The 5 Canons of Classical Rhetoric

The five canons of classical rhetoric are perhaps summed up best in this quote from the late Gerald M. Phillips, professor of speech from Pennsylvania State University: The classical Canons of Rhetoric specify the components of the communication act: inventing and arranging ideas, choosing and delivering clusters of words, and maintaining in memory a storehouse of ideas and repertoire of behaviors. . .  This breakdown is not as facile as it looks. The Canons have stood the test of time. They represent a legitimate taxonomy of processes. Instructors [in our own time] can situate their pedagogical strategies in each of the Canons. The words of the Roman philosopher Cicero and the unknown author of Rhetorica ad Herennium break down the canons of rhetoric into five overlapping divisions of the rhetorical process: 1. Invention  (Latin, inventio; Greek, heuresis) Invention is the art of finding the appropriate arguments in any rhetorical situation. In his early treatise De Inventione (c. 84 BCE), Cicero defined invention as the discovery of valid or seemingly valid arguments to render ones cause probable. In contemporary rhetoric, invention generally refers to a wide variety of research methods and discovery strategies. But to be effective, as Aristotle demonstrated 2,500 years ago, invention must also take into consideration the needs, interests, and background of the audience. 2. Arrangement  (Latin, dispositio; Greek, taxis) Arrangement refers to the parts of a speech or, more broadly, the structure of a text. In classical rhetoric, students were taught the distinctive parts of an oration. Although scholars didnt always agree on the number of parts, Cicero and the Roman rhetorician Quintilian identified these six: Exordium (or introduction)NarrativePartition (or division)ConfirmationRefutationPeroration (or conclusion) In current-traditional rhetoric, arrangement has often been reduced to the three-part structure (introduction, body, conclusion) embodied by the five-paragraph theme. 3. Style  (Latin, elocutio; Greek, lexis) Style is the way in which something is spoken, written, or performed. Narrowly interpreted, style refers to word choice, sentence structures, and figures of speech. More broadly, style is considered a manifestation of the person speaking or writing. Quintilian identified three levels of style, each suited to one of the three primary functions of rhetoric: Plain style for instructing an audience.Middle style for moving an audience.Grand style for pleasing an audience. 4. Memory  (Latin, memoria; Greek, mneme) This canon includes all the methods and devices (including figures of speech) that can be used to aid and improve the memory. Roman rhetoricians made a distinction between natural memory (an innate ability) and artificial memory (particular techniques that enhanced natural abilities). Though often disregarded by composition specialists today, memory was a crucial aspect of classical systems of rhetoric, as English historian Frances A. Yates points out, Memory is not a section of [Platos] treatise, as one part of the art of rhetoric; memory in the platonic sense is the groundwork of the whole. 5. Delivery  (Latin, pronuntiato and actio; Greek, hypocrisis) Delivery refers to the management of voice and gestures in oral discourse. Delivery, Cicero said in De Oratore, has the sole and supreme power in oratory; without it, a speaker of the highest mental capacity can be held in no esteem; while one of moderate abilities, with this qualification, may surpass even those of the highest talent. In written discourse today, delivery means only one thing: the format and conventions of the final written product as it reaches the hands of the reader, says the late English professor and scholar, Robert J. Connors, from the University of New Hampshire. Keep in mind that the five traditional canons are interrelated activities, not rigid formulas, rules, or categories. Though originally intended as aids to the composition and delivery of formal speeches, the canons are adaptable to many communicative situations, both in speech and in writing.   Sources Connors, Robert J. Actio: A Rehetoric of Written Delivery. Rhetorical Memory and Delivery: Classical Concepts for Contemporary Composition and Communication, edited by John Frederick Renolds, Lawrence Erlbaum Associates, 1993. Phillips, Gerald M. Communication Incompetencies: A Theory of Training Oral Performance Behavior. Southern Illinois University Press, 1991. ï » ¿Yates, Frances A. The Art of Memory. University of Chicago Press, 1966.

Second Industrial Revolution - 1000 Words

Second US Industrial Revolution, 1870 -1910 Darris Adkins Abstract In this brief paper, a description of two developments of industrialization that positively affected the United States and two developments that negatively affected the United States will be discussed. An analysis of whether or not industrialization was generally beneficial or detrimental to the lives of Americans and the history of the United States will be outlined. Second US Industrial Revolution, 1870 -1910 In this brief paper, a description of two developments of industrialization that positively affected American lives and a description of two developments of industrialization that negatively affected American lives will be discussed. Further, an analysis†¦show more content†¦I believe that industrialization was generally beneficial to the lives of the American people and the history of the United States. Several of the advantages are outlined in the above paragraph. Overall, Americans enjoyed a higher standard of living and a longer life span, thanks to the Industrial Revolution. â€Å"†¦before the eighteenth century there was no mechanism by which long-term sustainable growth could take place. By the mid-nineteenth century such growth was an established fact of life: for the first time rapid population increase was accompanied by sustained growth in income per person.† (More, C. 2000). In this brief paper, we have discussed two elements of industrialization that positively affected American lives and two elements of industrialization that negatively affected American lives. One of these negative elements was the employment of children in the industrial arena. The second negative aspect was that the roots of our environmentally challenged society stemmed from the Industrial Revolution. From a positive stance, American grew and prospered economically, and became a superpower on the world stage. Laws governing child labor were enacted and in general the population became healthier and enjoyed a longer life span. We have also looked at whether or not industrialization was generally beneficial or detrimental to the lives ofShow MoreRelatedIndustrialization Of The Second Industrial Revolution1390 Words   |  6 PagesThe Second Industrial Revolution, which reached its peak during 1870 to 1914, marked a significant turning point in American history. Before this era of progression and industrial excellence, America was on the verge of expansion like never before. From the vast amounts of land gained through the Annexation of Texas in 1845, the British retreating from Oregon in 1846, and the Mexican cession of Southwest territory guaranteed by the treaty of Guadalupe-Hidalgo of 1848, (Engelman) America was ableRead MoreEssay on The Second Industrial Revolution1444 Words   |  6 Pagesof the Civil War, the technologies upon which the First Industrial Revolution was based were established in the United States. In the years following the war, the nations industrial energies were focused on comple ting the railroad and telegraph networks of the North, rebuilding those of the South, and expanding those of the West. Once the devastating depression of the 1870’s depleted, the stage was set for the Second Industrial Revolution. New inventions came about to ease the production of goodsRead MoreEssay on Women in the Second Industrial Revolution1055 Words   |  5 Pagesin the Second Industrial Revolution The Second Industrial Revolution had a major impact on womens lives. After being controlled fro so long women were experiencing what it was like to live an independent life. In the late nineteenth century women were participating in a variety of experiences, such as social disabilities confronted by all women, new employment patterns, and working class poverty and prostitution. These experiences will show how women were perceived in the Second IndustrialRead More Andrew Carnegie and the the Second Industrial Revolution Essay581 Words   |  3 PagesAndrew Carnegie and the the Second Industrial Revolution Andrew Carnegie, the â€Å"King of Steel†, the benevolent employer, the giant of industry, was among the greatest influences of the second industrial revolution. It is sometimes questioned whether Carnegie was the ruthless, sneaky steel tyrant some made him out to be, or the generous, benevolent education benefactor he appeared to be. I believe him to be a combination of both, but more so the great giant of industry. Carnegie was the classicRead MoreWomen And Their Roles During The Second Industrial Revolution3502 Words   |  15 PagesWomen and Their Roles in the Second Industrial Revolution When discussing history, it is often assumed that the history of men is also the history of women. Historians often forget that women constantly experience historical processes differently because of the roles that they play and their biological differences. The second Industrial Revolution affected women uniquely, and their involvement and contributions were distinctive as well. The second Industrial Revolution lead to many advantages andRead MoreThe Second Industrial Revolution605 Words   |  2 PagesMODULE 4 ASSIGNMENTS 1. The 2nd Industrial Revolution Charts: The Electrical Industry Positive effects Negative effects Makes transport a lot easier It is experience to own Heating Factories makes fumes Computers wound not work without it Living is so easy it makes us easy-going, overweight and sluggish Chemicals and Plastics Positive effects Negative effects Plastic is very useful in the building and construction, electronics, packaging, transportation industries. It is a compound that is indestructibleRead MoreSecond Industrial Revolution Essay871 Words   |  4 Pages An Industrial Revolution is the â€Å"change in social and economic organization that resulted from the replacement of the hand tools with machines and from the development of large-scale industrial production† (Danzer R50). The Second Industrial Revolution happened nearly one hundred years later after the First Industrial Revolution in England during the 1760s (Fagnilli 7). The Second Industrial Revolution was the cause of new inventions, government support for business, common natural resourcesRead MoreThe First And Second Industrial Revolutions2597 Words   |  11 PagesThe first and second industrial revolutions reconstructed the global economy. Manufacturing shifted from the simple artisan shop to the massive factory. The idea and practice of the l ocal small business slowly faded, as the concept of corporation grew. These corporations had a simple goal: make profit, cut competition, repeat. Manufacturers and other large corporations did anything to achieve this goal, and strived to do it as cheaply as possible. In order to lower costs, they often cut workers’Read MoreThe Sholes And Glidden Typewriter And The Second Industrial Revolution1294 Words   |  6 PagesGilded Age, or commonly known as the Second Industrial Revolution, lived up to its extravagant name that Mark Twain had given to the era. Inventions such as the telephone escalated communication among people despite the distance, and the creation of the automobile helped everyone to move from one place to another in a much shorter time. Besides these well-known and influential inventions, the Sholes and Glidden typewriter also contributed to the economic, industrial, and societal growth of the AmericanRead MoreTesla s Invention Of The Second Industrial Revolution1677 Words   |  7 Pageslife having ideas stolen away from him by other inventors, but he ignored this and continued to work on his own. He w as such an important contributor to American inventions that many people today call his inventions the majority of the Second Industrial Revolution. His inventions were used not only around the time when he invented them, but are still majorly used today. The way electricity is generated was changed by several of Tesla’s inventions and the different ways wireless currents are used

Mid day meal free essay sample

STATE The mid-day meal school scheme was first developed in 1995 and meant to be universalised to all elementary schools by an order of the Supreme Court in 2002. In 2006, it was also extended to the upper primary level. The dual purpose of this flagship programme has been to ensure that all children are retained in school and that the problem of malnutrition is also tackled through this supplementary nutrition. Under this scheme the schools are mandated to provide hot cooked and nutritious food and every school should have a kitchen shed and devices for this purpose. Today this predominantly central government scheme is meant to cater to an estimated 106.8 million children daily in 1.21 million schools across the country. At present 75 percent of the scheme is funded by the central government whereas 25 percent of the funds are provided by the state government. As of April 2012, the revised cooking cost provided per child per meal is Rs 3. 11 per child (Rs 2.33 is contributed by central and Rs 0.78 by state government) at the primary level and Rs 4.65 (Rs 3.49 is contributed by central and Rs 1.19 by state government) at the upper primary level. This is clearly insufficient to provide nutritional food to children of any age, as the specified nutritional food is supposed to consist of cereals, vegetables, pulses, oil and fat and other spices. Of these, only the cereals are supplied at nominal rates by the Food Corporation of India. The rest are to be purchased from the market by the staff of the school. In addition to this, every school is meant to be allocated Rs 5000 per school; provisions are made for funding the construction of separate kitchen sheds and purchasing kitchen devices and utensils. This fund is being either underutilised or diverted to corporate non-government organisations which have entered into contracts to provide these meals through centralised kitchens. 22-09-2013 19:15 Mid-Day Meal Scheme, Nutrition and Corporate Capital – Archana Pr 2 of 3 http://indiacurrentaffairs.org/mid-day-meal-scheme-nutrition-and-corpo Several surveys have found that in most states except Tamilnadu, more than two thirds of the schools do not have kitchens, toilets or drinking water facilities. This was found with respect to 61 percent of the MCD schools in Delhi where three organisations Ekta Shakti Foundation, Iskcon Food Relief Foundation and Jay Gee Humanitarian Society are in charge of providing mid-day meals. It must be pointed out that Ekta Shakti Foundation is a society setup by AFP Private Limited (a fast-food company),Jay Gee is the arm of Jay Gee Hospitality, a firm which specialises in catering in all types of foods and Iskon has tied up with the real estate giant EMMAR to build centralised kitchens. Similarly with regard to Uttar Pradesh, the auditor’s report concluded in 2008, that more than one third of the schools did not have kitchen sheds and 169 out of the 253 sheds randomly visited by the CAG were non-functional. It is surprising that instead of investing in improving the infrastructure fo r providing hot nutritious food, the UP government preferred to give out contracts to Akshaya Patra and Great Value Foods (owned by Ponty Chaddha). In Bihar about 80,000 schools have no sheds or toilet facilities. In this sense, the argument for centralised kitchens has become a conduit for neglecting the infrastructural maintenance and expansion of the school itself and for disinvesting in rather than strengthening a skeletal school nutrition programme. It has also become a way of subsidising the work of corporate set-up and funded NGOs and expanding the market base of some of the food processing and real estate corporate giants. CORPORATE PENETRATION In this context, it is important to note that the promotion of centralised kitchens and contracts to big private players has become the cornerstone of the implementation of supplementary nutrition and mid-day meal schemes. In official parlance, it has taken the form of public-private partnerships. One  of the main feature of this corporatisation is that all big corporate NGOs have industrial partners who provide them part funding and meet their infrastructural costs as a part of their corporate social responsibility. A good example of this is Vedanta in Odisha that has tied up with the Naandi Foundation (whose chairman is Ananda Mahindra) to provide mid-day meals to children in Lanjigarh, an area where they are plundering mineral resources and are locked in a conflict with local tribal organisations. While the government of Odisha pays the cost of the noon meal, Vedanta sets up the high tech centralised kitchens. But this partnership is not limited to Odisha and extends to other mineral rich states where Vedanta has stakes namely Rajasthan and Korba district of Chhattisgarh. Hence social welfare is becoming a method of not only getting financial benefits but also gaining legitimacy for the penury that is caused by the main activities of such companies. Another interesting and telling example is that the influx of big private capital into nutritional schemes has also created monopolistic trends in the production of take home rations and mid-day meals. As the Seventh Report of the Supreme Court appointed Commissioners (November 2012) showed, four companies were supplying take home rations to more than four states. The Akshay Patra and Iskcon Food Relief Fund run the world’s largest network of centralised kitchen’s in more than 10 states of the country. The Naandi and Ekta Shakti Foundation operate and control largescale supplies of cooked mid-day meals in at least four states and propose to be expanding to others. In this way, the NGOs are attempting to assist food processing and micronutrient companies to secure the potential food market. Its adverse impact on worker’s rights, employment security of scheme workers and school infrastructure has begun to show in different states. MID-DAY MEAL WORKERS The neglect and devaluation of the work of the mid-day meal scheme worker has got accentuated through the public-private partnership model analysed above. The scheme provides Rs 1000 monthly honorarium for a cook cum helper in every school. The cook cum helper is not only meant to ensure that hot hygienic and balanced diet is prepared for children. The government argues  that this work is a supplementary work and does not require more than 2-3 hours a day. In this sense providing nutritious and good food and maintaining hygienic conditions in the school kitchen is not considered either a skilled or a full time job by the government. Therefore the cooks and helpers are not recognised as ‘workers’ and have no rights. Rather their jobs are largely dependent on the largesse of the school principal who employs them. 22-09-2013 19:15 Mid-Day Meal Scheme, Nutrition and Corporate Capital – Archana Pr 3 of 3 http://indiacurrentaffairs.org/mid-day-meal-scheme-nutrition-and-corpo At present there are about 27 lakh mid-day meal scheme workers who work in these programmes, largely women who belong to the socially deprived groups and backward classes. These women work 5 to 6 hours a day and are also made to perform menial tasks that are not part of their job. As A R Sindhu, the convenor of the All India Coordination Committee of Mid-day Meal Workers explains, most women do not get their whole wages and are paid Rs 100-600 per month. Even this payment is intermittent and in almost all states, the workers have not got their salaries for 7-8 months at a time. Only in Tamilnadu was the payment regular. Given this status of payment and work, an evaluation report of the Planning Commission found that since the wages paid to the mid-day meal scheme workers are so low as 40-50 paise per child, there is a shortage of cooks in schools. The average number of cooks per school in the country is 0.40. But instead of increasing, this ratio is likely to decrease as more and more centralised kitchens come into operation. Experience has shown that the involvement of local communities and families is essential in order to ensure proper implementation and positive impact on the health of the children. Realising this, the Supreme Court directed state governments to implement all nutritional programmes through local self help groups and women’s groups in 2004. But this has  hardly been implemented by any state and rather, has been flouted by most states as shown in the Supreme Court appointed Commissioners Seventh Report of November 2012. That the Court was intuitively correct in its direction has been shown by the experience of states like Kerala where the panchayat implements the programme and the parent teacher bodies monitor the quality of the food. The coverage of the programme is close to 95 percent. In many schools it has been demonstrated how localised kitchens run by women’s groups are effective in running schemes like the mid-day meal programme and the ICDS programme. In each of these cases, the success of the scheme has depended on the training and empowerment of the worker who are mostly women. These models give the way forward and show that decentralised models can only succeed if there is a political will and system to delegate power and responsibility to school level parent monitored committees, neighbourhood level committees and local self governments. This should be accompanied by social audits and regular monitoring involving women’s groups, trade unions and other democratic groups. These examples demonstrate that ignoring the mid-day meal worker will only lead to the further corporatisation and decimation of the school nutrition programme. Hence the struggle for the scheme workers rights is linked with and central to the need to press for publicly supported decentralised alternatives in implementation of nutrition schemes. These two facets of struggle need to be intensified and combined in order to fight corporatisation of publicly funded nutrition programmes.

Lord Of The Flies Jack And Roger free essay sample

Lord Of The Fliess: Jack And Roger Essay, Research Paper Lord of The Fliess: Jack and Roger Jack and Roger are two allegorical characters in the narrative: # 8220 ; Lord of the Flies # 8221 ; by William Golding. They are both characterized as slayers but they are really different from one another. The two immature male childs start off with the same purposes but as the narrative progresses we begin to see the differences in their personalities. While Jack # 8217 ; s power hungriness grows, Roger # 8217 ; s sadistic nature besides grows every bit good. The character of Jack is an obvious Idaho, he is a power hungry ruthless slayer that would make anything for power. Jack is non ever a slayer, the events on the island lead up to his behaviour. For illustration, when Ralph, Simon and Jack are in the wood and they see the hog for the first clip Jack does non kill it no uncertainty from the tabu of killing. We will write a custom essay sample on Lord Of The Flies Jack And Roger or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The 2nd clip he meets the hog he putting to deaths it with his knife and this is merely the beginning of the alteration in his behaviour. Jack # 8217 ; s wanting of meat bends into obvious bloodlust subsequently on in the novel, for illustration he kills the female parent hog without even believing if it was incorrect: # 8220 ; Kill the hog, cut her pharynx, bash her caput in! # 8221 ; . Jack # 8217 ; s beheading of the dead female parent hog proves that he is no longer the Jack that could non kill the hog but a much more blood-thirsty 1 that merely wants to kill and non be rescued. Although Jack is non demonic like Roger, he loses all sense of ground, he is however a slayer. Jack tries his best to make what is best for the male childs but his power hungriness really makes the state of affairs much worse: # 8220 ; The head snatched one of the few staying lances and poked Sam in the ribs # 8221 ; ( P.182 ) Jack # 8217 ; s ain name has even become a tabu, he has almos t god-like power and utilizations it for # 8216 ; evil # 8217 ; . If it were non for the deliverance of the male childs, Jack # 8217 ; s power-hunger and bloodlust would hold finally gotten them all killed. The character of Roger is besides an Idaho but he is a demonic slayer. Unlike Jack Roger # 8217 ; s bloodlust can neer be satisfied. He is a barbarous slayer and a perfect illustration of this is when he kills Piggy with the elephantine stone. Roger besides has a head of his ain, he is a free spirit that does non follow orders. For illustration, Jack neer ordered him to drop the stone on Piggy, it was strictly Roger that did it on his ain free will. He is a ill and distorted person, another illustration of this is the manner he viciously kills the female parent hog. He would besides demo no vacillation to take a human life, non merely does he kill Piggy but he besides sharpens a stick at both terminals for Ralph so he was evidently traveling to make to him what he did to the female parent hog. Roger is merely a worse version of Jack and like Jack excessively control of Ralph # 8217 ; s power he would hold taken control of Jack # 8217 ; s power with an even more sadistic civilization so the 1 that Jack has created. Jack and Roger are both slayers, one more ruthless and power-hungry so the other. Ralph lost his power to a individual more sadistic, what is to state that Jack will non lose his power to Roger? and who would hold been following after Roger? finally the civilization would go so sadistic and ruthless that decease would be a regular event. Jack and Roger are both sadistic slayers and one might reason that it does non count if you are a slayer or a pitiless slayer because either manner you are still a slayer but one can besides reason: # 8220 ; Do you candidly think that the male childs would be the same is it were Roger and non Jack that became head?

The Difference Between Bienvenu and Bienvenue

The Difference Between 'Bienvenu' and 'Bienvenue' Mistakes will always be made in French, and now you can learn from them. When wanting to express Welcome! as a stand-alone phrase, beginners to French will often write  Bienvenu! ​instead of  the correct spelling of Bienvenue! Explanation of Bienvenue vs. Bienvenu Bienvenue used as a greeting is short for je vous souhaite la bienvenue, which literally means I wish you welcome. When saying Welcome! with no verb, you always have to use the feminine:  Bienvenue! Bienvenu with no e is an adjective often used as a noun conforming to a subject. To use this spelling of Bienvenu, the employed sentence needs to have a subject. Because of this, only when using a complete sentence can you say either Soyez le bienvenu or Soyez la bienvenue, according to the gender of the person you are talking to. You can say Soyez les bienvenus if its more than one person. The distinction is confusing and often leads to mistakes. A famous example is that of a sign in Utah that reads: Bienvenu internationale voyageurs. This sentence is wrong on many levels. Because it possesses no subject, the correct spelling would be Bienvenue ending with an e. In this instance, it would also need to be followed by the preposition . On a different but related note, the adjective international should be plural instead of feminine (to agree with voyageurs), and it should follow rather than precede the noun. The apostrophe has no business there either. Better French Greetings for the sign would be: Bienvenue aux voyageurs internationauxVoyageurs internationaux : soyez les bienvenus

SAT and TOEFL What You Need to Know About Each Test

SAT and TOEFL What You Need to Know About Each Test SAT / ACT Prep Online Guides and Tips Is English your second (or third or fourth) language? If it’s anything but your first, then you may have to take the TOEFL to get into universityin the United States. The TOEFL is an English language test that shows you have the language skills to succeed in college. As another admissions test, the TOEFLshares some similarities with the more ubiqutous SAT. This guide will compare the two tests, as well as give you some tips for preparing for both. If you’re a non-native English speaker planning to apply to a U.S. college, then read on to learn the ins and outs of your testing requirements. What Tests Do Colleges Require? Most four-year colleges require that all applicants, domestic and international alike, take the SAT or ACT. Forthis article, we’ll focus on the SAT as your admissions test of choice. You should note, though, that either test is fine, and colleges consider both equally. You should choose the one on which you can gain higher scores for your college applications. If English isn’t your first language, then you’ll likelyalso have to take the TOEFL to apply to college. Colleges want youto show that you have the English language skills to succeed at the college level. By the way, you also have some choice when it comes to the TOEFL. Most colleges will equally accept the IELTS or PTE too. The TOEFL is the most popular option, though, so we’ll focus on that for now. Good to know you always have options! So who should take the TOEFL? Pretty much any student for whom English isn’t his/herfirst language. For students who are fluent, this TOEFL requirement can get a little murky. Usually, if you’ve taken at least one ESL class in high school, then colleges want you to take the TOEFL. A few colleges, however, won’t require this test if you’ve been in English classes for the past two or three years. There’s one other circumstance when a college would waive its TOEFL requirement. If you score highly enough on the verbal section of the SAT or ACT, then you might not have to take the TOEFL. Since colleges vary in their policies, how can you find out more about your testing requirements? Get out your trenchcoat, magnifying glass, and deerstalkercap. It's time to do some detective work. How Can You Find Your Colleges' Testing Requirements? While many colleges share the same requirements, some have their own additional policies, especially when it comes to the SAT and TOEFL for international students. To ensure that you understand exactly what you need, I highly recommend researching the stances of eachcollege that you’re interested in. You should be able to find this information on each college’s admission website, specifically in a section for international applicants. Even if you’re a U.S.citizen, this section is usually the one that contains instructions for ESL speakers. For instance, Tufts has a page called The Admissions Process for International Students with the following information: â€Å"Students for whom English is not the primary language, or not the language of instruction in their secondary school, should take the Test of English as a Foreign Language (TOEFL) in addition to the options listed above. A minimum TOEFL score of 100 on the Internet-based test is recommended.† As you research your colleges’ requirements, remember that each college is unique, so each college’s admissions website is too. Some are easier to navigate than others, so if you can’t find the information you’re looking for, you shouldn’t hesitate to contact the admissions office. Since prepping for and taking the SAT and TOEFL takes several months, if not years, you’d be best served to start this research early. Once you find the international applicants section of your prospective college’s admissions site, what specifically should you look for? Bring it in, team. What score do we need to win this college admission game? What You Need to Know About TOEFL and SAT Requirements There are three main pieces of information that you should seek as you research your school’s testing requirements. 1. What Tests Are Required? Of course, the first piece of information you’ll look for is what tests you need in order to apply. Most websites will have step-by-step application instructions and/or a checklist of application requirements. They'll also tell you the school code to use in order to add it as a score recipient through your College Board (administers the SAT) or ETS (administers the TOEFL) account. Check to see whether your school requires applicants to send SAT scores, TOEFL scores, or both. 2. Does Your School Have a TOEFL Cutoff? If your school requires the TOEFL, check to see if it posts a cutoff score, like Tufts did above. Most schools don’t publicize a minimum SAT score, but they do have a minimum for TOEFL. Northeastern, for example, requires a score on the TOEFL iBT of 79-80, while more selective schools like NYU, American University, and Harvard require a minimum of 100. Once you know the cutoff, you can set your target score about tenpointshigher to be a competitive candidate. 3. Will High SAT Scores Get You Out Ofthe TOEFL? Finally, the third question you should ask during your research is whether your school waives the TOEFL if you achieve a certain score on the SAT verbal. In previous years, students wouldn’t have to take the TOEFL if they achieved a certain score on the Critical Reading section. Since the Critical Reading required such a strong understanding of vocabulary and reading comprehension, it could replace the TOEFL as a demonstration of English language skills. For example,Columbia and Brown didn'trequire the students to take the SAT if they achieved a 650 or higher on SAT Critical Reading. Johns Hopkins set the bar even higher, requiring a minimum of 670. There werea few schoolswith lower requirements, like the University of Massachusetts system with a 450 and American University with a 530. With the redesigned SAT, the Reading and Writing sections are now combined into one Evidence-based Reading and Writing score. While colleges haven’t updated their policies yet, you can estimate that the minimum EBRW score needed to waive the TOEFL will be similar to the one for Critical Reading in past years. Just as you should feel free to contact admissions offices for more information, you might ask them over the next few months whether they’ve reframedthis minimum score in terms of the new SAT scoring system. Some schools link your performance on SAT verbal with TOEFL because it shows your English language skills, but the two tests still have a lot of differences. Let’s take a closer look at these two exams, along with what skills they test and how. You’ll notice that they’re distinct enough to require their own unique prep methods and materials. First, let’s examine the TOEFL. How's your vocabulary? The TOEFL is all about your English language skills. The TOEFL: Structure, Content, and Prep The TOEFL is a test of your English language skills. In most countries, it’s given on the computer. There’s also a paper-based test, but it’s being phased out and is only offered in countries where testing online isn’t available. Unless you’re taking the TOEFL by paper, you’ll want to look for your college’s TOEFL iBT (Internet-based test) cutoff. Let’s take a closer look at how the TOEFLtests your English level, starting with its overall format. TOEFL Structure: What the Test Looks Like The TOEFL has four sections: Reading, Listening, Speaking, and Writing, in that order. The Reading and Listening sections can actually vary in length, depending on whether or not you get an exam that features extra questions. Not to worry - these extra questions will be unscored. Unfortunately, they will also be unidentified. In other words, if you get experimental questions, you won’t know which ones they are. This chart shows the length of and number of questions ineach TOEFL section, along with a brief description of tasks. Experimental questions, you’ll notice, can make the Reading and Listening sections significantly longer than normal. Order Section Time Limit Questions Tasks 1 Reading 60–80 minutes 36–56 questions Read 3 or 4 passages from academic texts and answer questions. 2 Listening 60–90 minutes 34–51 questions Listen to lectures, classroom discussions and conversations, then answer questions. Break 10 minutes - - 3 Speaking 20 minutes 6 tasks Express an opinion on a familiar topic; speak based on reading and listening tasks. 4 Writing 50 minutes 2 tasks Write essay responses based on reading and listening tasks; support an opinion in writing. Total: 3 hours, 20 min - 4 hours, 10 min (break included) Source: ETS Each of the four sections on the TOEFL is scored between 0 and 30 points. Your overall scores reflect the sum of your section scores and will fall at or between 0 and 120 points. Now that you have a sense of the test’s overall format, let’s take a closer look at exactly how it tests your Reading, Listening, Speaking, and Writing skills. Bookworms rejoice! The first section on the TOEFL's all about reading. TOEFL Content: Questions and Skills As you see in the chart above, the TOEFL tests your English language level across all important skill areas: reading, writing, listening, and speaking. Read on for a closer look at what you’ll be expected to demonstrate in each section, starting with Reading. You can find the examples in their entirety on the TOEFL iBT practice questions provided by ETS. TOEFL Reading The Reading section contains 3 or 4 passages, usually selected from college-level textbooks. The passages may be expository, argument-based, or historical. Each is followed by multiple choice questions that ask you about elements like themain point, important details, relationships between ideas, and vocabulary. The following examples, which are based on a passage, ask about a supporting detail and a vocabulary word in context: According to paragraph 3, how did scientists determine that a large meteorite had impacted Earth? A. They discovered a large crater in the Yucatn region of Mexico.B. They found a unique layer of sediment worldwide.C. They were alerted by archaeologists who had been excavating in the Yucatn region.D. They located a meteorite with a mass of over a trillion tons. The word â€Å"excavating† on line 25 is closest in meaning to A. digging outB. extendingC. destroyingD. covering up In addition to these multiple choice, there are a few "sentence insertion" questions that ask you to add a sentence into the text where it would fit best. The following is an example of a sentence insertion question. Look at the four letters (A, B, C, and D) that indicate where the following sentence could be added to the passage in paragraph 6. This is the criterion emphasized by Darwin’s theory of evolution by natural selection. Where would the above sentence best fit? Impacts by meteorites represent one mechanism that could cause global catastrophes and seriously influence the evolution of life all over the planet.(A) According to some estimates, the majority of all extinctions of species may be due to such impacts. (B) Such a perspective fundamentally changes our view of biological evolution. (C) The standard criterion for the survival of a species is its success in competing with other species and adapting to slowly changing environments. (D) Yet an equally important criterion is the ability of a species to survive random global ecological catastrophes due to impacts. Choose the place where the sentence fits best. Option A Option B Option C Option D There are also a few â€Å"Reading to Learn† questions that contain several correct answers. To answer these, you must sort the information into a chart, often placing each piece of information into a category or chronological order. Since these questions are more involved than other types, they’re often worth several points andhave the potential for partial credit. The following is an example of a Reading to Learn question on the Reading section of the TOEFL. An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Write your answer choices in the spaces where they belong. You can write in the number of the answer choice or the whole sentence. Scientists have linked the mass extinction at the end of the Cretaceous with a meteorite impact on Earth. Scientists had believed for centuries that meteorite activity influenced evolution on Earth. The site of the large meteorite impact at the end of the Cretaceous period was identified in 1990. There have also been large meteorite impacts on the surface of the Moon, leaving craters like Tycho. An iridium-enriched sediment layer and a large impact crater in the Yucatn provide evidence that a large meteorite struck Earth about 65 million years ago. Large meteorite impacts, such as one at the end of the Cretaceous period, can seriously affect climate, ecological niches, plants, and animals. Meteorite impacts can be advantageous for some species, which thrive, and disastrous for other species, which become extinct. As you’ll see below, the multiple choice questions that ask you to interpret the main point, details, and vocab words in a passage resemble the Reading questions on the SAT. The sentence insertion questions share some similarity with certain SAT Writing questions. Reading to Learn questions, though, are unique to the TOEFL. Now that you have a sense of how the TOEFL tests your reading skills, let’s take a closer look at how it tests your English listening comprehension. TOEFL Listening The Listening section asks you to listen to academic lectures and/or conversations between students or a professionaland a student. You can take notes as you listen to prepare for the questions that follow. Some of these questions will be straightforward multiple choice, on which you’ll choose one answer that best describes the main point or important details of the listening. For instance, this is a straightforward listening question about the main point of a conversation between a student and her basketball coach: What are the speakers mainly discussing? A. How the woman should prepare for the next gameB. The woman’s responsibilities as team captainC. Things that happened while the woman was awayD. The style of the new team uniforms Other multiple choice questions ask you to choose two correct answersout of four choices. Like in the Reading section, there are a few questions that ask you to list events in a process or place answers into certain categories. These various question types test your basic comprehension of the listening. They also want to make sure you understand the speaker’s purpose, sometimes even asking how certain he/she is about what he/she’s saying. Questions may ask about cause and effect or the organization of ideas in a lecture. All of these questions are meant to ensure that you’d be able to comprehend a lecture or class discussion in a university setting. After Listening, you’ll get a ten-minute break to stretch and regroup. Then it’s on to Speaking. For the third section, beprepared to speak. You'll actually be speaking into a computer, as your graders willprobably be somewhere in New Jersey. TOEFL Speaking The Speaking section is much shorter than the previous two at only 20 minutes. You’ll get two â€Å"independent speaking† tasks and four â€Å"integrated speaking† tasks. Questions 1 and 2 are independent speakingtasks. They'llask you to speak for 45 seconds on familiar topics. You can talk about your own ideas, opinions, observations, or experiences. You’ll have 15 seconds to prepare your answer. Here’s an example of an independent speaking question: Question: Some people enjoy taking risks and trying new things. Others are not adventurous; they are cautious and prefer to avoid danger. Which behavior do you think is better? Explain why. Questions 3 and 4 are integrated speaking tasks. They'll ask you both to read a short passage and listen to a related lecture or conversation. Then you’ll speak for 45 seconds using information from both sources. You’ll have 30 seconds to prepare. Questions 5 and 6 are similar, but they only involve a listening, no reading. You’ll prepare your response for 20 seconds and speak for 60 seconds. This example is based on a conversation between two students about their calculus class. Question: Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation. As you can see, the Speaking section tests your ability to speak on your own opinions and experiences, as well as your ability to summarize information and main ideas from readings and listenings. These Speaking tasks are unique to the TOEFL; you won’t find them on the SAT. Finally, you’ll round out your demonstration of English language skills on the TOEFL Writing section. Unlike the handwritten SAT essay, you'll type your responses on the Writing section of the TOEFL iBT. TOEFL Writing You’ve read, listened, and spoken your way through this challenging exam. Now it’s time to write! You’ll get two prompts, one that’s calledan integrated writing task and the other labeled as an independent writing task. Like with the integrated speaking task, the integrated writing task asks you to read a short passage and listen to a lecture or conversation. Then you’ll get a question that asks you to summarize the main points of what you read and heard and perhaps compare or contrast the two. You’ll get 20 minutes, and your response should be 150 to 225 words. The integrated writing task often looks like this: Question: Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. The independent writing taskresembles the independent speaking task in that it asks you to express your personal opinion and support it with examples. Your essay should be at least 300 words, and you’ll have 30 minutes to write it. Here’s one example of an independent writing task: Question: Do you agree or disagree with the following statement? A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught. Use specific reasons and examples to support your answer. Since you’re typing on the computer, there will be a counter below the text box for both tasks that tells you your total word count. Both essays are initiallygraded between 0 and 5, and you can consult the rubric to see what you need to accomplish to score at each level. A strong grasp of grammar, word choice, and organization is important for doing well on the Writing section. Once you’ve finished the Writing section, you’re all done with the TOEFL. You’ll get your scores online about ten days after you take the test. Before moving onto the SAT so you can compare the two tests, let’s briefly discuss the importance of test prep for succeeding on this challenging exam. You'll need to practice saying your responses, not just writing them. Sadly, there are no bonus points for singing them. Prepping for the TOEFL Even if you have an advanced level of English, you’ll need to prep to do well on the TOEFL. It’s a unique test with strict time limits, and anyone who’s taken it will tell you that you should show up equipped with knowledge of the question types and strategies for time management. The Speakingsection is especially atypical with its oral essays. While 45 to 60 seconds may not sound like a lot, it’s actually a big challenge for most students. Learning to structure your oral responses with an introduction, supporting details, and a conclusion just like you would a written essay is an unusual task that requires serious preparation. It’s a good idea to give yourself several months to prep for the TOEFL. You might start with a timed practice test to diagnose your starting level. Then you can analyze your results, find your weaknesses, and figure out what you most need to study from there. The test-makers recommend that you’ve studied English for at least two years before taking the test. Since the readings are taken from university textbooks, most students need to be at a high intermediate or advanced level to do well on this test. You can find several TOEFL preparation books online, but make sure to incorporate official questions from the testmakers into your prep, as these will be the best representation of the actual test. You can find sample questions on the TOEFL website, as well as official ETS TOEFL books and an online prep program. Just like with the SAT, you should start several months before your test date. If possible, you might also leave two or more available test dates after your first one in case you want to retake the TOEFL to improve your scores. Now that you have some insight into the TOEFL, let’s take a closer look at the SAT. Beyond this overview, you can learn more about the SAT by exploring our articles on test content, strategies, and preparation, including a full overview of its 2016 redesign. As you read about each section, pay attention to the ways in which it’s similar to the TOEFL and the ways in which it's different. While the TOEFL's all about your English language level, the SAT is more concerned with your reasoning and problem-solving skills. SAT: Structure, Skills, and Prep While the TOEFL tests your English language skills, the SAT is concerned with testing your reasoning and problem-solving skills. It’s scored based on two main areas: Evidence-based Reading and Writing and Math. You also have the option of taking an essay section, which is scored separately. Students should take the essay section if their prospective colleges want to see it. Read on to learn more about the overall structure of the SAT. SAT Structure: What the Test Looks Like The SAT, which is scored on a scale from 400 to 1600, has four sections, Reading, Writing and Language, Math No Calculator, and Math with Calculator, in that order. If you choose to take the SAT with Essay, then the essay will be your fifth section. This chart gives an overview of the test’s structure: Order Section Time in Minutes # of Questions 1 Reading 65 52 2 Writing and Language 35 44 3 Math No Calculator 25 20 4 Math Calculator 55 38 5 Essay (optional) 50 1 Total: 3 hours, 50 minutes (3 hours without essay) 154 (+ 1 essay prompt) You’ll get a five-minute break after about every hour of testing. That means you’ll have a short break after Reading, after Math No Calculator, and, if you choose to take it, before the Essay. We have several comprehensive guides that dig deeply into the content and question types of each section. For the purposes of this article, let’s briefly review the content and skills of each section. The SAT doesn't just ask about reading and writing. It tests you on a lot of math, too. SAT Content: Questions and Skills The SAT is half verbal and half math. The verbal sections include a Reading and a Writing and Language section, and the math is split into a calculator prohibited and a calculator permitted section. Below, you can read more about what skills each section tests and the question types it uses to do so. You can also find the sample questions in College Board's official SAT practice tests. SAT Reading SAT Reading shares some similarities with TOEFL Reading. You’ll also have to read passages and answer multiple choice questions about their main idea, supporting details, and vocabulary. On the SAT, you’ll get five passages, one from literature, two based on history/social studies, and two from science. While you won’t get any prose selections on the TOEFL, you will get one on the SAT Reading. The questions will test your comprehension, and because it’s strictly timed, you’ll mostly need to skim the passages for important details. Some of the questions will be evidence-based, meaning they’ll ask you to locate evidence in the text that serves as the reason for your answer to a previous question. For instance, here’s a detail-oriented comprehension question followed by an evidence-based question: 1. The passage indicates that, after a long day of work, the narrator sometimes found his living quarters to be A) treacherous. B) dreary. C) predictable. D) intolerable. 2. Which choice provides the best evidence for the answer to the previous question? A) Lines 17-21 (â€Å"I should... scenes†) B) Lines 21-23 (â€Å"I should... lodgings†) C) Lines 64-67 (â€Å"Thoughts... phrases†) D) Lines 68-74 (â€Å"I walked... gleam†) All of the questions will be multiple choice with four answer choices. A few of the questions will ask you to interpret a graphic, like a chart or table, often asking how it relates to the text in the passage. Your Reading performance will be combined with your Writing and Language performance to give you one Evidence-based Reading and Writing score between 200 and 800. Read on to learn how the Writing and Language section, which will be your second section on the SAT, differs from Reading. SAT Writing and Language The SAT Writing and Language, often referred to as just SAT Writing, tests your knowledge of English grammar, punctuation, and sentence structure. It also asks about theorganization of ideas and paragraph structure. The entire section is multiple choice, and every question is passage-based. Writing questions ask you to be an editor. They’ll ask whether or not a word, detail, or organization scheme is correct, and, if not, it asks you to choose a better option. You’ll basically work to improve the grammar, punctuation, style, and structure of a paragraph. These next few questions, for example,ask about grammar (subject-verb agreement) and inserting a sentence to clarify meaning: There are a few questions in the TOEFL Reading section that ask you to insert a sentence in a passage to improve its meaning. As you see in the example above, SAT Writing asks similar questions. It also goes one step further by asking you why you would insert a sentence into a passage. For students whose native language is not English, the Writing section, along with the Reading section, can be especially challenging. Once you finish up this section, you’ll move immediately onto a math section. For this 25-minute section, you’re not allowed to use a calculator. For one of the two SAT math sections, you'll have to keep your calculator packed away in your bag. SAT Math No Calculator The math sections are where the SAT completely diverges from the TOEFL. These sections are meant to ensure that students have the conceptual and problem solving skills to do well in college. Most of the questions are based on algebra, but there are a few that incorporate geometry, trigonometry, and complex numbers. International students often have an easier time on the math sections since they don’t have as much emphasis on advanced English language skills. The redesigned SAT, however, incorporates several word problems. Some reading comprehension, therefore, is still important on the math section, as you can see in this sample SAT word problem: A musician has a new song available for downloading or streaming. The musician earns $0.09 each time the song is downloaded and $0.002 each time the song is streamed. Which of the following expressions represents the amount, in dollars, that the musician earns if the song is downloaded d times and streamed s times. 0.002d + 0.09s 0.002d - 0.09s 0.09d + 0.002s 0.09d - 0.002s On this shorter math section, you can’t use a calculator. Most questions won’t require complex calculations. Rather, they’ll test your conceptual understanding. You’ll find more questions that call for calculations on the next math section. SAT Math with Calculator You’re allowed to use a calculator on the longer of the two SAT math sections. Not all problems, however, will necessarily require one. It’s your job to figure out when a calculator’s useful and when it would just slow you down. Like the other math section, the Math with Calculator asks a lot of algebra questions, along with a few geometry and trigonometry. It also has a strong emphasis on Problem Solving and Data Analysis questions, which ask you to work with rates, ratios, percentages, and data from graphs and tables. Here’s one example of a Problem Solving and Data Analysis question on the SAT Math with Calculator: Number of hours Tony plans to read the novel per day 3 Number of parts in the novel 8 Number of chapters in the novel 239 Number of words Tony reads per minute 250 Number of pages in the novel 1,078 Number of words in the novel 349,168 Tony is planning to read a novel. The table above shows information about the novel, Tony’s reading speed, and the amount of time he plans to spend reading the novel each day. If Tony reads at the rates given in the table, which of the following is closest to the number of days it would take Tony to read the entire novel? 6 8 23 324 Unlike the TOEFL, math is an important part of prepping for and taking the SAT. In fact, your performance on math will make up half of your total SAT score. As mentioned above, the Essay section is optional, and as such, it won't count toward your total score. Let's briefly review the SAT Essay section. Make sure to notice how much it differs from TOEFL Writing. The (optional) SAT essay asks you to unfold an author's argument and analyzeexactly how she puts it together. SAT Essay The SAT essay is 50 minutes and asks you to analyze an argument presented in a passage. While some of the TOEFL promptsallow you to draw on personal experience, the SAT essay does not. It wants you to present a thesis-driven analysis of the techniques and devices an author uses to present his/her argument. The following is an example of an SAT prompt. If you want to check out the passage to which it refers, you can find it at College Board. Write an essay in which you explain how Dana Gioia builds an argument to persuade his audience that the decline of reading in America will have a negative effect on society. In your essay, analyze how Gioia uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Gioia’s claims, but rather explain how Gioia builds an argument to persuade his audience. The SAT essay prompt resembles the analytical essays that many students write in English class. It differs from the TOEFL essays, which tend to ask more for a summary or opinion. Your writing skills, especially grammar, word choice, and structure, are important for doing well on both tests. As with the TOEFL, the SAT requiressignificant preparation to achieve your target scores. Luckily, there are lots of practice materials that can help you succeed. Prepping for the SAT The SAT is a challenging test for all students, including native English speakers. Developing strong English language skills is an important part of doing well, as is familiarizing yourself with the test content, question types, and strategies for answering questions and managing your time. An important first step is getting to know the structure and format of the test. You should explore the types of question that will pop up in the Reading, Writing, Math, and, if applicable, Essay sections. Using high-quality practice materials is also key. Make sure yours review exactly what will appear on the test and pair content review with realistic practice questions. Just like the TOEFL, you might start your prep with a diagnostic practice test. Root out your weak spots, and target them with your studying. Non-native English speakers might especially focus on strategies for reading the passages in Reading and Writing and studying rules of grammar, usage, punctuation, and structure. ESL students should also practice word problems in math. A third important area to study is the data interpretation questions that will show up on all four sections of the SAT. How long you prep for the SAT depends on your starting level, and you should define your target scores by researching your prospective colleges’ expectations. It’s best to start several months before your first test and to leave yourself additional testing dates in case you want to retake it and improve. Many colleges will take your highest section scores and recombine them into the best possible total score, so taking the SAT more than once, if possible, is usually in your best interest. Now that you have a sense of both tests, let’sreview their similarities and differences. Comparing the SAT and TOEFL reveals some similarities, but in other ways, it's like comparing apples and oranges. SAT vsTOEFL: Similarities and Differences The TOEFL and SAT are largely different tests, but there are a few areas in which they overlap. For one thing, they’re both required for international or (some) ESL students applying to college in the US. As admissions tests, they demand a good deal of preparation and planning. Before even preparing to take the tests, you need to understand their scoring scales and what scores you need to get into college. Since both tests require an advanced level of English, any preparation you do for one will help you to some extent on the other. The Reading sections especially have some overlap, requiring you to read college-level passages and comprehend their main idea and details. Both tests also ask you to edit the structure, flow, and meaning of a passage. As you read above, this commonality means that some colleges will waive the TOEFL requirement if students can demonstrate their English language skills by scoring highly on SAT verbal. The TOEFL is especially unique due to its Listening and Speaking sections. These two sections are specifically geared to measure the English language level of test-takers. While the TOEFL is all about the English language, the SAT is half math. It wants to make sure you meet certain benchmarks as a math student and can demonstrate your problem-solving skills. Both the SAT and TOEFL are fast-paced, timed admissions tests that are essential to realizing your college goals. For the most part, you should treat them as separate exams that call for their own study plan and test-taking strategies. In closing, let’s review the main points that non-native English speakers should remember about these two important exams. The SAT and TOEFL take a lot of prep and planning, but in the end, they're your passport to the college of your choice! What to Remember Aboutthe SAT and TOEFL Most non-native English speakers applying to college in the U.S.will be required to take the TOEFL and the SAT (or ACT, if you prefer). The TOEFL shows that you have the English language skills to succeed at the college level. The SAT is meant to test all students on an equal playing field and evaluate their reasoning and problem-solving skills. Since the SAT requires advanced English language skills, it may be cause to waive the TOEFL requirement. You should check with your prospective colleges early in the college planning process to learn about their policies. Unless you’re scoring very highly on SAT practice tests, I wouldn’t suggest ignoring the TOEFL on the assumption that you won’t have to take it. You wouldn’t want to put it off and then run out of time to prep or test dates to improve your scores. Even though you probably won’t apply to college until senior year, you should start preparing for and taking the SAT and TOEFL much earlier. By readying these components of your application early and achieving your target scores, you’ll have a huge number of options when it comes time to apply to college. What’s Next? Are you an international student applying to college in the US? Checkout our complete guide on how to apply to college as an international student, step by step (coming soon). Are you wondering where to apply? This article will help you research colleges and find the ones that are the best fit for you. Another key factor in planning your tests and other parts of your application are college deadlines. This article discusses the important college deadlines you can’t miss. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Vidkon Quisling Essay Example | Topics and Well Written Essays - 1750 words

Vidkon Quisling - Essay Example underlying dynamics of the rise of Nazi Germany, Hitler, and the occupation of Norway and other European countries during this pivotal period in the history of the involved countries, and Europe in general. The historical records identify Quisling as belonging in the halls of infamy, having been tagged as one of the most prominent traitors from the Second World War. He served as a puppet head of Norway during the Second World War, starting in 1942, with the Nazis propping up his rule, and as a representative of Nazi rule in the country. The elected head of Norway during this period was forced to go into exile in Great Britain, a social democrat in Johan Nygaardsvold, even as Quisling held on to power all the way to the end of the war. After that, with the Nazis defeated and driven out of the country, Quisling would go on to be tried and convicted of high treason, for which he was sentenced to death by firing squad. Quisling has, since that time become associated with the word traitor in the English language, and in other major European languages besides, attesting to the notoriety that the man gained in the historical records and the collective memory of all Europeans from that time onwards to the present. Among his many crimes, for which he was put to death, was collaboration with the Nazis in transporting the Jews in Norway during his time and bringing them to their death in the concentration camps. Prior to his ascension to power in Norway, he had already developed anti-Jewish sentiments, and among his other crimes included deposing the legally installed government as well as the Norwegian monarchy from power from 1942 onwards. In the 1930’s too, Quisling had already established a party that was allied with the Nazi cause in Norway, planting the seeds of his later collaboration with Hitler when he tried to seize power on behalf of Nazi Germany in 1940. Prior to this time Norway had been neutral, and this act and his collaboration with Nazi Germany eff ectively

Breast Cancer Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Breast Cancer - Research Paper Example The first reference to breast cancer appeared more than 3,500 years ago in ancient Greece (Aronowitz, 2007). The condition was described accurately as a bulging tumor of the breast of which no cure was known. Between 460 B.C. and 200 A.D., physicians from Hippocrates to Galen made efforts to understand the structure of a cancer tumor, noting especially the black fluid that is released when a tumor bursts. Since there were no methods to slow the progress of breast cancer, it became a disease that affected the entire body, making treatment options like surgery not a viable possibility. More breakthroughs were made during the 17th and 18th centuries, during which theories were debunked and others were formed to gain a better understanding of what causes breast cancer. French physicians Francois de la Boe Sylvius and Claude-Deshais Gendron were among the first to find connections between the transformation of lymphatic fluids and glandular tissue and the occurrence of breast cancer (Lacr oix, 2011). Friedrich Hoffman also hypothesized that lymphatic blockage caused breast cancer but as a result of too much or not enough sex. Though the causes of breast cancer were continuously debated, it was in 1757 when French physician Henri Le Dran determined that removing the tumor and infected lymph nodes could treat breast cancer, thus creating the modern mastectomy. The 19th and 20th centuries brought with them more treatment options for breast cancer. William Halstead, a New York surgeon, introduced other methods of breast removal, from the entire breast to just the cancerous sections. It was also discovered, by Scottish surgeon George Beatson, that the removal of ovaries decreased the size of tumors as the estrogen from ovaries help tumors to grow. Then, in 1955, physicians George Crile and Bernard Fisher confirmed what physicians from centuries past assumed: cancer was not localized but was capable of spreading if left untreated. This is where our current knowledge of bre ast cancer ends. Causes Breast cancer is among many other forms of cancer in which there are no definite causes of the condition. It is known that â€Å"breast cancer develops when some cells within the breasts grow abnormally (Pasqualini, 2008)†. Unlike healthier cells, these mutated cells divide more rapidly and then gather together until they create a mass or lump, which is the point of cancer. These cancerous cells then have the ability to spread through the breast and to other parts of the body. However, while the formation of the mutated cells is almost entirely understood, it is not yet clear what prompts these cells to grow the way that they do, thus causing breast cancer. Despite not knowing the precise causes of breast cancer, doctors and scientists have discovered factors that can increase one’s risk of developing this condition. One such risk factor is gender with women being more prone to developing breast cancer than men, though men are not immune to this condition. Genetics are another risk factor as some cases of breast cancer are believed to be hereditary, which would involve an individual with breast cancer passing on the mutated genes to their children. Similarly, individuals who have a family history of breast cancer are at risk for developing the condition. Lifestyle factors can also pose a risk, including

Decision Making and Reasoning Essay Example for Free

Decision Making and Reasoning Essay There are different types of decisions that we must make as well. From simple choices when planning for a vacation or making more life changing choices that require a detailed, logical analysis concerning what to do. Questions about strategy use have been treated in several different lines of decision-making. Largely, a distinction arises in terms of when and why deliberative processing best describes decision-making behavior. Under novel decision-making conditions, there is no prior experience to guide the decision-making process. The process involves selecting the appropriate strategy. Under repetitive successful decision-making conditions, there is a long history of experience. Some decisions become automatic in the sense that they require no deliberation. In this process, we address the issue of how decision processes transit from more controlled or deliberative strategies, to simple decision rules, and finally to automatic or routine strategies. What one sees as rational behavior in many of the social situations that have been studied is likely to depend on whether one conceives of rationality as enlightened self-interest in a fairly narrow sense, or one factors in the roles of such variables as self-image and conscience, or one allows for the possibility that a rational person might take a genuine interest in the welfare of other people, independently of his or her own. In other words, what is perceived as a dilemma from one perspective may not be a dilemma as perceived from another; a decision problem that is very difficult when assessed relative to one set of values may be very easy when assessed relative to another set. Dilemmas are difficult decision problems, necessitating, as they often do, choices between equally unsatisfactory (or in some cases equally attractive) options. Some social dilemmas pit self-interest against the common good. What constitutes rational behavior in dealing with dilemmas has been a question of interest to many theorists and students of human reasoning. Certain prototypical situations—notably various versions of the prisoners dilemma have been intensively studied with the hope of gaining insights into the determinants of competitive and cooperative behavior. However, along the way, we may use simple rules to decide when and where to stop and which specific routes to take, depending on incidental factors such as traffic. It is important to understand how these various decision domains are differently perceived and processed. (Betsch et al, 2004, p1) Strategies That Guide Human Decision Making A strategy is used to refer to processes which are relatively slow, goal-directed, systematic, and under explicit conscious control. However, it is also argued that to reason deductively rather than inductively does require a conscious effort at deduction and only occurs in response to specific instructions. Thus deduction is seen as a strategy. An account of strategic deductive reasoning with the mental models framework is preferred. (DYdewalle et al, 2000, p1) The strategic phases of decision making are the generation phase, the evaluation phase, and the learning phase. In a very rough sense, these phases correspond to the periods before, during, and after one makes a decision, respectively. Hence, they can be viewed as three successive points in time, but there is a great deal of recursion that can occur between phases. (Klein et al, 2001, p31) The tendency to implement appropriate behaviors strategies is apparent by the number of techniques available. For example, vigilant problem solving found that most executives report that they engage in one of a number of simplistic strategies for arriving at a solution. These simplistic strategies of simple decision rules are grouped them into cognitive categories. The cognitive decision rules: 1. Unreflectively using a standard operating procedure, 2. Accepting the first alternative that comes to mind that is good enough to meet the minimal requirements (satisfying), 3. Searching ones mind for a well-known analogy that turns out to be inappropriate (analogizing), 4. Consolidating the choice discovered through rules (1) to (3) and bolstering it in ones mind by focusing mainly on the positive features of the choice, 5. Saving time and effort by getting someone who has looked into the issues to provide a brief description of what one should do and why (the nutshell briefing rule). (Byrnes, 1998, p21) For example in a case study format, Suppose that a student already possesses some automatic but dysfunctional strategies for making the decisions the instructor seeks to have make well. Then, before the training effort can begin in earnest, those â€Å"bad habits† have to be eliminated. This will be a prodigious task because, by their nature, the already established strategies will initiate themselves effortlessly, uncontrollably, and beyond the trainees consciousness. Because decision making is such a fundamental human activity, which each of us has practiced day-in and day-out all our lives, perhaps the majority of our decision strategies are automated. This means that it is folly to think that it is even possible to fundamentally change a persons basic decision-making dispositions. (Klein et al, 2001, p25) Managerial leadership is generally considered a major factor in organizational behavior because of its putative effect on individuals, groups, and organizational outcomes. Some regard leadership as a special case of social influence. But progress has been very slow in understanding why leaders exert influence in certain situations while not in others. Research has not produced particularly robust and reliable findings in this regard.

Evaluation of Writing :: Education Educational Writer Writing Essays

Evaluation of Writing Works Cited Missing "We need to recognize that composition is probably going to remain the stepchild of rather unwilling English departments, that research in teaching and learning to write will continue to scrape by on the edges of several disciplines, and that few of those who will teach writing in American schools and universities will get much training or background as part of their regular education." -E. White (Teaching and Assessing Writing) In retrospect, I fail to remember consistent writing practices or writing assignments in English class (or otherwise) as a student in middle or secondary school. Luckily my love for and skill at creative and critical writing was encouraged by my parents and has remained at the heart of what I have chosen to pursue as a career. However, students whose writing is not only discouraged but is not treated fairly and properly in terms of evaluation have few options: to begin to regard writing as frivolous and unimportant; to remain underdeveloped in the areas of mechanics let alone harnessing of creativity and stylistic technique. Evaluation, as does actual instruction of writing, remains underdeveloped as well. Tension lingers between teachers who either are intimidated by evaluation processes or reject too rigidly structured models and the necessary aspect of not only teaching students how to write but teaching writing as a process which, in the end, requires assessment. Ultimately what has been absent in the past and is lacking still is agreed upon (by teachers, administrators, and test practitioners) theory and practice of sound writing programs and evaluation measures. Two major components, whose relationships fuel the tension that inhibits a consensus, are the contrasts between holistic and analytic approaches to evaluation and hence writing as process or a mix of isolated skills. It is with interest that I research what has historically been found to work and not work with regards to practical and purposeful evaluation procedures that, in and of themselves, should reflect thoroughness but also serve as an integral component of good writing. The Whole Picture versus Isolated Elements Surely on opposite ends of the English education spectrum are the camps who advocate subjectivity and overall quality of writing and those who approach writing with analytic reductionism. Holistic proponents value writing in terms of its ultimate expression while reductionists believe that the whole is merely a sum of its parts (White, 18). Holistic assessment contradicts the notions of not only evaluating writing as a series of independent skills but also multiple choice testing as a means of determining writing ability (testing which requires the labeling of sentence components).

Disparity and Discrimination Essay

Many different situations occur within the criminal justice system. The situations that will be discussed in this essay are Pseudospeciation, bigotry vs. racism, hegemony, social construction, and disparity vs. discrimination. There will be definition on these terms. After defining the all terms, I will apply these terms to the criminal justice system using examples to illustrate the understanding of the definitions. Pseudospeciation Pseudospeciation begins with the fact that cultural differences cause humans to separate into different social groups, with different language, dress, customs, ect. Erik Erikson was known as the first person to use this term in 1966 explaining the inhumanity of human groups and human subgroups. For example: People with different religions believed their religion was true and others group’s religions were untrue. The criminal justice system law enforcement officers would have to respect a person religion, the way they dress, their custom, and language. There were necessary accommodations which had to be made by law enforcement officers, by separating the different religion groups so a person would not get harm by another person of a different religion group. Bigotry vs. Racism Bigotry is defined as the state of mind of a bigot. According to Merriam Webster bigotry is a person obstinately or intolerantly devoted to his or her own opinion and prejudices, especially one who regards or treats the member of a group with hatred and intolerance. For example: a person of another race might lock their doors when driving through a neighborhood populated by people of another race. Racism is defined as action, attitude, practices, or beliefs that reflect or support the racial worldview. Racism is a term which is used negatively and is usually associated with race based. The belief of racism is that people are divided into distinct hereditary groups that are innately different in their behavior and abilities. An example of a racism act could be when a young black man is stopped many times while he was driving his car, when he has done nothing wrong. They look inside his car and ask him for license and registration. â€Å"The police stop blacks and Latinos at rates that are much higher than whites. In New York City, where people of color make up about half of the population, 80% of the NYPD stops were of blacks and Latinos. When whites were stopped, only 8% were frisked. When blacks and Latinos are stopped 85% were frisked according to information provided by the NYPD. The same is true most other places as well. In a California study, the ACLU found blacks are three times more likely to be stopped than whites† (Quigley, 2012, Fourteen Examples of Racism in Criminal Justice System). Hegemony Felluga, (2011) â€Å"Hegemony is the processes by which dominant culture maintains its dominant position† (Hegemony). For example, a leader who was able to have control over a group of people might be referred to as hegemony. To keep the populations as a whole form rebelling against leadership hegemony has to have the support from at least one dominate class of people. Disparity vs. Discrimination Disparity in the criminal justice system refers to inequity of arrest and sentencing for certain groups of people. Most of the time it is refers to racial and ethnic disparity while discrimination can be defined as a prejudice. There is a difference in disparity however; the difference does not mean discrimination. For example, A person is arrested for burglary because of the person past crime history, and because this person was close to the scene of the crime. â€Å"To determine if discrimination exists in the criminal justice system or if the differences are a result of disparity one must fully understand the key differences between discrimination and† (Williams, 2009, Justice for All). In the criminal justice system, both discrimination and disparity exists.

Tastee Snax Cookies

Managerial Decision Making Led by Professor: Ocampo y Vilas Business Report Business Report MacPherson Refrigeration Tastee Snax Cookie Company By Stefanie By Stefanie Adriaenssens, Astrid de P Astrid de Paep, Soundharya Jayaraman Jayaraman, Evie Tanghe & Yudistira Sa Yudistira Sanggramawi jaya 10th Octob 17th October 2012 Antwerp M Antwerp Management School 1 Table of Contents INTRODUCTION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .. 3 1PROBLEM STATEMENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 2 ASSUMPTIONS & APPROXIMATIONS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 3 SOLUTION APPROACH †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 4 RESULTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 WHAT-IF ANALYSIS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 6 OVERALL RECOMMENDATIONS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 7 APPENDIX †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 7. 1 TABLE 1: ACTIVITIES WITH CRASHED TIME AND ADDITIONAL COSTS †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7. 2 TABLE 2: CPM DEADLINE INPUT 46,47 & 48 WEEKS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 7. 3 TABLE 3: CPM DEADLINE OUTPUT 48 WEEKS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 7. 4 TABLE 4: CPM DEADLINE OUTPUT 47 WEEKS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 7. 5 TABLE 5: CPM DEADLINE INPUT 46 WEEKS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 7. 6TABLE 6: RECOMMENDATIONS REGARDING CRASH TIME †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 7. 7 FIGURE 1: NETWORK OF ACTIVITIES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 2 Introduction Tastee Snax Cookie Company is a producer of baked-goods snacks in the southeastern United States. Due to negative press reports about fat consumption and introduction of heavy advertisements of no-fat baked goods by other manufacturers, Tastee Snax Cookie Company lost a big share of the ma rket the past year.And thus, the company had to develop and manufacture no-fat cookies soon in order to secure its share in the no-fat baked goods market. The vice president of the company was made to understand by an expert that Critical Path Methodology (CPM), a project-planning scheduling technique, could be used to introduce new products in the market. He put a dynamic project manager in charge to overlook the coordination efforts of different departments in the organization to ensure that the respective assigned tasks were completed on time. In this case study, we start by addressing the problem statement of introducing a new no-fat cookie to the market.Secondly the objective is identified. Thirdly we discuss the assumptions and approximations that need to be considered before determining the solution approach. Keeping in mind the objective of the case, we then analyzed the results. Finally we present our recommendations to Tastee Snax Cookie Company. 3 1. Problem Statement The problem we address in this report is to provide an overall project plan for Tastee Snax Cookie Company to help launch their new product soon enough to gain a share in the no-fat baked goods market. This means certain ecisions will have to be made regarding the time taken to finish all activitivities while keeping the objective in mind. The objective is to determine the most cost effective method to decrease the project’s deadline. The project plan discussed below has been generated through the use of a projectplanning scheduling technique, Critical Path Methodology, to secure the scientific approach. The program schedule provides a quantitative basis to make managerial decisions to shorten the implementation time of the overall project. 2. Assumptions and ApproximationsThe mathematical model created to schedule all the projects is based upon a number of simplifying assumptions and approximations. These need to be taken into account in order to make an independent judgment ab out the model’s usefulness. The assumptions and approximations of this model are: ? The product introduction program has been broken down into three groups of activities: Research & Development, Marketing & Advertising, and Promotion; ? The description of each activity and the indicated time required for its completion in weeks was taken at face value from the case; The tasks to be performed by each department and the estimated durations and deadlines were also considered as given; ? The preceding activities for each activity are considered as such; ? The tasks that could potentially be â€Å"crashed† by increasing resources were decisions based on the information available in the case. 4 3. Solution Approach The problem has been modeled into Critical Path Methodology (CPM). The CPM approach is based on a network representation that reflects activity precedence relations.As shown in Figure 1, the nodes designate activities and their time duration, and the arcs define t he precedence relations between the activities. The Earliest Start (ES) and Earliest Finish time (EF) for each activity is calculated as shown below. ES = Maximum EF of all its immediate predecessors EF = ES + (Activity completion time) ES and EF are represented on the CPM network by a pair of numbers, in black, above the node representing the activity. Subsequently, the Latest start time (LS) and Latest finish time (LF) was determined for each activity which allows the project to be completed by its minimal completion date.LS and LF was calculated as shown below. LS and LF are represented as a pair of numbers, in red, in CPM network. LF = Minimum LS of all immediate successor activities LS = LF – (Activity Completion Time) Based on the information available in the case on slack time in weeks for each activity, the critical path of the model was deduced. A critical path has activities with zero slack and is the longest path in the network. A delay in one of the activities of the critical path results in a delay of the overall project. As can be seen in figure 1, the earliest and latest times are the same in the activities of the critical path. 4. ResultsBased on the CPM network drawn we have deduced the following for each activity: Earliest Start (ES), Earliest Finish Time (EF), Latest Start time (LS) and Latest Finish time (LF) (see Figure 1). The maximum of EF times, 52 weeks, is the estimated completion of the entire project. By taking into consideration the slack times in weeks provided in the case, we then arrived at the critical path. The critical path contained the critical activities with zero slack time. Critical Path: B1-A2-B5-B6-A4-A5-B9-B11-A6-A7-A8 5 5. What-if Analyses The following paragraph discusses additional economical and operational information as provided in the case.The earlier a product would enter the market the quicker it would be able to gain market share. This motivated the Project Manager to develop a list of tasks that coul d be potentially â€Å"crashed† by increasing resources allocated to them (see Table 1). In Table 1, you will find this list of activities that could be performed faster by increasing the cost of operations. According to the crashing analysis, the cheapest way to shorten the project duration by four weeks is to crash three activities. As seen in Table 3 activity A4 should be crashed three weeks and activities B2 and B5 one week.The additional cost to reduce the project duration from 52 weeks to 48 weeks is $7,200. The cheapest way to shorten the project duration by five weeks is to crash four activities. As seen in Table 4 activity A4 should be crashed three weeks and activities A7, B2 and B5 one week. The reduction of the project duration by five weeks costs an additional $ 10,700. The CPM analysis shows that the cheapest way to shorten the project duration by six weeks is to crash four activities. As seen in Table 5, activity A4 should be crashed by three weeks, activity A7 by two weeks and activities B2 and B5 by 1 week.To reduce the project duration by six weeks, the additional cost adds up to $ 14,200. 6 6. Overall Recommendations The objective of the model was to find a solution to shorten the implementation. That is, to determine the most cost effective way to decrease the project’s timeline, which would help Tastee Snax Cookie Company to launch their new product and thereby capturing a market share in the no fat baked foods market. Based on our results, we would state that the maximum number of weeks by which the project can be shortened is 6 weeks.To calculate this, the activities A4, A7, B2 and B5 are crashed resulting the Earliest Finish time (EF) of 46 weeks for the project (See Table 6). Activities A4, A7 and B5 are crashed to their maximum crashed time. The additional cost for crashing the project to 46 weeks can be determined with solver, as already explained in the report, which is $14,200. Hence we recommend that the optimal solu tion would be to reduce the project duration by 6 weeks at an additional cost of $14,200. 7 7. Appendix 7. 1 Table 1: activities with crashed time and additional cost Activity Develop special Crashed Time Additional Cost Weeks) A3 Original Time (Weeks) ($) 5 3 2200 6 3 3900 6 4 7000 10 8 3200 4 3 1700 4 3 3000 equipment list A4 Prepare manufacturing specifications A7 Receive and install equipment B2 Develop and test packaging and product names B5 Perform taste test B6 Review results and choose products 8 7. 2 Table 2: CPM Deadline Input 46, 47 & 48 weeks 46/47 48 PROJECT DEADLINE = IMMEDIATE PREDECESSORS ACTIVITY A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 C5 NODE NORMAL TIME A B C D E F G H I J K L M N O P Q R S T U V W X Y 2 5 5 6 4 1 6 6 3 10 10 3 4 4 7 4 8 4 5 8 5 4 1 5 6 NORMAL COST CRASHTIME 2 5 3 3 4 1 4 6 3 8 10 3 3 3 7 4 8 4 5 8 5 4 1 5 6 CRASH COST 2200 3900 7000 3200 1700 3000 NODE PREDECESS OR B B C D D E F F G H J K L M M N P P P Q Q Q R S T T U V A I B C N D D S F G I J I B L M O X Y E K P Q Q R S I U W X X Y Y U J W J V 9 7. 3 Table 3: CPM Deadline Output 48 weeks CRASHING ANALYSIS 7200 TOTAL PROJECT COST 48 COMPLETION TIME ACTIVITY A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 C5 PROJECT NORMAL COST 0 PROJECT CRASH COST 21000 NODE Completion Time Start Time Finish Time Amount Crashed Cost of Crashing Total Cost A B C D E F G H I J K L M N O P Q R S T U V WX Y 2 5 5 3 4 1 6 6 3 9 10 3 3 4 7 4 8 4 5 8 5 4 1 5 6 1 3 10 15 18 35 36 42 0 3 12 5 8 11 11 18 22 31 30 35 3 8 12 13 12 3 8 15 18 22 36 42 48 3 12 22 8 11 15 18 22 30 35 35 43 8 12 13 18 18 0 0 0 3 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 0 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 0 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 10 7. 4 Table 4: CPM Deadline Output 47 weeks CRASHING ANALYSIS 10700 TOTAL PROJECT COST 47 COMPLETION TIME ACTIVITY A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 C5 PROJECT NORMAL COST 0 PROJECT CRASH COST 21000 NODE CompletionTime Start Time Finish Time Amount Crashed Cost of Crashing Total Cost A B C D E F G H I J K L M N O P Q R S T U V W X Y 2 5 5 3 4 1 5 6 3 9 10 3 3 4 7 4 8 4 5 8 5 4 1 5 6 1 3 10 15 18 35 36 41 0 3 12 5 8 11 11 18 22 31 30 35 3 8 12 13 12 3 8 15 18 22 36 41 47 3 12 22 8 11 15 18 22 30 35 35 43 8 12 13 18 18 0 0 0 3 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 3500 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 3500 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 11 7. 5 Table 5: CPM Deadline Output 46 weeks CRASHING ANALYSIS 14200 TOTAL PROJECT COST COMPLETION TIME ACTIVITY A1 A2 A3 A4 A5 A6A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 C5 A B C D E F G H I J K L M N O P Q R S T U V W X Y 21000 Start Time Finish Time Amount Crashed Cost of Crashing Total Cost 1 3 10 15 18 35 36 40 0 3 12 5 8 11 11 18 22 31 30 35 3 8 12 13 12 3 8 15 18 22 36 40 46 3 12 22 8 11 15 18 22 30 35 35 43 8 12 13 18 18 0 0 0 3 0 0 2 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 7000 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3900 0 0 7000 0 0 1600 0 0 1700 0 0 0 0 0 0 0 0 0 0 0 0 46 NODE Completion Time 2 5 5 3 4 1 4 6 3 9 10 3 3 4 7 4 8 4 5 8 5 4 1 5 6 0 PROJECT NORMAL COST PROJECT CRASH COST 12 7. Table 6: Recommendations regarding crash time Activity Required Time Crashed Time ES EF A1 2 – 0 2 A2 5 – 3 8 A3 5 3 8 11 A4 6 3 15 18 A5 4 – 18 22 A6 1 – 35 36 A7 6 4 36 40 A8 6 – 40 46 B1 3 – 0 3 B2 10 8 3 11 B3 10 – 11 21 B4 3 – 3 6 B5 4 3 8 11 B6 4 3 11 15 B7 7 – 0 7 B8 4 – 17 21 B9 8 – 22 30 B10 4 – 30 34 B11 5 – 30 35 B12 8 – 35 43 C1 5 – 3 8 C2 4 – 8 12 C3 1 – 8 9 C4 5 – 11 16 C5 6 – 11 17 13 7. 7 Figure 1: The network of activities It visualises the predecessor relationships, the early start and finish times (black) and the latest start and finish time (red). Nodes and bars in green visualize the critical path.