers are only interested in the rightanswer, not an almost-right answer. This problem is particularly common on inference questions for ACT and SAT reading sections. In class, you may be able to infer something from other things you’ve readoryour own life experiences, but on a standardized test, every correct reading answer will be supported by the text, even inference questions. This confusion can also happen on other test questions, such as second-guessing yourself on sentence completions, making easy math questions more difficult than they need to be, or assuming there must be an error on every writing question. How to Solve: Remember that each question on a standardized test has only one correct answer, and every other option is unambiguously wrong. For reading questions, evenif you feel that a certain answer choice is better, if you don’t see any evidence inthe text supporting it, then it isn’t the correct answer. You should be able to point to a line or passage in the text to support every answer you choose. For all test questions, ifan answer choice is even the slightest bit incorrect, then it is not the correct answer. Move on to other answer choices and don’t let yourself waste time by trying to convince yourself that it’s correct.Read our guides specifically on inference questions for reading sections of the ACT and SAT. We also discuss how to choose correct answersfor other SAT questions and ACT questions. Don't overthink standardized test questions. Scenario 4: Anxious Test-Taker This May Be You If: You felt confident and prepared before the test, but once you start taking the exam, you get nervous and second-guess yourself. Sometimes you know all the information and tricks, but when it’s test time, you psych yourself out and let your nerves get the better of you.It’s easy to put a lot of pressure on yourself when you take a standardized test becauseit can be very important for your future. Overachieving students can be particularly susceptible to this problem because they feel like they have to get a top score in order to get into the best colleges.Feeling stressed or anxious while taking the test can cause you to make silly mistakes and forget information and strategies you’ve learned. How to Solve: The best way to combat this problem is to take a lot of practice testsandmake the conditions as real to the actual test as possible. We have guidesto help you take practiceSATs and ACTs under the most realistic test conditions. The more familiar something is, the less anxiety it will cause.If you are not yet a senior and feel that you may have a problem with test anxiety, consider taking the PSAT or ACT Aspire. Both of these tests are very similar to the SAT and ACT, respectively, and they will give you a low-risk way to become more familiar with standardized tests. Also remind yourself that your standardized test score is only onepart of your college application, and you are free to take a standardized test more than once.Check out our guide tomanaging SAT anxiety (you can use these same skills for the ACT). Scenario 5: Poor Time Management This May Be You If: You know how to answer the questions, but repeatedly run out of time on exam sections. I struggled with thisproblem for a long time. To prepare for the SAT, I had studied, knew the types of questions I’d be asked, and was ready for their tricks, but I was constantly running out of time.Standardized tests usually cram a lot of questions into a short amount of time, and manystudents have trouble answering all the questions before time runs out. This can be especially difficult if, like me, you’re somewhat of a perfectionist and like to make sure of each answer and double-check everything.I was used to having enough time to finish exams at school, and the time crunch on standardized tests threw me for awhile. How to Solve: The best way to solve this problem is to take a lot of timed practice tests. You’ll get more used to the types of questions that are asked, which means you’ll be able to answer them more quickly. When you take practice tests, make sure you give yourself exactly the same amount of time you’d have for each section on the real test, so that you know how much you need to work on your time management. You should also stop yourself from spendinga lot of time trying to solvea singletest question. Our general rule is that if you’ve spent more than 30 seconds on a question and still have no idea how to solve it, skip it and move on. You can always come back to it if you have more time at the end. We also have more in-depth guides that cover how to stop running out of time on SAT reading and SAT math, as well as for ACT Reading and ACT Math. Keep track of your time while taking a standardized exam. Which Scenario Applies to You? Now that you know the different reasons whysmart students don't always score well on standardized tests, you can determine which scenarios apply to you and start toovercome them. In order to determine which of the scenarios you fit, first findyour standardized test resultsand look over each of your incorrect answers.For each question you answered incorrectly, ask yourself why you got it wrong,and look at the options below todecidewhich scenario best matches your reason for answering incorrectly. On a sheet of paper, make a column for each of the five scenarios, and marka tally under the corresponding column each time a certain scenario explains why you got a question wrong. In some cases, more than one scenario could be the cause. Scenario 1:You wereconfused by the question's wording, even though you knew the material the question was asking about. Scenario 2: You weren't familiar with the subject the question was asking about. Scenario 3: You struggled to choose between 2 or more answer choices because you couldn't decide which was the right answer. Scenario 4: You knew how to solve the problem but answered incorrectly because you were stressed or anxious. Scenario 5: You didn'thave enough time to answer the question but would have gotten it right if you'd had more time. After you have done this for each incorrect answer, look to see which scenarios had the most tally marks.Review those scenariosand their "How to Solve" sections to learn how to avoid making those same errors in the future. You are now on your way to raising your standardized test scores! What's Next? Are you wondering what a good score for the SAT or a good score for the ACT is? Check out our guides to see how your scores measure up. Are you aiming for a perfect standardized test score?We have guides on how to get a perfect SAT score and perfect ACT score, both written by a perfect scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by 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: