Scoring Rubric Use and Samples for Elementary Grades

Scoring Rubric Use and Samples for Elementary Grades A scoring rubric evaluates the performance of an assignment. Its an organized way for teachers to assess their students work and learn what areas the student needs to develop in. How to Use a Scoring Rubric To get started you must: First, determine if you are scoring the assignment based on the overall quality and understanding of a concept. If you are, then this is a quick and easy way to score an assignment, because you are looking for an overall understanding rather than specific criteria. Next, read the assignment carefully. Be sure not to look at the rubric just yet because right now you are just focusing on the main concept. Re-read the assignment while focusing on the overall quality and understanding the student portrays. Lastly, use the rubric to determine the final score of the assignment. Learn how to score a rubric and view samples of expository and narrative writing rubrics. Plus: learn how to create a rubric from scratch by using this step-by-step guide to create a rubric. Sample Scoring Rubrics The following basic elementary scoring rubrics provide guidelines to evaluate assignments using the following criteria: 4 - Meaning the students work is Exemplary (Strong). He/she goes beyond what is expected of them to complete the assignment. 3 - Meaning the students work is good (Acceptable). He/she does what is expected of them to complete the assignment. 2 - Meaning the students work is satisfactory (Almost there but acceptable). He/she may or may not complete the assignment with limited understanding. 1 - Meaning the students work is not where it should be (weak). He/she does not complete the assignment and/or has no understanding of what to do. Use the scoring rubrics below as a way to assess your students skills. Scoring Rubric 1 4 Exemplary Student has a complete comprehension of the material Student participated and completed all activities Student completed all assignments in a timely manner and showed perfect performance 3 Good Quality Student has a proficient comprehension of the material Student actively participated in all activities Student completed assignments in a timely manner 2 Satisfactory Student has an average comprehension of the material Student mostly participated in all activities Student completed assignments with help 1 Not There Yet Student does not comprehend the material Students did not participate in activities Students did not complete assignments Scoring Rubric 2 4 The assignment is completed correctly and contains additional and outstanding features 3 The assignment is completed correctly with zero mistakes 2 The assignment is partially correct with no major mistakes 1 The assignment is not completed correctly and contains a lot of mistakes Scoring Rubric 3 Points Description 4 Students understanding of concept if clearly evident Student uses effective strategies to get accurate results Student uses logical thinking to arrive at the conclusion 3 Students understanding of the concept is evident Student uses appropriate strategies to arrive at a result Student shows thinking skills to arrive at the conclusion 2 Student has limited understanding of a concept Student uses strategies that are ineffective Student attempts to show thinking skills 1 Student has a complete lack of understanding of the concept Student makes no attempt to use a strategy Student shows no understanding

6 Strategies to Develop Your Critical Reading Skills

6 Strategies to Develop Your Critical Reading Skills To those in professions that involve using your mind as a tool, keeping skills like critical reading and critical thinking sharp is an absolute must. Most of us have been required to read critically during our education, but, strangely enough, the skill remains untapped or undeveloped by most adults. Critical reading, by and large, concerns not discerning what the text says, but why it says what it says and a sharp critical reader will separate three functions that a text performs: what it says, what it does and what the congruity of those two is supposed to mean. In other words, to read critically is to think not about what the text says about one topic or another, but what the text attempts to accomplish by stating what its stating in terms of facts and arguments presented. Here are some strategies that will help you become a better critical reader: 1. Develop Critical Reading Along With Critical Thinking At least once a day, resolve to read something that attempts to argue for or against a cause. Then, spend some time to answer basic questions: what is the issue and why is it being discussed? What is this author advocating for? How do they justify their stance on this topic? Are these good reasons? Why or why not? For reading material, try the New York Times Opinion Pages. 2. Lay Your Thoughts Out Some prefer using a pen and paper, but the easier way is saying what youre thinking out loud, allowing your thoughts to go from something wishy-washy and unsound to concrete, composed statements. It might seem silly, but even advanced students of logical theory have to do this, and its definitely a practical skill worth developing. When youre ruminating on a topic, your mind can go from one thought to the next, barely registering that something was there after your thought switches to something else. Verbalizing those thoughts allows them to bear weight and be recorded. 3. Read Up on Logical Theory Learn what an argument is and the difference between deductive and inductive arguments. Finally, learn about what makes an argument valid, what makes an argument sound and how those two things differ from each other. Theres lots more to learn, but these are the basics that will serve you well when dissecting someones arguments. 4. Remember to Think Actively Active thinking means asking questions when presented with statements, its opposition being passive thinking, which is based on relying on assumption, taking things at face value, and prejudice. 5. Be a Skeptic, Not a Cynic Critical thinkers are naturally skeptical and suspicious, though in some, this can cross into cynicism. The rule of thumb for distinguishing between the two is that cynics will assume that something is malicious or untrue, while skeptics do not assume anything. Of course, were all just human and sometimes cant help but fall victim to our emotions, however, try and remember that critical thinking involves thinking actively, and cynicism is purely passive emotional impulse. 6. Above All Else, Be Open to New Ideas To a non-critical thinker, the world is only their perspective of it and what doesnt fall into their view is dismissed simply because its different. A critical thinker, and, by extension, a critical reader judges ideas based on merit alone, accepting views that differ from their own and in fact readily exposing themselves to opposing views. Using these guidelines will help you stay sharp and think on your feet when presented with someones opinions. Resolving to read critically is something everyone should do. Its not in everyones character to read everything critically, nor is it possible to think critically and remain skeptical at all times, but in this world where your news come pre-chewed youll need the right tools to combat spin and misinformation.

Launching a new product for P&G in Nigeria Coursework

Launching a new product for P&G in Nigeria - Coursework Example In terms of age, Aussie Shampoo should be segmented for young adults, teenagers, and middle aged people. Aussie shampoo should be segmented for people aged between 15 and 55. 168.1 is the total population of Nigeria. Among them, 105 million people used to consume and utilize shampoo in their daily life. The organization is trying to target people of the young generation and middle aged individuals for newly launched Aussie Shampoo as social demand for these differentiated shampoo products is significantly increased among the target customers. Therefore, the organization is targeting these 105 million potential Nigerian consumers for their newly launched Aussie Shampoo. In terms of the gender segment, the organization should segment both male and female customers as the organization has differentiated its product line according to the characteristics and taste of people of both genders. There are near about 95 million consumers aged between 15 and 55 use shampoos. Among those consumer s, 75 percent are the females and 25 percent are males. Females generally focus on different segments in shampoo such as moisturizer shampoo, silky and real volume etc. On the other hand, 25 percent male consumers in Nigeria generally focus on quantity and quality of products. In terms of the income segment, the organization should segment people of middle class, upper-middle class, and upper-class income segments for Aussie Shampoo due to urbanization and rise of the middle-class income earner.

Professionalism in the Classroom Essay Example | Topics and Well Written Essays - 500 words

Professionalism in the Classroom - Essay Example The manner in which teachers dress shows the level of professionalism they exhibit. They are supposed to maintain an appearance that is fit to generate respect from the students in the classroom. Dressing and appearance have three main impacts on the students. Not only do they maintain respect from the students, but also establish the teacher as an authority figure and solicit credibility. Research shows that students tend to model their behavior or appearance from the way they see their teachers or other close authority figures. Proper dress code policy for educators demands that they avoid visible piercings, bright hair colors, and tattoos. For this reason, educators can apply professionalism in the classroom by grooming well, setting high grooming standards and maintaining the same all though. Interaction with the students is another element of professionalism that is applicable in the classroom. With the concern to the student, a thin line separates friendship with students and care as an adult figure (Lawn, 1996). As a professional responsibility, educators/teachers should enforce school or classroom rules as a priority without compromise. They should not be driven by the desire to get students to like them or create a good relationship at the expense of instilling the required educational principles in them. They can show professionalism by executing their mandate in the best way possible without undue influence to control the execution. Additionally, professionalism in the classroom comes in the form of shunning favoritism and discrimination of pupils. For a teacher exhibiting professional qualities in the classroom, all students are equal and should be given equal opportunities to contribute and learn (Green, 2011). Thirdly, teachers can apply professionalism in the classroom through their educational strategies they embrace for their students. It requires them to have proper classroom management skills for effective

Critical Analyis of John Locke, Hegel, and and John Stuart Mill Essay Example for Free

Critical Analyis of John Locke, Hegel, and and John Stuart Mill Essay Question 1:How does Locke prove that human beings have a natural right to private property? Answer (Book II chap V section 27): Humans have the right to private property because they are using their own labor in conjunction to take property from the state of nature and thus making it his own. By mixing his labor or his hands, which is an extent of himself, he is relating that property to him and no one else. When every we pour water into a glass, by using labor and our hands, we have the sole entitlement to the water. Question 2:How does human nature limit this right to property? Answer (Book II chap V section 31-32) Man has the right to use as much property as possible just as long as he finds away that is supports his life. Once he no longer finds ways to use his property for life, he has to give it up. To add to the limitations of property, Man can use as much property unless it is wasted and not good for the use of others. By wasting property, that persons is violating other peoples rights because human nature states that everyone has the an equal Question 3:How does Hegels abstract right define the relation between freedom, reason, and property? Answer: Question 4:How does Hegel prove that the abstract right to property necessarily involves relation to other persons? Answer: Question 5:Using your answer to the proceeding questions, identify exactly what distinguishes Lockes position on freedom and property from the way Hegels account of abstract right understands the same issue? Answer: Question 6:How does Hegels account of abstract right prove that right embodied in property necessarily violates the same right in other persons? Answer: Question 7:Using your answer to #6, explain why Locke is in no position to draw the same conclusion. Answer: Question 8:State in your own words Mills utility principle. Identify precisely how this principle introduces a tension between independent individuality and communal solidarity. Explain how this same tension appears in Locke and in Hegels abstract right. Answer:

Microsoft vs. DOJ :: GCSE Business Marketing Coursework

Microsoft vs. DOJ Arguments of the DoJ (the white paper) 1. Microsoft and it ´s Monopoly Power MS monopoly power is in personal computer operating systems. A PC operating system as you all know controls the interaction of the different parts of the computer. It creates files, organizes the computer ´s memory and creates a platform for applications. The operating system is indispensible to the computer for this reason. Maybe that changes as technology evolves but right now a computer without an OS is nothing but a box of inert hardware. MS today ships 97% of PC OS that are installed by computer manufacturers. Case law defines monopoly as beginning at about a 70% share of the market. But this alone isn ´t illegal in respect to superior products, service or mere luck. Nor does market share alone necessarily imply monopoly power. For example a manufacturer might make 100% of knickers on the market. But if there are other pants manufacturers who are able to turn their production into knickers, the one and only knickers producer wouldn ´t be able to charge more than a competitive price or exclude rivals from his market. Speaking of this little example it ´s now clear what monopoly power means: it is the power to control prices and exclude competition. MS has and still exercises, both form of monopoly power. It charges above competitive prices and use tactics that eliminate rivals. And not because MS are superior to others and more beneficial to the consumers. No, not at all, MS uses predatory tactics whose sole purpose is to destroy it ´s rivals. MS often has denied that it posesses monopoly power but their arguments are quite feeble. A MS spokesman stated that the market is highly dynamic and that there are only low barriers to enter the market, especially for fringe firms. But this is untrue for the means of competition. There might be a lot of new technology but the barriers MS deliberately put up made it impossible for new market entry. The result is that MS can charge higher than competitive prices without a loss of market share. Another argument of MS is that it ´s monopoly power is defeated by ist need to compete against it ´s own installed base meaning that MS has eg now to compete against win 95. But this is another partly untrue argument because most consumers think of a new OS only when they want to buy a new computer and replace their old one.

Aggression in the 1930s

Adolf Hitler and Joseph Stalin are two of the most prominent figures in world history.   Both are intimidating personalities recognized as dictators in their own countries.   Hitler and Stalin are also similar for having significant roles in the aggression in the 1930s that was World War II.   However, it must be noted that Hitler had a more distinct role in the World War II than Stalin.   Though both men were active dictators during the Second World War.Adolf Hitler had a bigger responsibility in the conflict than Joseph Stalin.Hitler and Stalin were both dictators.   It is appropriate to give them such title as they had absolute power over their respective countries.   They had similar strategies and motives in terms of their aggression that resulted in the war.For instance, both men were motivated by a superiority complex.   Hitler was a firm believer in the superiority of the German race (Weinberg, 2008).   He asserted that Germany needed vast areas of land for ex pansion, so he attacked other countries to create an expansive territory for Germans.   It was this attack which brought Hitler and Germany at the helm of the global conflict.Likewise, Stalin also had a superiority complex.   Immediately after succeeding Lenin as the head of the Soviet Union, Stalin inspired a culture of self-glorification (Perry, 1989).   It was therefore no surprise that Stalin entered into an agreement with Hitler.The German-Soviet Nonaggression Pact stated that the Soviet Union would not intervene with the German aggression against Poland on the grounds that it would receive half of the acquired Polish territory (Knight, 2008; Perry, 1989).However, despite the distinct similarity, there was a significant difference between the political roles they played in the Second World War.   Hitler proved to be the more aggressive dictator, as he initiated the war itself.   On the other hand, Stalin merely tolerated Hitler’s aggression.   Though the Sovi et Union had made an alliance with Germany, this did not guarantee immunity from the said aggression (Weinberg, 2008).Stalin and the rest of the Soviet Union were alarmed when Germans attacked them (Knight, 2008).   It became evident that Germany was in the center of the war, since it began to bypass the authority of the nations it had alliances with.Eventually, it was proven that Hitler had a more dominant political role in the war than Stalin.   Stalin was a mere participant in the German aggression; in time, he and his country became the victims.   It was Hitler who was in control of the war situation.Adolf Hitler and Joseph Stalin were dictators who took part in the aggression during the 1930s, resulting in the historical event known as World War II.Their aggression was both motivated by a sense of superiority, and their strategy included the participation in the war.   Nonetheless, there was a difference between the leaders.   Hitler had a more dominant political role in the war, since he started the international conflict.   He was powerful enough to undermine an alliance with the Soviet Union to further his ends.Meanwhile, Stalin’s aggression was only evident in the agreement with Germany.   Hence, Adolf Hitler had a bigger political role in the Second World War.ReferencesPerry, M. (1989). A History of the World.   Massachusetts: Houghton Mifflin.Knight, A. (2008). Joseph Stalin. In Microsoft Encarta Online Dictionary. Retrieved December 18, 2008, from http://encarta.msn.com/encyclopedia_761559200/Stalin.htmlWeinberg, G. (2008). Adolf Hitler. In Microsoft Encarta Online Dictionary. Retrieved December 18, 2008, from http://encarta.msn.com/encyclopedia_761556540/Hitler.html

Cecil Rice Export

CECIL RICE EXPORT REPORT This report will focus on Cecil Rice Export and its aim is to develop more organized system which enhanced the productivity of each hour and for each three days. We discussed and calculated below the three questions. 1. In the Cecil Rice Export, to determine whether the process is in control or out of control we should use x-Charts and R-Charts. X-Charts are usually used when we know standard deviation of the sample. We calculate the upper and lower control limits based on that data.For this data, we assumed the standard deviation as 3 and we found the upper and lower limits for each day’s shifts. According to Monday Shift 1, the lower limit is 69. 23 hence the numbers that are below 69. 23, are becoming out of control. And the upper limit is 71. 91, so the numbers which are above 71. 91, become out of control due to assignable causes and not natural causes. In addition, Tuesday Shift 1, the lower limit is 68. 54, thus the numbers which are below 68. 5 4, are out of control. The upper limit is 71. 22 and the numbers that are above 71. 2, become out of control. Finally, those processes which we calculated as upper and lower limits should be under control. In R-Charts, the important part is the upper and lower control limits and the specific mean. We calculated the upper and lower control limits for each day of shifts according to n is equal to four. For instance, for Monday Shift 2, the upper control limit is 4879 pounds and the lower control limit is 4865 pounds. 2. We developed control charts for each shift three days. For Monday shifts from 00:00 to 08:00 the upper control limit is 71. 1 and the lower control limit is 69. 23. From 08:00 to 16:00, the upper control limit is 71. 30 and the lower control limit is 68. 25. And from 16:00 to 00:00 the upper limit is 71. 45 and the lower limit is 68. 77. According to our calculations, the best shift on Monday is from 08:00 to 16:00. In addition, for Tuesday shifts from 00:00 to 08:00 t he upper control limit is 71. 22 and the lower control limit is 68. 54. From 08:00 to 16:00, the upper control limit is 71. 24 and the lower control limit is 68. 55.From 16:00 to 00:00, the upper control limit is 71. 05 and 68. 37. The best shift in terms of productivity is from 16:00 to 00:00. Finally, for Wednesday the best shift is from 16:00 to 00:00. Because the customers expect the bags that are closest to the specific mean 70. For R- Charts, we assumed mean as 70 and found the upper and lower control limits for each days. For Monday shift, from 08:00 to 16:00, it seems more profitable when we considered with the other shifts on Monday. The upper and lower control limits are 4879 and 4865 pounds.Furthermore, for Tuesday, as same as Monday shift, from 08:00 to 16:00 is more suitable than other shifts for customers. We calculated the upper and lower control limits as 4942 and 4900 pounds. For the last shift, the best and more productive hours are from 16:00 to 00:00 and the uppe r and lower limits are found as 4977 and 4900 pounds. 3. Each shift in each day, the productivity hours change according to the personals and seniors. In order to increase output levels and shorten the lead times for customer, we mixed all shifts in each three days.By using the pooled chart where we calculated the upper and lower control limits for each days and each charts. Then, we took the average of UCLs and LCLs for each day for x-Charts. For instance, on Monday the average UCL is 71. 55 and LCL is 68. 87. Finally, we calculated the average of D3s and D4s for each shifts on each days. And we multiplied the D3s and D4s with the specific mean 70. Lastly, we found UCLs and LCLs for R- Charts for each day. For example, on Tuesday, UCL and LCL were calculated as 4975 and 4907 pounds. These numbers are our control limits.

Free Essays on 20th Century Sex

THE twentieth century, as we know, has frequently been called ``the century of the child.'' When, however, we turn to the books of Ellen Key, who has most largely and sympathetically taken this point of view, one asks oneself whether, after all, the child's century has brought much to the child. Ellen Key points out, with truth, that, even in our century, parents may for the most part be divided into two classes: those who act as if their children existed only for their benefit, and those who act as if they existed only for their children's benefit, the results, she adds, being alike deplorable. For the first group of parents tyrannise over the child, seek to destroy its individuality, exercise an arbitrary discipline too spasmodic to have any of the good effects of discipline and would model him into a copy of themselves, though really, she adds, it ought to pain them very much to see themselves exactly copied. The second group of parents may wish to model their children not after t hemselves but after their ideals, yet they differ chiefly from the first class by their over-indulgence, by their anxiety to pamper the child by yielding to all his caprices and artificially protecting him from the natural results of those caprices, so that instead of learning freedom he has merely acquired self-will. These parents do not indeed tyrannise over their children but they do worse; they train their children to be tyrants. Against these two tendencies of our century Ellen Key declares her own Alpha and Omega of the art of education. Try to leave the child in peace; live your own life beautifully, nobly, temperately, and in so living you will sufficiently teach your children to live. It is not my purpose here to consider how far this conception of the duty of parents towards children is justified, and whether or not peace is the best preparation for a world in which struggle dominates. All these questions about education are rather idle. The... Free Essays on 20th Century Sex Free Essays on 20th Century Sex THE twentieth century, as we know, has frequently been called ``the century of the child.'' When, however, we turn to the books of Ellen Key, who has most largely and sympathetically taken this point of view, one asks oneself whether, after all, the child's century has brought much to the child. Ellen Key points out, with truth, that, even in our century, parents may for the most part be divided into two classes: those who act as if their children existed only for their benefit, and those who act as if they existed only for their children's benefit, the results, she adds, being alike deplorable. For the first group of parents tyrannise over the child, seek to destroy its individuality, exercise an arbitrary discipline too spasmodic to have any of the good effects of discipline and would model him into a copy of themselves, though really, she adds, it ought to pain them very much to see themselves exactly copied. The second group of parents may wish to model their children not after t hemselves but after their ideals, yet they differ chiefly from the first class by their over-indulgence, by their anxiety to pamper the child by yielding to all his caprices and artificially protecting him from the natural results of those caprices, so that instead of learning freedom he has merely acquired self-will. These parents do not indeed tyrannise over their children but they do worse; they train their children to be tyrants. Against these two tendencies of our century Ellen Key declares her own Alpha and Omega of the art of education. Try to leave the child in peace; live your own life beautifully, nobly, temperately, and in so living you will sufficiently teach your children to live. It is not my purpose here to consider how far this conception of the duty of parents towards children is justified, and whether or not peace is the best preparation for a world in which struggle dominates. All these questions about education are rather idle. The...

What Is a Reach School Which Reach Schools Should I Choose

What Is a Reach School Which Reach Schools Should I Choose SAT / ACT Prep Online Guides and Tips For those of you who have started researching college admissions, you may have heard the term â€Å"reach school.† What is a reach school? Simply, a reach school is one that you shouldn't expect to be admitted to. It would be a reach to get in. In this article, I will define and explain the concept of a reach school. Furthermore, I will discuss how to identify your reach schools and determine the number of reach schools you should apply to. What Is a Reach School? A reach school is a college that is unlikely to offer you admission. A particular college qualifies as a reach school for you if your high school GPA and standardized test scores are significantly below those of the college's average student. Also, you should consider a college a reach school if it is one of the most selective colleges. For example, MIT, Stanford, and Ivy League colleges are reach schools for everyone due to their extremely low acceptance rates. In general, you should consider a college a reach school if you have less than a 30% chance of gaining admission. Here are some hypothetical examples to give you a better understanding of a reach school. Example #1 Joe has a 3.6 weighted GPA, a 1700 SAT score, and wants to go to UCLA. Joe's GPA is well below UCLA's average GPA of 4.29 and average SAT score of 1941. Furthermore, UCLA only admits 20% of its applicants. Therefore, Joe shouldn't expect to get into UCLA; he should consider UCLA a reach school. Typically, the only students who are offered admission with well below average numbers are highly recruited athletes in major sports, legacy students with donor parents, students from extraordinary backgrounds or circumstances, and students with amazing accomplishments. Even though colleges review your recommendations, personal essays, and extracurricular activities, gaining admission to a college is difficult with subpar grades and standardized test scores. Example #2 Regardless of your GPA and standardized test scores, for any student who wants to apply to Harvard, Harvard is a reach school. Harvard's admissions rate is only 6%. Obviously, that's an amazingly low percentage. Among Harvard students, the average high school GPA is 4.04 and the average SAT score is 2260. The 75th percentile SAT score is a perfect 2400. Even if you have a perfect GPA and perfect SAT score, Harvard is so selective that it's still a reach school. Harvard is a reach school for everyone. How to Identify Your Reach Schools Let's go through how to curate your list of schools to apply to, step-by-step. Step #1: Create Your List of Dream Schools Initially, don't consider your odds of getting in when creating your list of dream schools.Learn how to choose a collegeand use as many sources as possible to identify the colleges you want to go to. The most prestigious schools are likely to be reach schools. Use the best college search websites to help create your list. If necessary, you can also use guide books like Fiske Guide to Colleges and The Best 379 Colleges for in-depth college profiles and comparisons. Seek advice from others. Talk to your teachers, counselors, friends, and parents about colleges. Don't just blindly accept their college recommendations, but research the schools they recommend, and then determine whether or not those schools would be a good fit for you. After doing your research and consulting these various sources, you should be able to compile your list of dream schools. I recommend having about 8-15 schools on this list. If you have fewer schools, you may not be giving yourself enough options. If you have more, you probably haven't done enough to narrow down your college search and the application and selection process may end up being too costly and tedious. Step #2: Determine Which of the Schools From Your List Are Reach Schools The next step in identifying your reach schools is to determine which schools on your list of dream schools qualify as reach schools for you. How do you do this? I recommend using the PrepScholar school database. You can google â€Å"(name of school) prepscholar admissions requirements† to find a school profile for each college on your list. On the school profile, use the admissions calculator to get a rough idea of your chances of admission. The admissions calculator combines your GPA and standardized test scores with the admissions rate to approximate your chances of getting into the school. If, according to the admissions calculator, you have less than a 30% of gaining admission or the school has an admissions rate of less than 15%, then you should categorize the college as a reach school for you. Keep in mind that your GPA and SAT scores are only two components that determine whether you’re accepted to a school. Your extracurricular activities, recommendations, essays, and background play a role, too. However, GPA and SAT scores are the most important factors and they’re the most objective available statistics. How Many Reach Schools Should You Apply to? You may be wondering how many reach schools you should apply to. The number you should apply to depends on a few of different factors. Keep in mind that the college application process can be costly, if you don't qualify for application fee waivers. Also, it can be very time-consuming, especially if you apply to schools that don't use the Common Application. A general rule is to apply to 1/3 reach schools out of all the schools you apply to. If you follow this formula, then if you apply to 10 schools, no more than 3 should be considered reaches. Also, 1/3 of the schools you apply to should be safety schools, schools that typically admit students with your qualifications. The remaining 1/3 should be schools that are in the middle, colleges that give you about a 30%-80% chance of admission based on your qualifications. If the cost and time you spend on your applications doesn't matter as much to you, you can apply to more reach schools. However, you do want to make sure that you apply to enough other schools to ensure that you give yourself choices. If you're likely to get rejected by most of the schools you apply to, your options may be limited when you're selecting a college to attend. If you're not even close to the average GPA or 25th percentile SAT score at a selective college, you may be wasting your time applying. Your chances of getting in are probably close to zero unless there's something else truly extraordinary in your application or there's a building on campus named after one of your immediate family members. Quick Review A reach school is a college that is not likely to admit you, generally offering you less than a 30% chance of admission. Use the admissions rate of a college and its average GPA and standardized test scores to determine if its a reach school for you. The most selective colleges are reach schools for everyone. Apply to roughly 1/3 reach schools to ensure that you have options during the college selection process. Give yourself college options. What's Next? If you want to make yourself competitive for college admission, learn how to build the most versatile college application. For those of you who need to improve your standardized test scores, find out how to get a 2400 on the SAT or a 36 on the ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Diamond Trade in Africa Essay Example | Topics and Well Written Essays - 1250 words

Diamond Trade in Africa - Essay Example Recounting this history shows how Africa and one f its most marketable resources have become entangled in the values f a cultural polyglot f political economies, and the image f the African suffers in its wake; a diminished ability to claim political representation for many African peoples, and a reduced place f participation in the world economies for African nations and Africa, as a global entity is the result. (Sherman 600-615) As the image f a "chaotic" Africa persists in the historical moment to de-legitimize it as viable agent in international political economies, divorced f its historical circumstances and left to the whim f market forces and subordinating cultural practices, more and more African peoples come to utilizing force and violence in an effort to attain their participation, perpetuating this tragic image. Diamonds, as a product f Western aesthetic values, through the circumstances f history and geology, becomes an ideal medium for this perpetuation. (Olsson 1133-1150) Although diamonds occur all over Africa, they are accessed most easily in riverbeds via alluvial mining. This requires far less physically intensive effort; as a result, the rivers begin to serve as borders. Mapped as diamond resources, they become instruments f power and ultimately, corruptive relations among the region. In 1997 the NGO Global Witness published an account f the local civil wars entitled Rough Trade. In Angola and Sierra Leone, where mined diamonds were and are being used to fund violent struggles over land, resources and political representation, the rivers have become charted as the cultural resources f various divisions under the patronage f military enforcement. Global Witness purpose was to expose the fraudulent efforts f the "legitimate" diamond trade, identifiably the brokers for DeBeers and the shadow traders-in-between. Although the purpose was to reveal and condemn these policies f marketing "blood diamonds", the publication depicted the struggle only as a moral one for Western business and consumers arguing in favor f not supporting the "violent chaos" f Africa. Emphasis was made on the political struggles, particularly in Angola, where the exertion for representation between political oppositions UNITA (National Union for the Total Independence f Angola) and MPLA continues to subdivide into struggles over diamonds alone. But currently the only political concern f the cultural factions involved is the enormous personal gain to be acquired through control f such abundant and valuable resources, ultimately pointing towards the need for military presence in mined areas. (Sherman 600-615) The diamond as an archetype f Western value becomes the perfect means f instilling economic chaos through the ease f exploiting other cultural values. There size, convenience, f transport and mining, as well as their fiscal value, can make them the ultimate source f finance for a revolution. This suits as a local example that is continental in its effect. It is arguable that every African knows what a diamond is, and what its worth, not so much to them, but to the non-African, and as such becomes a window f economic, and thus potentially political opportunity. The linking f Africa with diamonds is much the same image as the African with violence. The "treasure" f the continent is only so to the Western

International business context Essay Example | Topics and Well Written Essays - 4000 words

International business context - Essay Example Most significantly is the fact that mergers have resultant benefits and accrued demerits. As a result, there have been diverse arguments for and against the policy of mergers in the international business. Over the years, the growth of mergers continues to fall. In fact, in 2011 and 2012, there were few mergers, with only four deals hitting the $20 billion mark in 2012. The pro-mergers argue that those global level mega-mergers are inevitable as part of the cycle of consolidation and concentration in globalizing industries where firms seek to gain advantage and accelerate their presence (Deans, Kroeger, & Zeisel 2002, p.1-3). On the other hand, the anti-mergers argue that business leaders should embrace innovativeness and desist from mergers in approaching international business Ghemawat & Ghadar (2000). Indeed, according to AT Kearney, in a span of 25 years, all industries in the globe will consolidate in four stages that include the opening phase, the accumulation, focus, and allia nce stage (Deans, Kroeger, & Zeisel 2002, p.1-2). He notes that the four stages are distinct and derive unique results. He argues that industries follow a similar consolidation pattern although some industries may spend more time in certain stages than others may. Moreover, he states that all industries encounter similar challenges at respective stages. Additionally he argues that the size, location, and type of business does not matter in consolidation but endgames stage matters. An industry starts at a low level of concentration and increases its merger and acquisition activity until it reaches saturation. At this point, alliances form. From the article, we can derive that companies follow a uniform consolidation pattern and consolidation allows companies to get bigger (Deans, Kroeger, & Zeisel 2002, p.1-3). More so, merger decline upon reaching concentration and result to alliances. As such, when companies understand the patterns that mergers follow, and appreciate that their com panies stand on the consolidation curve, then they can initiate successful mergers. Actually, A.T. Kearney’s theory predicts that then dominant players in the industry will gain 60-70% of global market revenues in a merger endgame. This demonstrates the escalating free movement of resources, people, and information over the few years (Deans, Kroeger, & Zeisel 2002, p.1-3). Most importantly, it is worth noting that mergers bear significant benefits to international business despite the process having reasonable risks. As such, the benefits of any merger rely heavily on the marketing strategy in application and therefore not all mergers are successful. Notably, a successful merger that combines two or more companies’ leads to expansion of services and products offered as well as customer base and market shares. Ideally, when companies combine in a buyout strategy, they relevantly share resources and expand their market presence locally and internationally. More so, the m arket expansion and consolidation of resources cuts down operation and business costs (Periasamy 2009, p.11). For example, when a local company mergers with an international company the local company gains international market presence through the networks established by its partner. Indeed, most companies lack international networks and thus to gain international market presence a merger is relevant. More so, the establishment of a merger enables a