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Essay Of A High School Life

Essay of a high school life

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Essay Of A High School Life

Biography and Influence of Neil deGrasee Tyson essay. Born in of a high school the year 1958 in Manhattan, New York, the American science communicator and ideas for a problem, astrophysicist Neil de Grasse Tyson is currently a director and research associate in the country’s Natural History Museum (Tyson Irion 31). The second born child in a family of three children was, however, brought up in Bronx, New York, by a gerontologist mother, Sunchita, and a sociologist father, Cyril. Neil went to the Science High School at Bronx whereby he captained the wrestling team and was also the chief editor of his school’s physical science journals (Tyson 44). At the age of essay eleven years, Neil developed a keen interest in the field of astronomy after visiting the Hayden Planetarium. In his memoirs, Neil suggests that “so strong was that the imprint (of the night sky) that I’m certain that I had no choice in the matter, that in fact, the universe called me” (Tyson Irion 49). During his teens, Neil was obsessed with studying astronomy and started lecturing on the issue at fifteen years which made him famous within his society and amongst his peers (Goldsmith Tyson 34). According to essays school, Neil, it was Dr. Sagan, an astronomer from high life Cornell University, who had the greatest influence on his efforts in studying astronomy (Tyson 23). However, Neil joined Harvard in order to major in the field of physics in 1980.

In 1983, he graduated from the good student University of of a high Texas located at Austin where he gained his Master’s degree in astronomy (Goldsmith Tyson 65). The research carried out by Neil mainly focused on evolution along with stellar formations. He also studied galactic astronomy along with the field of astronomy besides authoring some very popular astronomical books (Tyson 43). In the year 1995, Neil begun writing articles for the journals on statement on the Natural History and coined the terminology “Manhattanhenge” (Goldsmith Tyson 69). High School Life? This was mainly done for the purposes of describing the two days in a year when the evening sun aligned with Manhattan’s street grid thereby making the sun seen on the streets that had no obstructions (Tyson, Liu Irion 102). Neil has been appointed in the previous years to serve on various presidential commissions on space exploration and gays military papers, has been awarded various medals for his distinguished service to the public. In addition, Neil has also received NASA’s highest national honor for of a school his service in the astronomical field (Tyson 48). When Neil was the ideas director at Hayden Planetarium, he resisted the traditional thoughts of life people so that he could keep them away from referring to the planet Pluto as the universe’s ninth planet (Goldsmith Tyson 64). In his explanations, Neil insisted that he required looking at what was common between objects while grouping terrestrial planets along with gas giants into one group.

His perceptions and decisions had resulted in his receiving hate mail from children on the subject (Tyson 167). According to good student council essay, Neil, the intelligent design notion thwarts the advancement of knowledge that is high scientific. He claimed that he was agnostic since he did not believe in the existence of the knowledge concerning God. For instance, during one of good ideas for a solving essay his interviews, Neil said that “Every account of essay of a high life a higher power that I’ve seen described, of all religions that I’ve seen include many statements with regard to the benevolence of that power. When I look at the universe and gays military research, all the ways the essay universe wants to kill us, I find it hard to reconcile that with statements of beneficence.” (Tyson, Liu Irion 111) During his life, Neil wrote extensively about essays business school, his perspectives concerning religion, science’s spirituality, and spirituality itself. He has worked together with Richard Dawkins, an evolutionary biologist, in presenting various talks whose topics are based on science along with religion (Tyson 66). Neil de Grasse is a renowned science communicator who regularly appears on essay high radio, TV along with other media forms.

He has been a regular guest on various television shows; in the year 2007, he was invited to research papers, be the key speaker at the Deerfield’s academy Koch center (Tyson 73). In his speech, Neil emphasized science’s impact on the 21 st century and of a high school, explained to his audience that the investments made into science could be expensive (Goldsmith Tyson 74). He, however, insisted that the returns that society may get from these investments through the knowledge gained along with piquing interests were invaluable (Tyson 129). Neil has previously been selected as a commissioner in a commission studying the US aerospace industry’s future. This commission produced its final report that was published in the year 2002 containing recommendations for promoting the essay thriving futures of essay of a high life transportation, national security along with space exploration (Goldsmith Tyson 95). Later on, in the year 2004, Neil served in a 9-member committee that was responsible for implementing the exploration policies of America. Good Student? It was their duty to navigate the path through which the US new vision for space could become a victorious part of the country’s agenda (Tyson 117). Essay Life? Neil was also appointed by NASA’s head to serve in the agencies advisory council that is so prestigious. Neil and good student council essay, the advisory council were supposed to guide the agency through its recurrent need of fitting its vision into their restricted budget (Tyson, Liu Irion 121).

Neil has written very many publications that have helped provide greater insights to essay, the American public concerning the universe and space (Goldsmith Tyson 64). Essay Om Platon? For instance, Neil has written a magazine column for the Natural History Magazines and ten other books that include his memoirs in of a high school ‘ The Sky Is Not The Limit: Adventures Of An Urban Astrophysicist ’ along with other books he has co-authored with Donald Goldsmith (Tyson 94). He has recently been involved in controversies regarding the planetary standing of Pluto. Neil has been making efforts to sensitize the American public who seems to be not aware of ideas scientific facts that exist around them (Tyson 123). These efforts have been facilitated by his collaboration with standup comedians from different regions of the country that has greatly helped in bringing science topics to the country’s commercial radios. Of A? His efforts of studying and resolving issues regarding space have made the US astronauts name an asteroid after him (13123 Tyson) (Goldsmith Tyson 164). As an honor to gonorrhea research paper, Neil’s work, he has received over ten honorary degrees and essay of a high school, a distinguished medal for service in NASA. This is the highest award that has ever been granted to a citizen of the country who does not work for thesis on the godfather the government. All these awards have been given to him for high school the contributions he has made in the appreciation of our cosmos by the general public (Tyson, Liu Irion 133). Recently, Neil has been trying to gonorrhea paper, explain the scientific activities that lead to global warming.

He suggests that humans have first denied the existence of certain scientific truths but slowly accepted them to be true after laying claims concerning their opposition to various religious doctrines (Tyson 124). Essay School Life? He additionally suggests that there exist numerous differences between plants along with animals, and the field of good student essay science operates in consensus concerning the essay experiments carried out (Goldsmith Tyson 167). According to Neil, astronomy has formed an interesting and useful topic that can be explored for gays military the benefit of humans. Of A High Life? Recently, Neil has been vocal in criticizing the country’s administration for gays military papers their withdrawal of funds for NASA. He says that NASA may greatly impact the essay high school people’s culture, and it is gays research papers less costly when compared to the benefits it might bring to the country’s economy.

He finally suggests that the end of dreaming for the Americans began when their administration decided to defund NASA (Tyson, Liu Irion 212).

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Essay: ‘The Prince’ by Niccolo Machiavelli – Modern Political Thought. Niccolo Machiavelli (3 May 1469 ‘ 21 June 1527) was born into this unstable time of shifting fortunes in the year 1469. Essay School. He served in a number of minor government positions, and statement on the, was banished or imprisoned at essay of a high school various points of his career. He was responsible official in Florentine Republic with diplomatic and military affairs. Paper. One of his most notable positions was serving as a sort of political advisor to the Borgia family. He is now regarded as the founder of modern political science, particularly of political ethics. He was also a Secretary to the Second Chancery of the Republic of essay high school, Florence from 1498 to 1512 (Niccolo MACHIAVELLI – BIOGRAPHY).

Machiavelli begins his book by presenting his dedication with a letter to ‘the Magnificent Lorenzo Di Piero De’ Medici’, the ruler of the ideas problem Florence. In this dedication, Machiavelli points out that ‘ wanting to present myself to your Magnificence with some testimony of my devotion towards you, the possession of mine that I love best and values most is my knowledge of the actions of great men ‘knowledge that I have acquired from a continual study of antiquity’ (Bennett, 2010). He shortly explain his intention which are the actions of great men and the principles of of a school life, princely government. He also does this with expectation of good student council, satisfactory and informing the essay high school Medici family about his knowledge. Essays For Harvard School. He offers this book as a gift to the ruler and high school, his family. The Prince is unique, not because it explains how to take control of other lands and thesis statement godfather, how to control them, but because it gives advice that often disregards all moral and ethical rules. Machiavelli generally discusses the different types of the principalities or states, and of a high school life, how to remain them. He then classify the various kinds of states: republics, hereditary princedoms, brand-new princedoms, and mixed principalities. In the first chapter, titled as ‘Different kinds of good student council, principalities, and how to acquire them’, Machiavelli tries to essay of a life make a classification of principalities.

Machiavelli describes the different kinds of states, debating that all states are either republics or principalities. Principalities can be divided as hereditary principalities and new principalities. New principalities are either completely new or new additions to student council existing states. By fortune or strength, a prince can acquire a new principality with his own army or with the arms of others. The second chapter focuses on hereditary principates. Machiavelli notes that it is easier to govern a hereditary state than a new principality for two main reasons.

First, those under the rule of such states are familiar with the prince’s family and are therefore familiar to their rule. The natural prince has to keep past institutions untouched while adapting these institutions. Second, the natural tendency of subjects in a hereditary state is to love the ruling family. In here Machiavelli argues a key point in terms of school, a people’s desire for change: ‘And in statement, the antiquity and continuity of the government,’ he writes, ‘people forget not only the reasons for innovations but their very existence, because every new change provides a footing to build on another.’ (Bennett, 2010). Chapter three is about the essay life ‘Mixed Principalities’. He compares the successes and failures that he saw as ‘mixed principalities’, using two examples: the student succeeded Roman Empire and the failed King Louis of France. Of A High Life. He is based at the Roman case as a correct example, remark that ‘they sent colonies, maintained friendly relations with the less powerful elements, seized the more powerful elements and did not allow any strong foreign powers to gain authority’ (Bennett, 2010).

Machiavelli defines King Louis’ France’s mistakes to explain his failure to conquer Italian states. He suppress the weaker states by increasing the strength of the major power (the Church), bring in a foreign power (Spain), never set up colonies, and essays for harvard business, dispossess the Venetians of their power. (Bennett, 2010). Machiavelli goes one step further, noting that it is better to disrupt the poor and powerless than the rich and powerful. Because the poor cannot fight back. In chapter four, there are two ways to govern a principality. The first contains a prince and appointed ministers. While the ministers help govern, everyone remains obeyed to of a high school the prince. The second way includes a prince and nobles. Nobles are not appointed by business the prince, but they benefit from their ancient lineage and have subjects of essay of a high school life, their own.

As a result, the first kind is godfather, difficult to conquer, for him, and easy to hold onto. But the latter is essay of a school life, easy to conquer and difficult to hold onto. In fifth chapter named as ‘how to govern cities or principalities that lived under their own laws before they were annexed’, he mentions the opportunities for the conqueror about papers what to do after the conquest. Life. Machiavelli describes three ways to hold states that have been familiar to military papers living freely under their own laws. The first is destroying them. The second is occupying them for the conqueror. The third is to allow the state to maintain its own laws, but to of a school life charge taxes and research, establish an oligarchy to keep the of a state friendly.

The third option seems benefical because the newly imposed oligarchy will work hard to essay secure the authority of the essay of a school life conquering prince within the conquered state’s borders, because it owes its existence to the prince and cannot survive without his support. However the emotions of hatred and revenge against the conquering prince will remain strong. The memories of ancient liberty never die, so a prince will be better off destroying the republic or personally occupying the conquered state. So, he seems to favor the first option. The sixth chapter focus on about the ‘new principalities that are acquired by essay om platon one’s own arms and virtu’ ‘something like ‘ability’, but it can mean ‘strength’ or even ‘virtue’ (Bennett, 2010). Essay. According to him, ‘a wise man will follow in the footsteps of essay om platon, great man, imitating ones who have been supreme: so that if his virtu doesn’t reach the of a school level of theirs, it will have a touch of it’ (Bennett, 2010, s. 11). According to Machiavelli, the most remarkable princes who became princes by their own power were Moses of the Hebrews, Cyrus of Persia, Romulus of Rome, and Theseus of Athens. Good Ideas For A Problem. He defines them as the legend of the past and the models for present and future princes. In 7. Chapter, Machiavelli turns his attention to private citizens who acquire principalities through fortune.

These princes make no effort in acquiring power, but they face many problems in of a high school life, preserving it. Without a loyal army or any traditions, a prince of business, a new state that relies on fortune does not have a good chance for surviving. He mainly argues that the difficulty lies on maintaining the power, not just possessing it.He tells the story of Cesare Borgia, also known as Duke Valentino, who ‘acquired his state through the essay of a school life fortuna of his father Pope Alexander VI, and when his father died he lost it’ (Bennett, 2010, s. Paper. 13.14.15) Machiavelli continues to describe the ways that a man can become a prince in 8. chapter. In addition to fortune and bravery, the consent of his fellow citizens can facilitate a man’s rise to power. He mentions about the of a high school life principalities that are ‘acquired through wickedness’.Machiavelli makes differentiate between the cruelty and the kind of clever ruthlessness. He gives two examples: the research papers first is ancient, the second is modern. Of A School Life. According to him,the cruelty can be remarkable well-used if it is carried out in one shot, and if it can be interpreted as necessary for self-preservation. (Bennett, 2010)

In 9. Chapter, Machiavelli guides princes who gain power not only through cruelty or other kinds of violence, but also the consent of his fellow citizens. He named this type of student, principalities as the civil principalities where after prince situation can be determined either by the will of people or by the will of the nobles. For him, ‘whether a civil principality is created by the people or by the nobles depends on which group has the essay of a high school opportunity’ (Bennett, 2010, s. 20) If nobles feel that they have problems with the business citizens, the prince will be chosen among them. However if the people feel that they are oppressed by the nobles, they would try to make one of their own a prince and then this person becomes their shield against the nobles. In chapter ten, entitled as ‘how to measure the strength of a principality’. One other measure of a state’s strength is whether a prince can defend himself, or whether he must rely on the help of others. There are two kinds of high, princes: the prince who has adequate men or money to be able to improve a army to join battle and the prince who can’t perform against the enemy in the field, and has to shelter behind the walls of his city, waiting for help to come (Bennett, 2010, s. 22).

The second type has no option but to fortify his city and lay in supplies. The final type of principality is the ecclesiastical state. Although this type of principality is gained through ability or luck, their princes stay in power no matter how they act (Summary and Analysis).He puts forward kinds of arguments related to the Papal States in this part. For Machiavelli, religious bodies in politics are generally east to for harvard school hold onto, because religion itself helps politics to be sustainable. They also don’t need to be secured or governed, but help to secure the essay of a high life power within the country. In addition, how the Papacy is much powerful to frighten the French rulers, and essays for harvard business school, has the capacity to even chase the French out of high school, Italy and crush the Venetians at the same time. Related to this, he tells about the gonorrhea research successful story of the Pope Alexander IV.

Julius. Analytical Evaluation of the essay of a school Text. In the begining of research, chapter, Machiavelli uses so many scientific methodology. He designs systems, threats and principalities with diffirent style. He also tries to prove every claims of him by of a school giving historical examples and telling stories. He makes differentiation between different kind of states and gonorrhea paper, diffirent kind of governing.

He shows us the world by high life using simple terms and drawing clear-cut examples. But in this book, the examples of him are from essay om platon Italian history, most of them. He uses Italy and cardinal rules to build a scene that based on historical specificity. When he writes about princes and essay of a high school, principalities as is they were variables in a mathematical formula. Thus, one can infer that Italy is an essay om platon, abstract sum of all Machiavelli’s formulations. He does not absolutely rely on theory, abstract or ideology. His theory of government based on Machiavelli’s reliance on history. He basically tries to answer the question of ‘how best can a ruler maintain control of his state’? and high school, as a response, he sets out a set of empirically testable rules and guidelines by doing a study of the conquests of the past, particularly those of the Romans, the Greeks, and the French. (Cabal, 2015). At the same time he makes his examples harmony and details explanations to show a scientific mixture on human condition. He considers human to show free will and gays military research papers, significant determinant of power.

According to him, what causes princes to succeed or to fail is about the question of essay high school, human nature. He also sees that power and the gain are the main source of a universal human spirit. When he reaches conclusions about, for instance, the characteristics of the French, the Germans, and the English, he doesn’t intend to be a nationalist or an ethnographist but rather to be a believer in the universality of man. An important distinction between Machiavelli’s philosophy and other philosophies of government is in his explanation of the subject. For instance, Aristotle’s political thinking is based on a citizenship that is inherently political and interested in the welfare of the community, and he claims that the main cause for state’s existence is free citizens. But Machiavelli describes the ordinary citizen as a simple minded. According to him, such people could either love or hate their ruler depending on essay om platon if they are damaged or not.

But if the prince can maintain power, he doesn’t need to concern for welfare or citizens. The main purpose of government is the stability of the state and the maintenance of the essay of a control established by the ruler, not creating welfare for the people. At the same time, while many of Machiavelli’s remarks on the subject seem reasonable, most are assumptions not grounded in evidence or popular notions and ideas solving, can easily be criticized. For example, a Hobbesian might argue that Machiavelli puts too much faith in people’s ability to of a high school life remain content in the absence of government force. A related issue to explore, then, might be the extent to which Machiavelli’s political theory relies too heavily on any single, possibly fallacious depiction of human nature. (Thanaw, 2014) Another analysis is the cruelity. The Prince have generally been characterized as ‘immoral’. Gonorrhea Research Paper. Machiavelli’s assumptions such as killing the family of the former ruler and the violent suppressions of riots seem cruel and brutal. He make a separation between ethics and politics.

Nevertheless, Machiavelli’s political theory still contains some kinds of morality and ethics. Although he doesn’t use words such as ‘ethical’ or ‘moral”, he generally claims that rulers have duties or obligations which can also be regarded as ethical or moral. High School. (Bennett, 2010). He basically explain the events by using his negative perception of human nature. He tries to apply this for human society. For A Problem. The Prince is a traditional and a philosophical work (Readers’ Notes, 2014).

According to the actions of school, Agathocles and Oliverotto which are considered as ‘evil’ by Machiavelli, he actually never refer to Borgia as a criminal prince because he murdered the leaders of essays, rival factions to seize the power. While Machiavelli doesn’t support criminal acts, the philosophy of “the end justifies the means” has often been associated with Machiavelli and it is easily subject to abuses in the name of progress. (The Prince ‘Anaylsis of essay life, Chapter 8’). Machiavelli never advocates cruelty or other vices for their own sake. Good Problem Solving Essay. He advocates them only in the interests of safeguarding the state, which, in Machiavelli’s view, is a kind of ultimate good in essay high school, its own right. Machiavelli states several times that when it is in the interests of the state, a prince must strive to act virtuously. (Thanaw, 2014) If we examine the book’s ninth chapter in terms of class conflict and compare it with Karl Marx’s, Machiavelli accept the council essay inevitable problem between common people and the nobles.

But Machiavelli’s description of essay of a high life, classes is less sophisticated when it is compared to Marx. Good Student Council Essay. Basically, the class conflict is not a real motivation related to political structures. Of A High School. It is student council essay, that the essay high Prince should overcome to military research seize the power. Machiavelli does not favors any of the social groups if we compare to Marx. Instead, he focuses merely on the prince’s relations with these groups. When we come to 11. Chapter, we see that he acknowledges that ecclesiastical principalities are not subject to the historical patterns, and his explanation of their invulnerability from unsuccessful rulers and war, seem to essay high school point out a respect for religion. (Thanaw, 2014) The point here is that, when he actually opposes the presence of Church in gays research, politics, he advocate just the of a high school opposite. He focuses on the factors that led the Catholic Church to essay gain control over Italian principalities as like the examples of successful princes that he mentions. He displays that these factors were not different than those used by princes to gain power. The Church also uses armed forces such as other princes, These ecclesiastical principalities exist in essay of a high, their own category as he stated in book.

But actually he view them as the same as he does for any other state. At first glance, The Prince may seem irrelevant to our lives today. After all, the book is almost 500 years old. But the abuse of power is godfather, not strange to Renaissance politics. It can occur at any time, in any workplace, in school, any relationship. The principles Machiavelli discovered apply equally to our lives today. It is statement godfather, clearly seen that Machiavelli contributed great importance to the concept of political realism.

As the founder of political science and political ethics, his realism in politics, ethics, and human nature shows that historical evidences are empirical and reliable sources. (Political Realism in International Relations, 2010) His approach towards the rulers, public, nobles, citizens, world and politics. He guided many politicians and inspired many thinkers coming after him. By looking at history and identifying certain rulers who did or did not fit this mold he created, Machiavelli shows that the best leaders in history were not those who were criminals or overly and unnecessarily cruel. Essay Life. Instead, the best leaders were those who practiced cruel or evil acts as a matter of necessity rather than because their positions allowed it. The idea of good solving essay, glory that he discusses becomes the measurement by which a great ruler is measured, not how feared he was by essay high his subjects or enemies. His emphasis especially on power also worth noting.

When Machiavelli is considered, his conception of ‘power’ is one of the gonorrhea research paper first things that comes to our minds. The fact that he also sees justifiable regarding the use of power even to the cruel degrees helped to the outbreak of the age of realpolitik in essay of a school, Europe. We can see Machiavelli’s footprints on the roads that followed by the great rulers such as Napoleon Bonaparte. Search our thousands of essays: If this essay isn't quite what you're looking for, why not order your own custom Miscellaneous essay, dissertation or piece of coursework that answers your exact question? There are UK writers just like me on hand, waiting to help you. Each of us is qualified to a high level in gonorrhea research paper, our area of of a life, expertise, and good ideas problem, we can write you a fully researched, fully referenced complete original answer to your essay question. Essay Of A High Life. Just complete our simple order form and you could have your customised Miscellaneous work in your email box, in as little as 3 hours. This Miscellaneous essay was submitted to us by essays business a student in order to help you with your studies. This page has approximately words.

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The Qualities of a Good Leader ! Essay. Leadership is a quality which cannot be acquired by any person from the other but it can be acquired by self-determination of high a person. Leadership can best be called the personality of the very highest ability-whether in ruling, thinking, imagining, innovation, warring, or religious influencing. Image Source: donnafishter.com/wp-content/uploads/2015/06/leadership-01.jpg. Leadership is thesis statement on the godfather, a quality hidden in the personality of a human being. Human personality is very complex and it is school life, very difficult to grade individuals according to one’s personality. Leadership, on the other hand, depends on military research papers, the organic structure of the personality which includes experience, skill, responsibility, intelligence, power of organizing people and social interaction. Leadership is an indispensable activity, which every leader has tap perform for directing the people, working under him.

It is the ability of the Leader to induce subordinates to work with confidence and zeal. In other words “Leadership is the process by which an leader imaginatively directs, guides and influence the essay high school life, work of others in choosing and attaining specified goals by mediating between the individuals and the organisation in such as manner, that both will obtain maximum satisfaction. Some people have a misconception that only those people who are physically strong can become good leaders, but this is not the fact. A leader may not be physically strong but he needs to be mentally strong and firm in decisions. For example, Mahatma Gandhi, the ideas for a problem solving essay, Father of the Nation was the essay of a school life, greatest leader but he was active and good for a, had a firm desire to serve the Nation. Essay School Life! He had the power of organizing and uniting people and attracting people towards him by for harvard business school, his speeches.

This is the essay high school life, best quality of a leader which he had in him. Military Papers! We can also say that, a person who can satisfy the basic psychological needs of his followers can also be an effective leader. Leadership is essay high school life, a quality which cannot be acquired by any person from the other but it can be acquired by self-determination of a person. Gonorrhea Research Paper! Leadership can best be called the essay, personality of the very highest ability-whether in research ruling, thinking, imagining, innovation, warring, or religious influencing. Leader can be classified according to their work.

For example, those who are related to politics are the political leader, those officers who are related to the profession of Army or Police are the leaders of their respective fields. In fact leadership is the essay of a, most important quality required in good essay a political leader and life, equally in Army and Police Officers because the future and security of the county lies in their hands, so they should properly use their power and be always attentive so that any enemies whether within or from outside country can not cause any harm or damage to the Nation. Intelligence and Alertness. The most important quality which a leader should possess is intelligence and alertness. A leader has to use his/her brain every time and also has to remain alert with eyes and ears open otherwise he/she could easily be carried by any fraud or enemy. Many a times we see such situations around us, where a person in essay om platon trouble or problem doesn’t hesitate in blaming and embarrassing even his closest friend to save himself, and also does not bother about his friends at all because the person has to get rid of his problems anyhow.

So, he just thinks about essay of a high school life, himself and his life, the student council essay, life of other does not matter to him much. Almost all of us are having one or more such close friends, so a leader should always keep in mind that he should not trust even his closest friends more than required as it can create problems for essay high school life, him. At the thesis on the, time of war, an of a high school life Army Officer who leads his soldiers as to apply his brain every second and has to be attentive while marching ahead. A Police Officer has to be attentive always while he is at work as his duty is to control crime and provide safety to the people. The political leader of a county should be most intelligent as the security of not only few people but of the paper, whole nation depends in him in one way or the other. Therefore, we can say intelligence and alertness are the essay school, indispensable qualities of a leader.

As for example, one of the greatest leader of his time, Winston Churchill could win the Second World War just by applying his brain and his alertness. Action Oriented approach. The other qualities of a leader include impartiality,action-oriented approach and positive attitude. A good leader should always be impartial towards all his followers, because the moment he becomes partial, he no longer remains a leader as he loses the confidence of others. The duty of a leader is to encourage and raise the standard of essay om platon all his followers and of a school life, not just a few of them, and he should always remember his duty. Further, a leader should be action-oriented. A single leader cannot do every work by himself, so he needs help of others for doing all his constructive works. A leader should be effective enough towards himself and encourages everyone through his words to do constructive work while walking on a right path so that everyone in this country can become aware of research his/her rights as well as duties and can provide his/her help in the development of the country. In our country, the essay of a school, constitution has given us the right of democracy through which everyone whether a beggar or the President has been given the right to choose a leader. Everyone wants his leader to be effective, intelligent, active, and action-oriented who can encourages the masses and do the needful for his people and his area. Some of the great action-oriented leaders were Winston Churchill, Mahatma Gandhi, Jawaharlal Nehru, Subash Chandra Bose, Indira Gandhi,Abraham Lincoln who succeeded in attracting the masses towards themselves through their speeches and gays research papers, encouraging people to of a work for their county and thus they succeeded in registering their name in history forever.

Of course, they are now dead but are present in essays business school the hearts and minds of the people of their countries and even now they are remembered with respect. A leader should also be an optimist having a positive attitude. he should not think negatively or plan something showing negative attitude. A person who thinks or plans something’s showing his negative attitude never be a Leader. High Life! A leader should always be courageous. Statement On The! He should have courage to high school face the essay om platon, troubles or problems and of a high, solving the problems by himself in essays business school place of essay of a school life blaming and embarrassing others. Cowards, who at the time of facing problems or troubles in their life try to blame and for a problem, embarrass others can never succeed in their life. School! Such person remain at the same place where they stood in essay om platon the beginning. To gain height and achieve something, one should come out of cowardness, jealousy and should become innovative, courageous, action-oriented and essay of a life, optimist.

A good leader has all these qualities in business school him. To elaborate further the qualities of a good leader there are three theories of leadership and these are (a) trait theory (b) behavioral theory and (c) situation theory. The first approach (trait theory) views leadership as a conglomeration of a set of personality traits. Essay Of A School Life! The older tradition in these studies of good student council essay leadership has been the search for of a high, a cluster of traits, attributes or other types of individual difference, which see leaders apart from essay, their followers or which distinguish effective leaders from ineffective ones. A good leader, as it found more often, is a good teacher.

Instead of bossing his followers or group members – a good leader always helps them through experience that brings a changed mind and motive. Finally, a good leader must be faithful to his group members and activities. This in turn, will result in an atmosphere of assurance among the followers. Having faith in self abilities and the world around him/her the leader gains inspiration and also inspires others in essay high school life the process. Elaborate and Edited by Users. In this world, there are two types of military people. One type is of a high school life, known as the leaders, and the other as followers. One needs to decide whether he wants to be a followers or a leader, well, the ideas for a solving essay, compensation for the both differs, the follower cannot reasonably expect the essay high school life, compensation to which a leader is entitled, although many followers make the mistake of expecting such pay. Broadly speaking, on essay om platon, one hand it is no disgrace to essay high school be a follower and on the other hand, it is nor credit to remain a follower for very long.

Not all followers can become leaders. For becoming a good leader one needs to poses leadership qualities. The Major Attributes of Leadership. The following are the major attributes of leadership: Infinite Courage : In fact, no follower will like to be dominated by a leader who lacks self-confidence, courage and wisdom. No intelligent follower will be dominated by such a leader for very long. Self Control : The person who controls self rules others ! The man who can’t control himself can never control others. In fact, self-control sets a mighty example for essays school, one’s followers, which the more intelligent will emulate. Sense of Justice : Without a sense off fairness and justice, no leader can command and of a school, retain the respect of his followers. Decision Making : The man who wavers in his decision, shows that he is papers, not sure of himself, cannot lead others successfully. Planning : The successful leader must plan his work and work his plan.

A leader who moves by guesswork, without practical, definite plans, is essay school, comparable to a ship without a rudder. Sooner of later he will land on the rocks. Doing More : One of the penalties of leadership is the good, necessity of essay high life willingness, upon the part of the leader, to do more than he requires of his followers. Pleasing Personality : Leaderships calls for respect. A person without a good and pleasing personality will not be respected by his followers for very long. Well, personality can be defined as the complex of gays military papers all the attributes–behavioral, temperamental, emotional and essay of a life, mental–that characterize a unique individual and without it, a person can neither become a intelligent followers nor a good leader. Sympathy : The word sympathy can be best defined as sharing the essay om platon, feelings of school life others (especially feelings of sorrow or anguish). The successful leader must be in sympathy with his followers. Good Problem Essay! Moreover, he must understand them and their problems. Responsibility : The person who wants to be a leader must develop the quality of of a life taking responsibility.

With responsibility comes power. Business School! A leader is assumed to be responsible for the mistakes and the shortcomings of his followers. If he tries to essay of a school life shift the responsibility, he will not remain the leader. Cooperation : Without good co-operation and coordination no organized plan could be executed. Thus a successful leader must understand and thesis statement on the, apply the principles of cooperative efforts and be able to induce his followers to do the same.

Leadership calls for power, and power calls for cooperation. Classification of Leadership. Broadly, leadership can be classified into essay high school life, two categories (a) Leadership by Consent (b) Leadership by force. The former, and by far the most effective, is leadership by consent of, and with the thesis, sympathy of the followers. The later is leadership by essay life, force without the consent and sympathy of the good solving, followers.

History is filled with evidence that leadership by force cannot endure. The downfall and disappearance of dictators and kings is significant. It concludes that people will not follow forced leadership indefinitely. The Ten Major Causes of Failure in Leadership. Inability to Organize details: A good leader is supposed to be a person with immerse power of organizing things in much better way than his followers. The successful lead must be the master of all details connected with his position. That means, of course, that he must acquire the habit of relegating details to capable lieutenants.

Unwillingness to render humble services: The greatest among ye all shall be the servant of all’ is a truth which all able leaders observe and respect. A leader should always be ready to do the act, upon demand, which he intends to be done by his followers. Expectation of pay for what they ‘know’ instead of what they do with that which they know: A person is not paid for what he knows but for what he does. A leader must understand and implement this theory in his day to day activities.

Fear of competition from followers: A leader should never fear that one day his followers may take his position. An efficient leader may through his know knowledge of his job and the magnetism of his personality, greatly increase the efficiency of others, and induce them to render more service and better service than they could render without his aid. Imagination can be defined as the formation of a mental image of essay of a high school something that is not perceived as real and is not present to the senses. Without imagination, the leader is incapable of meeting emergencies, and essays for harvard business, of creating plans by which to guide his followers effectively. Selfishness is essay high school, evil. A leader should not claim all the honor for the works of his followers. He is contented to see the honors, when there are any, go to his followers, because he knows that most men will work harder for commendation and recognition than they will for money alone. What is Intemperance ? Well, it is the quality of being intemperate.

Followers don’t respect an intemperate leader. Essay Om Platon! Moreover, intemperance in any of its various forms, destroys the endurance and the vitality of all who indulge in it. The leader who is not loyal to his trust, and to school life his associates, those above him, and those below him, cannot long maintain his leadership. Disloyalty marks one as being less than the dust of earth, and brings down on one’ head the contempt he deserves. A good leader should poses the power of authority by consent and not by force. The leader who tires to impress his followers with his “authority” comes within the category of leadership, through force. In fact, the essay, competent leader requires no ‘title’ to give him the respect of his followers.

The man who makes too much over his title generally has little else to emphasize. Things a leader needs to do. A leader gets things done through other people. Although people differ from one another physically and psychologically, they are all governed by life, certain basic needs. The most important need in all individuals is the need to gain recognition. A leader who can satisfy this need will have no difficulty in gays military papers influencing people, and getting done the job in hand. While attempting to satisfy this great urge, the leader should scrupulously avoid criticizing people since no one likes to be others. On the positive side, the has to give hearty, generous and sincere appreciation. If one takes the trouble, one can always discover something or the other in an individual for which real appreciation can be expressed. Next, the leader, in order to get willing cooperation, has to look at things from the other person’s point of view.

He has to life see what the other person wants rather than what he himself is interested in. People, as a rule and by nature, are interested in themselves. Unconsciously, you first think about yourself before you think of others. In a self first. Essay Om Platon! The word most used during any conversation is the essay of a, single lettered ‘I’. Gonorrhea Paper! When you open a magazine to of a high school life which you have contributed, you first start reading your own article, although you might already be knowing every word of it by ideas problem, heart. A leader must, therefore, assiduously cultivate the habit of playing down the ‘I’ and playing up the ‘YOU’. Prove to essay school the them. You don’t have to spend money, much time or effort on this.

You can do it with your smile, with your words, enthusiasm, and your warm, firm and good council, friendly hand clasp. Be considerate, courteous and helpful to others. Be sympathetic and treat others as you would like to be treated by them. Concentrate on essay high, what you can do for others and thesis statement, you will find this approach working wonders. People will vie with one another to do things for you, without your ever asking for it. Talk about others and especially their good points. If you keep talking about essay life, yourself, you will soon tire others and gonorrhea paper, soon they will start avoiding you as a bore. If you speak well of yourself, others will think you are boasting, and if you speak ill of yourself they will believe it, so first don’t talk about yourself. Instead, try talking about the other individual and his interests. Encourage him to speak about himself. Essay Of A Life! “Appreciation makes people feel more important than anything else you can give them.” You have to search and see what is there in him.

It will compel you to recognize this importance. We don’t have to wait till someone does something for us to show our appreciation. We can begin it at any time and essays business school, place. All we have to do is to start looking for school life, things in people to appreciate them. You want that people should admire you and recognize your merits. Ideas Problem Solving Essay! If you pause and reflect, you will find that the other individual also has identical wants and aspirations. Of A High School! Therefore, if you are selfish and try to project only your own requirements, you will soon find others avoiding you. Student Council! They would be reluctant to listen to you or meet your requirements.

You must, therefore, go all the way and of a high school, meet their requirements. Very soon, you will notice the other individuals paying attention to your needs and doing things automatically the way you would like them to be done. If you want to lead and essays business, influence others, you have to put yourself out to do things for them. You have to spend time, energy and effort to satisfy the needs of essay school life others. For instance, you have to remember faces and names. Thesis Statement! The aspiring leader has, therefore, to make it a point to remember names and faces. While addressing letters, you must spell the name and initials correctly and include the full decoration, if any. If an individual has earned a doctorate or a professional chair, make it a point to address that person as Doctor so and so or Professor so and so instead of plain Mr. or Mrs. or Miss.

People also appreciate if you remember their birthdays, wedding anniversaries, etc. The efforts you make to remember such seemingly trivial points and of a school life, act on essays business school, them will yield rich dividends. Encourage people to talk about themselves. Be an enthusiastic and encouraging listener and pay rapt attention to what other say. Ask them for more details in of a high areas where they display great interest. Question them abut the reasons for their success, for their mastery, for their special skills and for their prosperity. Essay Om Platon! Learn about their hobbies, preferences, likes and high school, dislikes. The more you know about an individual, the easier it will be for you to satisfy his requirements and godfather, motivate him in the direction in which you want him to go. Next to taking interest in the other person’s activities and high school, looking at things from research, his angle, motivation can be brought about by the first impression you make on essay of a school life, him. In creating this first favorable impression, nothing proves so effective as a warm and ideas problem solving essay, cheerful smile.

A warm smile states to a stranger that you like him, you are glad to see him and that you would welcome his company. You would have noticed among your circle of essay high friends that the individual who has a natural smile on his face is the one who is most sought after. You notice a particular charm in a lady, who has a pleasant and thesis, cheerful smile all the time on her face. Your smile has to be sincere. If it is of a, artificial, if it is only put on for the occasion, very soon it will fade away from your face.

On the other hand, a sincere smile creates a ready trust in the other person. If you do not have a natural smile, you can cultivate it by careful training and also developing the thesis on the, right mental attitude. View things optimistically. Whenever the chips are down and things are not going the way you have planned, think of some funny incident and repeat it to yourself. The sunshine will come up soon. Also do not reserve your smiles only for strangers. Smile naturally and freely with every individual whom you come across. Let this part of smiling sincerely become a regular habit with you. You will be surprised to essay of a high life see the impact that a warm and genuine smile can create. People will suddenly sit up and take notice of you. All doors will be open and you will be welcome everywhere.

People will go out of thesis on the godfather their way to seek your company because you bring joy to them. On the other hand, a grim face makes you look too serious. What is more, the smile has a way of influencing your mental attitude. You feel a happier man by of a high, wearing a smile on your face. According to a Chinese proverb, a man without a smiling face should not open a shop. In other words, his business or enterprise will be a total failure if he does not know how to keep himself cheerful and friendly. Good Council Essay! Not only should he feel friendly and cheerful, he should also readily demonstrate it and show it to theirs by his disarming, charming and welcome smile.

Frank Irvin Fletcher has described the value of a smile at of a, Christmas in the following words: It costs nothing, but creates much. It enriches those who receive, without impoverishing those who give. It happens in a flash and gonorrhea research paper, the memory of it sometimes lasts forever. None are so rich they can get along without it, and none so poor but are richer for its benefits. It creates happiness in the home, fosters goodwill in a business and is the countersign of friends.

It is rest to essay high school the weary, daylight to the discouraged, sunshine to the sad and nature’s best antidote for research, trouble. Yet it cannot be bought, begged, borrowed or stolen, for it is something that is no earthly good to anybody till it is given away. And if in the last-minute rush of Christmas buying some of our sales people should be too tired to essay high life give you a smile, may we ask you to leave one of yours. Thus, the first step in the technique of motivating others is to begin with yourself taking a keen interest in them and winning their hearts through a genuine, warm and charming smile. PublishYourArticles.net is home of gonorrhea thousands of articles published by users like YOU.

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ACT College and Career Readiness Standards. Measuring the skills and knowledge essential to success. Giving Clearer Meaning to Test Scores. Of A School! The ACT College and Career Readiness Standards are the backbone of ACT assessments. The standards are empirically derived descriptions of the essential skills and essays business, knowledge students need to become ready for college and career, giving clear meaning to test scores and serving as a link between what students have learned and what they are ready to learn next. Parents, teachers, counselors, and school life, students use the standards to: Communicate widely shared learning goals and expectations Relate test scores to gays research the skills needed in high school and beyond Understand the increasing complexity of skills needed across the score ranges in essay life, English, mathematics, reading, science, and writing. The standards encompass the many paths available to students after high school, and they reflect our ability to essay om platon provide insights related to both college and career readiness.

Standards are provided for each English test score range except the 1–12 range. Students who score in of a life, the 1–12 range are most likely beginning to develop the knowledge and skills assessed in military papers, the other ranges. in Terms of Purpose and Focus (TOD) TOD 201. Delete material because it is obviously irrelevant in terms of the topic of the essay. TOD 301. Delete material because it is obviously irrelevant in terms of the focus of the essay. TOD 302. Identify the purpose of a word or phrase when the purpose is simple (e.g., identifying a person, defining a basic term, using common descriptive adjectives) TOD 303. High School Life! Determine whether a simple essay has met a straightforward goal.

TOD 401. Determine relevance of material in terms of the focus of the essay. TOD 402. Identify the purpose of for a problem solving a word or phrase when the purpose is straightforward (e.g., describing a person, giving examples) TOD 403. Use a word, phrase, or sentence to accomplish a straightforward purpose (e.g., conveying a feeling or attitude) TOD 501. Determine relevance of essay of a material in terms of the focus of the paragraph. TOD 502.

Identify the purpose of a word, phrase, or sentence when the purpose is fairly straightforward (e.g., identifying traits, giving reasons, explaining motivations) TOD 503. Determine whether an essay has met a specified goal. TOD 504. Use a word, phrase, or sentence to accomplish a fairly straightforward purpose (e.g., sharpening an essay’s focus, illustrating a given statement) TOD 601. Determine relevance when considering material that is for harvard school, plausible but potentially irrelevant at a given point in the essay. TOD 602. Identify the purpose of a word, phrase, or sentence when the purpose is subtle (e.g., supporting a later point, establishing tone) or when the best decision is to delete the text in question.

TOD 603. Use a word, phrase, or sentence to accomplish a subtle purpose (e.g., adding emphasis or supporting detail, expressing meaning through connotation) TOD 701. Identify the purpose of a word, phrase, or sentence when the purpose is complex (e.g., anticipating a reader’s need for background information) or requires a thorough understanding of the school life, paragraph and essay. TOD 702. Determine whether a complex essay has met a specified goal. TOD 703. Use a word, phrase, or sentence to accomplish a complex purpose, often in terms of the focus of the essay om platon, essay. Unity, and Cohesion (ORG) ORG 201. Determine the of a school, need for transition words or phrases to establish time relationships in simple narrative essays (e.g., then , this time ) ORG 301. Determine the essay om platon, most logical place for a sentence in a paragraph. ORG 302.

Provide a simple conclusion to essay of a school a paragraph or essay (e.g., expressing one of the essay’s main ideas) ORG 401. Good Ideas For A Problem Solving Essay! Determine the need for school, transition words or phrases to statement on the establish straightforward logical relationships (e.g., first , afterward , in response ) ORG 402. Determine the most logical place for a sentence in a straightforward essay. ORG 403. Provide an introduction to a straightforward paragraph. ORG 404. Provide a straightforward conclusion to of a high life a paragraph or essay (e.g., summarizing an gonorrhea research essay’s main idea or ideas) ORG 405. Rearrange the sentences in a straightforward paragraph for the sake of logic. ORG 501. Determine the of a school, need for transition words or phrases to establish subtle logical relationships within and between sentences (e.g., therefore , however , in addition ) ORG 502.

Provide a fairly straightforward introduction or conclusion to or transition within a paragraph or essay (e.g., supporting or emphasizing an essay’s main idea) ORG 503. Rearrange the sentences in a fairly straightforward paragraph for the sake of logic. ORG 504. Determine the best place to divide a paragraph to meet a particular rhetorical goal. ORG 505. Rearrange the paragraphs in an essay for the sake of statement godfather logic. ORG 601. Determine the of a high life, need for transition words or phrases to establish subtle logical relationships within and between paragraphs. Statement! ORG 602. Determine the most logical place for essay of a high, a sentence in a fairly complex essay. ORG 603.

Provide a subtle introduction or conclusion to or transition within a paragraph or essay (e.g., echoing an essay’s theme or restating the main argument) ORG 604. Rearrange the sentences in gonorrhea, a fairly complex paragraph for essay of a high, the sake of logic and coherence. ORG 701. Determine the need for transition words or phrases, basing decisions on a thorough understanding of the paragraph and essay. ORG 702. Military Research Papers! Provide a sophisticated introduction or conclusion to or transition within a paragraph or essay, basing decisions on a thorough understanding of the paragraph and essay (e.g., linking the conclusion to one of the essay, essay’s main images) KLA 201. Revise vague, clumsy, and confusing writing that creates obvious logic problems. Thesis On The! KLA 301. Delete obviously redundant and wordy material. KLA 302.

Revise expressions that deviate markedly from the style and tone of the essay. KLA 401. Delete redundant and wordy material when the problem is of a high, contained within a single phrase (e.g., “alarmingly startled,” “started by reaching the point of beginning”) KLA 402. Revise expressions that deviate from the style and tone of the for a problem solving, essay. KLA 403. School! Determine the need for conjunctions to create straightforward logical links between clauses. KLA 404. Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is relatively common. KLA 501. Essays For Harvard Business! Revise vague, clumsy, and confusing writing.

KLA 502. Delete redundant and wordy material when the school life, meaning of the entire sentence must be considered. KLA 503. Revise expressions that deviate in subtle ways from the style and tone of the essay. KLA 504. Essay Om Platon! Determine the need for conjunctions to create logical links between clauses. Essay Of A School! KLA 505. Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is uncommon. KLA 601. Revise vague, clumsy, and confusing writing involving sophisticated language. KLA 602.

Delete redundant and wordy material that involves fairly sophisticated language (e.g., “the outlook of an aesthetic viewpoint”) or that sounds acceptable as conversational English. Student Essay! KLA 603. High! Determine the need for conjunctions to create subtle logical links between clauses. KLA 604. Use the word or phrase most appropriate in terms of the thesis statement on the godfather, content of the sentence when the vocabulary is fairly sophisticated. KLA 701. Delete redundant and essay of a high school life, wordy material that involves sophisticated language or complex concepts or where the material is redundant in terms of the paragraph or essay as a whole. KLA 702. Use the word or phrase most appropriate in terms of the content of the sentence when the vocabulary is sophisticated. Conventions of Standard English Grammar, Usage, and Punctuation. Papers! SST 201.

Determine the essay school, need for punctuation or conjunctions to join simple clauses. SST 202. Recognize and correct inappropriate shifts in verb tense between simple clauses in a sentence or between simple adjoining sentences. SST 301. Determine the need for punctuation or conjunctions to correct awkward-sounding fragments and council, fused sentences as well as obviously faulty subordination and essay high life, coordination of clauses.

SST 302. Recognize and correct inappropriate shifts in verb tense and voice when the meaning of the entire sentence must be considered. SST 401. Recognize and correct marked disturbances in sentence structure (e.g., faulty placement of adjectives, participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers, lack of parallelism within a simple series of verbs) SST 501. Recognize and correct disturbances in sentence structure (e.g., faulty placement of phrases, faulty coordination and subordination of clauses, lack of parallelism within a simple series of phrases) SST 502. Maintain consistent and good student, logical verb tense and pronoun person on the basis of the life, preceding clause or sentence. Military Research Papers! SST 601. Essay Of A Life! Recognize and good ideas solving essay, correct subtle disturbances in sentence structure (e.g., danglers where the intended meaning is clear but the sentence is ungrammatical, faulty subordination and coordination of clauses in long or involved sentences) SST 602. Maintain consistent and essay of a school, logical verb tense and voice and pronoun person on the basis of the paragraph or essay as a whole.

SST 701. Recognize and correct very subtle disturbances in sentence structure (e.g., weak conjunctions between independent clauses, run-ons that would be acceptable in conversational English, lack of parallelism within a complex series of phrases or clauses) USG 201. Form the past tense and past participle of essays school irregular but commonly used verbs. USG 202. Form comparative and superlative adjectives. USG 301. Determine whether an school life adjective form or an adverb form is called for in a given situation. Essay Om Platon! USG 302. Ensure straightforward subject-verb agreement. USG 303.

Ensure straightforward pronoun-antecedent agreement. USG 304. Essay Life! Use idiomatically appropriate prepositions in essay om platon, simple contexts. USG 305. Use the appropriate word in frequently confused pairs (e.g., there and their , past and passed , led and lead ) USG 401. Essay Of A! Use the correct comparative or superlative adjective or adverb form depending on context (e.g., “He is the oldest of my three brothers”) USG 402. Statement Godfather! Ensure subject-verb agreement when there is some text between the subject and verb. Of A School Life! USG 403. Use idiomatically appropriate prepositions, especially in combination with verbs (e.g., long for , appeal to ) USG 404.

Recognize and correct expressions that deviate from idiomatic English. USG 501. Form simple and compound verb tenses, both regular and irregular, including forming verbs by using have rather than of (e.g., would have gone , not would of gone ) USG 502. Ensure pronoun-antecedent agreement when the pronoun and antecedent occur in separate clauses or sentences. USG 503.

Recognize and correct vague and ambiguous pronouns. USG 601. Ensure subject-verb agreement in some challenging situations (e.g., when the subject-verb order is thesis statement on the, inverted or when the essay of a high, subject is an indefinite pronoun) USG 602. Correctly use reflexive pronouns, the possessive pronouns its and your , and the relative pronouns who and research, whom. USG 603.

Use the appropriate word in less-common confused pairs (e.g., allude and elude ) USG 701. Ensure subject-verb agreement when a phrase or clause between the subject and verb suggests a different number for the verb. USG 702. Essay Of A School! Use idiomatically and contextually appropriate prepositions in combination with verbs in situations involving sophisticated language or complex concepts. PUN 201.

Delete commas that create basic sense problems (e.g., between verb and direct object) PUN 301. Delete commas that markedly disturb sentence flow (e.g., between modifier and modified element) PUN 302. Use appropriate punctuation in thesis statement godfather, straightforward situations (e.g., simple items in a series) PUN 401. Delete commas when an incorrect understanding of the essay high school, sentence suggests a pause that should be punctuated (e.g., between verb and direct object clause) PUN 402. Gonorrhea! Delete apostrophes used incorrectly to essay of a life form plural nouns. PUN 403.

Use commas to avoid obvious ambiguity (e.g., to set off a long introductory element from the rest of the sentence when a misreading is possible) PUN 404. Use commas to set off simple parenthetical elements. PUN 501. Delete commas in long or involved sentences when an incorrect understanding of the sentence suggests a pause that should be punctuated (e.g., between the elements of thesis godfather a compound subject or compound verb joined by and ) PUN 502. Recognize and essay of a high, correct inappropriate uses of colons and semicolons. PUN 503.

Use punctuation to set off complex parenthetical elements. PUN 504. Use apostrophes to form simple possessive nouns. PUN 601. Use commas to avoid ambiguity when the syntax or language is sophisticated (e.g., to set off a complex series of items) PUN 602.

Use punctuation to set off a nonessential/ nonrestrictive appositive or clause. Gays Military Papers! PUN 603. Use apostrophes to form possessives, including irregular plural nouns. PUN 604. Use a semicolon to link closely related independent clauses. PUN 701. Essay High School! Delete punctuation around essential/restrictive appositives or clauses. PUN 702. Use a colon to introduce an example or an elaboration.

Score Range 1–12. Score Range 13–15. Score Range 16–19. Student Essay! Score Range 20–23. Score Range 24–27. Score Range 28–32.

Standards are provided for each Mathematics Test score range except the 1–12 range. Students who score in the 1–12 range are most likely beginning to of a high life develop the knowledge and skills assessed in good essay, the other ranges. Students who score in the 1–12 range are most likely beginning to develop the high, knowledge and skills assessed in the other ranges. Students who achieve the 28–32 level are likely able to use variables fluently so that they can solve problems with variables in the same way that they can solve the thesis godfather, problems with numbers, and they can use variables to represent general properties. Because Algebra and Functions are closely connected, some standards apply to both categories. These have the abbreviation AF and are listed in both categories. N 201. Perform one-operation computation with whole numbers and decimals. N 202. Recognize equivalent fractions and fractions in lowest terms. N 203.

Locate positive rational numbers (expressed as whole numbers, fractions, decimals, and essay high, mixed numbers) on gays papers the number line. N 301. Recognize one-digit factors of a number. N 302. Identify a digit’s place value. High Life! N 303. Locate rational numbers on the number line. Note: A matrix as a representation of data is treated here as a basic table. N 401.

Exhibit knowledge of elementary number concepts such as rounding, the school, ordering of decimals, pattern identification, primes, and greatest common factor. N 402. Write positive powers of 10 by using exponents. N 403. Comprehend the concept of length on the number line, and find the distance between two points. N 404. Of A School! Understand absolute value in terms of distance. N 405. Research! Find the distance in the coordinate plane between two points with the same x -coordinate or y -coordinate. N 406. Add two matrices that have whole number entries.

N 501. Order fractions. N 502. Find and use the least common multiple. N 503. Work with numerical factors. N 504. Exhibit some knowledge of the complex numbers. N 505. Add and subtract matrices that have integer entries. N 601.

Apply number properties involving prime factorization. N 602. Apply number properties involving even/odd numbers and factors/multiples. N 603. Essay High School! Apply number properties involving positive/negative numbers.

N 604. Apply the facts that ? is irrational and that the square root of an integer is rational only if that integer is a perfect square. Essay Om Platon! N 605. Apply properties of school rational exponents. N 606.

Multiply two complex numbers. N 607. Use relations involving addition, subtraction, and scalar multiplication of vectors and of matrices. N 701. Analyze and draw conclusions based on number concepts. N 702. Apply properties of rational numbers and the rational number system. N 703.

Apply properties of real numbers and the real number system, including properties of irrational numbers. N 704. Apply properties of complex numbers and the complex number system. N 705. Multiply matrices. N 706. Apply properties of matrices and properties of matrices as a number system. AF 201. Solve problems in one or two steps using whole numbers and using decimals in the context of money. Essay Om Platon! A 201.

Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g ) A 202. Essay Life! Solve equations in the form x + a = b , where a and b are whole numbers or decimals. AF 301. Solve routine one-step arithmetic problems using positive rational numbers, such as single-step percent. AF 302. Military Papers! Solve some routine two-step arithmetic problems. AF 303. Relate a graph to a situation described qualitatively in terms of familiar properties such as before and after, increasing and decreasing, higher and lower. AF 304.

Apply a definition of an operation for whole numbers (e.g., a • b = 3 a – b ) A 301. Substitute whole numbers for unknown quantities to evaluate expressions. A 302. Solve one-step equations to get integer or decimal answers. Essay High School Life! AF 401. Solve routine two-step or three-step arithmetic problems involving concepts such as rate and proportion, tax added, percentage off, and good solving essay, estimating by using a given average value in place of actual values. AF 402. Perform straightforward word-to-symbol translations. AF 403. High! Relate a graph to a situation described in terms of a starting value and an additional amount per essay om platon unit (e.g., unit cost, weekly growth) A 401. Of A Life! Evaluate algebraic expressions by substituting integers for unknown quantities.

A 402. Add and subtract simple algebraic expressions. A 403. Solve routine first-degree equations. A 404. Multiply two binomials. A 405. Match simple inequalities with their graphs on the number line (e.g., x? –3 5 x? –35 ) A 406. Council Essay! Exhibit knowledge of slope.

AF 501. Solve multistep arithmetic problems that involve planning or converting common derived units of measure (e.g., feet per second to miles per hour) AF 502. Build functions and write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and of a high, problems that can be solved by using proportions) AF 503. Match linear equations with their graphs in the coordinate plane. A 501. Recognize that when numerical quantities are reported in real-world contexts, the business school, numbers are often rounded. A 502. Essay Of A High School! Solve real-world problems by using first-degree equations.

A 503. Solve first-degree inequalities when the good for a problem essay, method does not involve reversing the inequality sign. Life! A 504. Match compound inequalities with their graphs on the number line (e.g., –10.5 x ? 20.3) A 505.

Add, subtract, and multiply polynomials. A 506. Good Ideas For A Problem Essay! Identify solutions to simple quadratic equations. A 507. Solve quadratic equations in the form ( x + a )( x + b ) = 0, where a and b are numbers or variables. A 508. Factor simple quadratics (e.g., the of a school life, difference of gays research squares and perfect square trinomials) A 509.

Work with squares and square roots of numbers. A 510. Work with cubes and essay of a life, cube roots of numbers. A 511. Work with scientific notation. A 512. Work problems involving positive integer exponents. A 513.

Determine when an expression is undefined. A 514. Determine the slope of a line from an essay om platon equation. AF 601. Solve word problems containing several rates, proportions, or percentages. Of A High School! AF 602.

Build functions and write expressions, equations, and inequalities for research paper, common algebra settings (e.g., distance to a point on of a school a curve and profit for variable cost and on the godfather, demand) AF 603. Interpret and of a school life, use information from graphs in the coordinate plane. AF 604. Given an equation or function, find an equation or function whose graph is a translation by a specified amount up or down. A 601. Manipulate expressions and equations.

A 602. Solve linear inequalities when the essay om platon, method involves reversing the inequality sign. A 603. Match linear inequalities with their graphs on the number line. A 604. Solve systems of two linear equations. A 605. Of A School Life! Solve quadratic equations. A 606. Solve absolute value equations.

AF 701. Solve complex arithmetic problems involving percent of increase or decrease or requiring integration of several concepts (e.g., using several ratios, comparing percentages, or comparing averages) AF 702. Build functions and write expressions, equations, and inequalities when the process requires planning and/or strategic manipulation. AF 703. Analyze and draw conclusions based on properties of algebra and/or functions. AF 704. Analyze and draw conclusions based on essay information from graphs in the coordinate plane. Essay High Life! AF 705.

Identify characteristics of graphs based on a set of essay om platon conditions or on a general equation such as y = ax ? + c. AF 706. Given an equation or function, find an equation or function whose graph is a translation by specified amounts in the horizontal and vertical directions. A 701. Solve simple absolute value inequalities. A 702. Match simple quadratic inequalities with their graphs on the number line. A 703. Apply the remainder theorem for essay high, polynomials, that P ( a ) is the gonorrhea research paper, remainder when P ( x ) is divided by ( x – a ) AF 201. Of A High School! Solve problems in one or two steps using whole numbers and using decimals in the context of money. F 201. Extend a given pattern by a few terms for patterns that have a constant increase or decrease between terms.

AF 301. Solve routine one-step arithmetic problems using positive rational numbers, such as single-step percent. AF 302. Solve some routine two-step arithmetic problems. AF 303. Relate a graph to a situation described qualitatively in terms of familiar properties such as before and after, increasing and thesis godfather, decreasing, higher and lower. AF 304. Apply a definition of an operation for of a life, whole numbers (e.g., a • b = 3 a – b ) F 301.

Extend a given pattern by a few terms for patterns that have a constant factor between terms. AF 401. Solve routine two-step or three-step arithmetic problems involving concepts such as rate and thesis, proportion, tax added, percentage off, and estimating by using a given average value in place of actual values. Essay High Life! AF 402. Perform straightforward word-to-symbol translations. Student! AF 403.

Relate a graph to a situation described in terms of high school a starting value and an additional amount per unit (e.g., unit cost, weekly growth) F 401. Evaluate linear and quadratic functions, expressed in function notation, at integer values. Student Council! AF 501. Solve multistep arithmetic problems that involve planning or converting common derived units of measure (e.g., feet per second to essay high miles per hour) AF 502. Build functions and write expressions, equations, or inequalities with a single variable for common pre-algebra settings (e.g., rate and distance problems and paper, problems that can be solved by school, using proportions) AF 503.

Match linear equations with their graphs in essays for harvard business school, the coordinate plane. F 501. Evaluate polynomial functions, expressed in function notation, at of a high school, integer values. Paper! F 502. Essay High School Life! Find the next term in research papers, a sequence described recursively. F 503. Build functions and use quantitative information to identify graphs for relations that are proportional or linear. F 504. Attend to life the difference between a function modeling a situation and the reality of the situation. F 505.

Understand the concept of a function as having a well-defined output value at each valid input value. Essays For Harvard Business! F 506. Understand the concept of domain and of a school life, range in terms of valid input and output, and in terms of function graphs. F 507. Interpret statements that use function notation in terms of their context. F 508.

Find the domain of gays research polynomial functions and rational functions. F 509. Find the essay of a, range of essay om platon polynomial functions. F 510. Find where a rational function’s graph has a vertical asymptote. F 511. Essay Of A Life! Use function notation for simple functions of two variables.

AF 601. Essays! Solve word problems containing several rates, proportions, or percentages. AF 602. Build functions and write expressions, equations, and inequalities for common algebra settings (e.g., distance to a point on of a high school a curve and profit for variable cost and demand) AF 603. Interpret and use information from graphs in the coordinate plane. AF 604.

Given an equation or function, find an gonorrhea paper equation or function whose graph is of a school life, a translation by a specified amount up or down. F 601. Good! Relate a graph to a situation described qualitatively in school life, terms of faster change or slower change. F 602. Build functions for relations that are inversely proportional. F 603. Find a recursive expression for research paper, the general term in a sequence described recursively. F 604. Evaluate composite functions at integer values. AF 701. Solve complex arithmetic problems involving percent of increase or decrease or requiring integration of several concepts (e.g., using several ratios, comparing percentages, or comparing averages) AF 702.

Build functions and write expressions, equations, and inequalities when the process requires planning and/or strategic manipulation. AF 703. Analyze and draw conclusions based on properties of algebra and/or functions. AF 704. Analyze and draw conclusions based on information from essay, graphs in ideas essay, the coordinate plane. AF 705. Identify characteristics of graphs based on a set of of a high school life conditions or on a general equation such as y = ax ? + c. AF 706. Given an equation or function, find an equation or function whose graph is a translation by military research, specified amounts in the horizontal and essay school, vertical directions. F 701. Compare actual values and the values of a modeling function to judge model fit and compare models. F 702.

Build functions for relations that are exponential. F 703. Exhibit knowledge of geometric sequences. F 704. Exhibit knowledge of unit circle trigonometry. F 705. Match graphs of basic trigonometric functions with their equations. F 706. Use trigonometric concepts and basic identities to solve problems.

F 707. Exhibit knowledge of logarithms. F 708. Write an expression for gays military research, the composite of two simple functions. G 201. Essay High School! Estimate the student council essay, length of a line segment based on other lengths in a geometric figure. G 202. Calculate the length of a line segment based on the lengths of other line segments that go in the same direction (e.g., overlapping line segments and essay high school, parallel sides of polygons with only good student essay right angles) G 203. Perform common conversions of money and of length, weight, mass, and time within a measurement system (e.g., dollars to dimes, inches to feet, and hours to minutes) G 301.

Exhibit some knowledge of the angles associated with parallel lines. Essay High School! G 302. Compute the perimeter of polygons when all side lengths are given. G 303. Compute the good ideas, area of rectangles when whole number dimensions are given. G 304. Locate points in the first quadrant. G 401.

Use properties of parallel lines to find the measure of an of a angle. Student Essay! G 402. Exhibit knowledge of basic angle properties and special sums of angle measures (e.g., 90°, 180°, and 360°) G 403. Of A School! Compute the area and perimeter of triangles and rectangles in simple problems. G 404. Find the for harvard school, length of the hypotenuse of a right triangle when only very simple computation is involved (e.g., 3-4-5 and school life, 6-8-10 triangles) G 405. Use geometric formulas when all necessary information is given. G 406.

Locate points in the coordinate plane. G 407. Translate points up, down, left, and military, right in the coordinate plane. G 501. Use several angle properties to find an unknown angle measure. G 502.

Count the number of lines of symmetry of a geometric figure. G 503. Use symmetry of isosceles triangles to find unknown side lengths or angle measures. G 504. Recognize that real-world measurements are typically imprecise and that an essay of a school appropriate level of precision is essay om platon, related to the measuring device and procedure. School Life! G 505. Compute the perimeter of simple composite geometric figures with unknown side lengths.

G 506. Compute the area of essay om platon triangles and rectangles when one or more additional simple steps are required. G 507. Compute the area and life, circumference of circles after identifying necessary information. G 508. Given the length of gonorrhea research paper two sides of a right triangle, find the high life, third when the lengths are Pythagorean triples. G 509.

Express the sine, cosine, and tangent of an angle in a right triangle as a ratio of given side lengths. G 510. Determine the slope of a line from points or a graph. G 511. Find the midpoint of a line segment. G 512. Find the coordinates of a point rotated 180° around a given center point. G 601. Use relationships involving area, perimeter, and volume of essay om platon geometric figures to compute another measure (e.g., surface area for of a school life, a cube of a given volume and simple geometric probability) G 602. Use the Pythagorean theorem. G 603.

Apply properties of 30°-60°-90°, 45°-45°-90°, similar, and congruent triangles. G 604. Essay Om Platon! Apply basic trigonometric ratios to solve right-triangle problems. G 605. Use the distance formula. G 606. Use properties of parallel and essay high school life, perpendicular lines to statement godfather determine an essay life equation of a line or coordinates of a point. G 607. Find the coordinates of essays for harvard business a point reflected across a vertical or horizontal line or across y = x. G 608. Find the coordinates of a point rotated 90° about the origin. G 609.

Recognize special characteristics of parabolas and circles (e.g., the vertex of a parabola and the center or radius of a circle) G 701. Use relationships among angles, arcs, and distances in a circle. G 702. Compute the area of composite geometric figures when planning and/or visualization is required. Essay High School Life! G 703. Use scale factors to thesis godfather determine the magnitude of a size change. G 704. Analyze and draw conclusions based on a set of conditions. Essay Of A High! G 705.

Solve multistep geometry problems that involve integrating concepts, planning, and/or visualization. S 201. Calculate the average of a list of positive whole numbers. S 202. Extract one relevant number from good student council, a basic table or chart, and use it in a single computation. S 301. Calculate the essay of a school, average of a list of ideas solving numbers. Of A High! S 302. Calculate the average given the number of data values and the sum of the data values.

S 303. Read basic tables and charts. S 304. Extract relevant data from a basic table or chart and use the data in a computation. S 305. Use the relationship between the probability of an event and the probability of its complement. S 401. Calculate the missing data value given the average and all data values but one. S 402.

Translate from one representation of essay om platon data to another (e.g., a bar graph to a circle graph) S 403. Determine the probability of a simple event. S 404. Describe events as combinations of other events (e.g., using and , or , and not ) S 405. Exhibit knowledge of simple counting techniques. S 501. Calculate the average given the frequency counts of all the data values. S 502. Manipulate data from of a, tables and charts. S 503. Compute straightforward probabilities for common situations.

S 504. Thesis On The! Use Venn diagrams in counting. S 505. Recognize that when data summaries are reported in the real world, results are often rounded and must be interpreted as having appropriate precision. S 506. Recognize that when a statistical model is used, model values typically differ from actual values. Essay High School Life! S 601. Calculate or use a weighted average. Statement Godfather! S 602. Interpret and use information from tables and charts, including two-way frequency tables. S 603.

Apply counting techniques. S 604. Compute a probability when the high school life, event and/or sample space are not given or obvious. S 605. Recognize the concepts of conditional and joint probability expressed in real-world contexts. S 606. Recognize the concept of independence expressed in real-world contexts. S 701. Distinguish between mean, median, and mode for essay om platon, a list of numbers.

S 702. Analyze and draw conclusions based on information from tables and charts, including two-way frequency tables. Essay Of A School Life! S 703. Understand the role of randomization in good, surveys, experiments, and observational studies. S 704. Exhibit knowledge of conditional and joint probability. S 705. Recognize that part of the power of statistical modeling comes from looking at regularity in essay of a life, the differences between actual values and model values. Score Range 1–12. Score Range 13–15.

Score Range 16–19. Score Range 20–23. Score Range 24–27. Score Range 28–32. Research Paper! Standards are provided for each Reading Test score range except the essay high school, 1–12 range. Students who score in the 1–12 range are most likely beginning to for harvard school develop the knowledge and skills assessed in the other ranges. CLR 201. Locate basic facts (e.g., names, dates, events) clearly stated in a passage. CLR 202.

Draw simple logical conclusions about the high school life, main characters in somewhat challenging literary narratives. CLR 301. Ideas Solving Essay! Locate simple details at the sentence and paragraph level in somewhat challenging passages. CLR 302. Draw simple logical conclusions in somewhat challenging passages. CLR 401. Locate important details in somewhat challenging passages. CLR 402. Draw logical conclusions in somewhat challenging passages. CLR 403.

Draw simple logical conclusions in more challenging passages. CLR 404. Paraphrase some statements as they are used in somewhat challenging passages. CLR 501. Locate and interpret minor or subtly stated details in somewhat challenging passages. CLR 502. Locate important details in more challenging passages. CLR 503.

Draw subtle logical conclusions in somewhat challenging passages. CLR 504. Essay Of A School! Draw logical conclusions in thesis statement, more challenging passages. CLR 505. Paraphrase virtually any statement as it is used in somewhat challenging passages. CLR 506. Of A School! Paraphrase some statements as they are used in council, more challenging passages. CLR 601. Locate and interpret minor or subtly stated details in more challenging passages. CLR 602.

Locate important details in complex passages. CLR 603. Draw subtle logical conclusions in essay high school life, more challenging passages. CLR 604. Draw simple logical conclusions in complex passages. CLR 605. Paraphrase virtually any statement as it is used in more challenging passages. CLR 701.

Locate and interpret minor or subtly stated details in complex passages. CLR 702. Locate important details in highly complex passages. CLR 703. Draw logical conclusions in complex passages. CLR 704. Draw simple logical conclusions in highly complex passages. CLR 705. Draw complex or subtle logical conclusions, often by synthesizing information from different portions of the essay om platon, passage. CLR 706. Paraphrase statements as they are used in complex passages.

IDT 201. Identify the topic of passages and distinguish the topic from the central idea or theme. IDT 301. Identify a clear central idea in straightforward paragraphs in somewhat challenging literary narratives. IDT 401. Infer a central idea in straightforward paragraphs in of a school, somewhat challenging literary narratives. IDT 402. Identify a clear central idea or theme in somewhat challenging passages or their paragraphs. Thesis On The! IDT 403.

Summarize key supporting ideas and details in somewhat challenging passages. Essay Of A High! IDT 501. Infer a central idea or theme in thesis statement, somewhat challenging passages or their paragraphs. IDT 502. Identify a clear central idea or theme in more challenging passages or their paragraphs.

IDT 503. Summarize key supporting ideas and details in more challenging passages. IDT 601. Infer a central idea or theme in more challenging passages or their paragraphs. IDT 602. Summarize key supporting ideas and details in complex passages. IDT 701.

Identify or infer a central idea or theme in complex passages or their paragraphs. IDT 702. Summarize key supporting ideas and details in highly complex passages. REL 201. Determine when (e.g., first, last, before, after) an event occurs in somewhat challenging passages.

REL 202. Identify simple cause-effect relationships within a single sentence in a passage. REL 301. Identify clear comparative relationships between main characters in somewhat challenging literary narratives. REL 302. Identify simple cause-effect relationships within a single paragraph in somewhat challenging literary narratives.

REL 401. Order simple sequences of events in somewhat challenging literary narratives. REL 402. Identify clear comparative relationships in essay life, somewhat challenging passages. REL 403. Identify clear cause-effect relationships in essay om platon, somewhat challenging passages. REL 501. Of A High Life! Order sequences of events in somewhat challenging passages. REL 502. Understand implied or subtly stated comparative relationships in student, somewhat challenging passages.

REL 503. Identify clear comparative relationships in more challenging passages. REL 504. Essay Of A School! Understand implied or subtly stated cause-effect relationships in somewhat challenging passages. Essays For Harvard Business! REL 505. Identify clear cause-effect relationships in more challenging passages.

REL 601. Order sequences of essay high events in more challenging passages. REL 602. Understand implied or subtly stated comparative relationships in more challenging passages. REL 603. Identify clear comparative relationships in complex passages. REL 604. Understand implied or subtly stated cause-effect relationships in more challenging passages. REL 605.

Identify clear cause-effect relationships in complex passages. Thesis Statement! REL 701. Order sequences of events in complex passages. REL 702. Understand implied or subtly stated comparative relationships in complex passages. REL 703. Essay Of A School! Identify clear comparative relationships in highly complex passages. REL 704. Research! Understand implied or subtly stated cause-effect relationships in complex passages. REL 705. Identify clear cause-effect relationships in of a high school life, highly complex passages.

WME 201. Understand the implication of a familiar word or phrase and of simple descriptive language. WME 301. Analyze how the choice of good a specific word or phrase shapes meaning or tone in somewhat challenging passages when the of a school, effect is simple. WME 302. Interpret basic figurative language as it is used in a passage. Research! WME 401. Of A! Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages.

WME 402. Interpret most words and gays papers, phrases as they are used in somewhat challenging passages, including determining technical, connotative, and figurative meanings. WME 501. Analyze how the choice of essay of a high school a specific word or phrase shapes meaning or tone in somewhat challenging passages when the effect is subtle. WME 502. Analyze how the choice of a specific word or phrase shapes meaning or tone in essays for harvard, more challenging passages.

WME 503. Interpret virtually any word or phrase as it is used in of a high, somewhat challenging passages, including determining technical, connotative, and figurative meanings. WME 504. Interpret most words and phrases as they are used in more challenging passages, including determining technical, connotative, and figurative meanings. WME 601. Analyze how the good council, choice of a specific word or phrase shapes meaning or tone in complex passages.

WME 602. Interpret virtually any word or phrase as it is used in more challenging passages, including determining technical, connotative, and figurative meanings. WME 603. Interpret words and high, phrases in a passage that makes consistent use of figurative, general academic, domain-specific, or otherwise difficult language. WME 701.

Analyze how the choice of a specific word or phrase shapes meaning or tone in passages when the effect is research paper, subtle or complex. High School Life! WME 702. Interpret words and gonorrhea research, phrases as they are used in complex passages, including determining technical, connotative, and figurative meanings. WME 703. Interpret words and phrases in a passage that makes extensive use of figurative, general academic, domain-specific, or otherwise difficult language.

TST 201. Analyze how one or more sentences in passages relate to the whole passage when the function is stated or clearly indicated. TST 301. Analyze how one or more sentences in somewhat challenging passages relate to the whole passage when the function is simple. TST 302. Identify a clear function of straightforward paragraphs in somewhat challenging literary narratives. TST 401. Analyze how one or more sentences in somewhat challenging passages relate to of a high school the whole passage. TST 402. Good For A Essay! Infer the function of straightforward paragraphs in somewhat challenging literary narratives. TST 403.

Identify a clear function of paragraphs in somewhat challenging passages. TST 404. Essay! Analyze the overall structure of somewhat challenging passages. TST 501. Analyze how one or more sentences in somewhat challenging passages relate to the whole passage when the function is essay om platon, subtle.

TST 502. Analyze how one or more sentences in more challenging passages relate to the whole passage. TST 503. Infer the function of paragraphs in somewhat challenging passages. Of A Life! TST 504. Identify a clear function of thesis on the godfather paragraphs in more challenging passages. TST 505.

Analyze the overall structure of more challenging passages. TST 601. Analyze how one or more sentences in complex passages relate to the whole passage. TST 602. Infer the function of paragraphs in more challenging passages. TST 603. Analyze the overall structure of complex passages.

TST 701. Analyze how one or more sentences in passages relate to the whole passage when the function is subtle or complex. TST 702. Identify or infer the function of high school life paragraphs in complex passages. TST 703. Analyze the overall structure of highly complex passages.

PPV 201. Recognize a clear intent of an author or narrator in somewhat challenging literary narratives. PPV 301. Essay Om Platon! Recognize a clear intent of an author or narrator in somewhat challenging passages. PPV 401. Of A High School! Identify a clear purpose of somewhat challenging passages and good student council, how that purpose shapes content and style.

PPV 402. Understand point of essay school view in somewhat challenging passages. PPV 501. Infer a purpose in somewhat challenging passages and how that purpose shapes content and for a problem solving, style. PPV 502. Identify a clear purpose of more challenging passages and how that purpose shapes content and high, style. PPV 503. Understand point of view in thesis statement godfather, more challenging passages. PPV 601. Infer a purpose in more challenging passages and how that purpose shapes content and style.

PPV 602. Understand point of view in of a, complex passages. PPV 701. Identify or infer a purpose in complex passages and how that purpose shapes content and style. PPV 702. Understand point of view in highly complex passages.

Integration of Knowledge and Ideas. ARG 201. Analyze how one or more sentences in passages offer reasons for or support a claim when the relationship is clearly indicated. ARG 301. Analyze how one or more sentences in somewhat challenging passages offer reasons for or support a claim when the relationship is simple. ARG 401. Analyze how one or more sentences in essay om platon, somewhat challenging passages offer reasons for or support a claim. ARG 402. Identify a clear central claim in somewhat challenging passages. ARG 501.

Analyze how one or more sentences in more challenging passages offer reasons for or support a claim. ARG 502. Infer a central claim in somewhat challenging passages. ARG 503. Identify a clear central claim in more challenging passages. ARG 601.

Analyze how one or more sentences in complex passages offer reasons for or support a claim. ARG 602. Infer a central claim in more challenging passages. Essay! ARG 701. Analyze how one or more sentences in passages offer reasons for or support a claim when the relationship is subtle or complex.

ARG 702. Identify or infer a central claim in complex passages. Good Ideas Solving Essay! ARG 703. Identify a clear central claim in of a school life, highly complex passages. SYN 401.

Draw logical conclusions using information from research, two literary narratives. Score Range 1–12. Score Range 13–15. Score Range 16–19. Of A School Life! Score Range 20–23. Score Range 24–27. For Harvard School! Score Range 28–32. Standards are provided for each Science Test score range except the 1–12 range. Students who score in the 1–12 range are most likely beginning to develop the essay of a life, knowledge and skills assessed in the other ranges.

IOD 201. Select one piece of data from a simple data presentation (e.g., a simple food web diagram) IOD 202. Identify basic features of gonorrhea research paper a table, graph, or diagram (e.g., units of measurement) IOD 203. Find basic information in text that describes a simple data presentation. IOD 301. Select two or more pieces of data from a simple data presentation. IOD 302.

Understand basic scientific terminology. IOD 303. Find basic information in text that describes a complex data presentation. IOD 304. Determine how the values of variables change as the value of another variable changes in a simple data presentation. IOD 401. Select data from a complex data presentation (e.g., a phase diagram) IOD 402.

Compare or combine data from a simple data presentation (e.g., order or sum data from a table) IOD 403. Translate information into a table, graph, or diagram. IOD 404. Perform a simple interpolation or simple extrapolation using data in a table or graph. IOD 501. Compare or combine data from two or more simple data presentations (e.g., categorize data from a table using a scale from another table) IOD 502. Compare or combine data from a complex data presentation. Essay Of A High Life! IOD 503. Determine how the values of variables change as the value of another variable changes in a complex data presentation. IOD 504.

Determine and/or use a simple (e.g., linear) mathematical relationship that exists between data. Good Ideas For A Solving Essay! IOD 505. Analyze presented information when given new, simple information. IOD 601. Compare or combine data from a simple data presentation with data from a complex data presentation. IOD 602. Determine and/or use a complex (e.g., nonlinear) mathematical relationship that exists between data.

IOD 603. Perform a complex interpolation or complex extrapolation using data in a table or graph. IOD 701. Compare or combine data from high life, two or more complex data presentations. IOD 702. Analyze presented information when given new, complex information. SIN 201. Find basic information in text that describes a simple experiment. SIN 202. Understand the research, tools and functions of tools used in a simple experiment.

SIN 301. Understand the methods used in a simple experiment. SIN 302. Understand the tools and functions of tools used in a complex experiment. SIN 303.

Find basic information in text that describes a complex experiment. SIN 401. Understand a simple experimental design. SIN 402. Understand the methods used in a complex experiment. SIN 403. Identify a control in an experiment. SIN 404. Identify similarities and essay of a high, differences between experiments. Good For A! SIN 405.

Determine which experiments utilized a given tool, method, or aspect of design. SIN 501. Understand a complex experimental design. SIN 502. Predict the results of an additional trial or measurement in an experiment. SIN 503. Determine the experimental conditions that would produce specified results.

SIN 601. Determine the hypothesis for essay of a high life, an experiment. SIN 602. Determine an alternate method for essays business, testing a hypothesis. SIN 701. Understand precision and accuracy issues. SIN 702. Predict the essay school life, effects of modifying the design or methods of an experiment.

SIN 703. Determine which additional trial or experiment could be performed to enhance or evaluate experimental results. EMI 301. Identify implications in a model. EMI 302. Determine which models present certain basic information. EMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text. EMI 402. Identify key assumptions in a model.

EMI 403. Determine which models imply certain information. EMI 404. Identify similarities and differences between models. EMI 501. Gays Military Research Papers! Determine which simple hypothesis, prediction, or conclusion is, or is school, not, consistent with two or more data presentations, models, and/or pieces of information in text. EMI 502.

Determine whether presented information, or new information, supports or contradicts a simple hypothesis or conclusion, and why. EMI 503. Identify the strengths and weaknesses of models. EMI 504. Determine which models are supported or weakened by new information. EMI 505. Determine which experimental results or models support or contradict a hypothesis, prediction, or conclusion. EMI 601. Determine which complex hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of essay om platon information in text. EMI 602. Determine whether presented information, or new information, supports or weakens a model, and why.

EMI 603. Use new information to make a prediction based on a model. EMI 701. Determine which complex hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text. EMI 702. Determine whether presented information, or new information, supports or contradicts a complex hypothesis or conclusion, and why. Score Range 1–12. Score Range 13–15.

Score Range 16–19. Score Range 20–23. Essay Of A High Life! Score Range 24–27. Score Range 28–32. Scores below 3 do not permit useful generalizations about good ideas for a problem essay students’ writing abilities. Essay School! Score Range 9-10. Score Range 11-12. Expressing Judgements (EXJ) EXJ 201.

Show a little understanding of the persuasive purpose of the task but neglect to take or to maintain a position on the issue in the prompt. EXJ 202. Essay Om Platon! Generate reasons for of a high school life, a position that are irrelevant or unclear. EXJ 301. Show a basic understanding of the persuasive purpose of the task by taking a position on the issue in gonorrhea paper, the prompt.

EXJ 302. Generate reasons for a position that are vague or simplistic; show a little recognition of the essay of a school life, complexity of the issue in essay om platon, the prompt by. briefly noting implications and/or complications of the issue, and/or briefly or unclearly responding to counterarguments to school life the writer’s position. EXJ 401. Show clear understanding of the persuasive purpose of the task by taking a position on the issue in the prompt and offering some context for discussion. EXJ 402. Generate reasons for a position that are relevant and clear; show some recognition of the complexity of the issue in the prompt by. acknowledging implications and/or complications of the issue, and/or providing some response to counterarguments to the writer’s position. EXJ 501. Show strong understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a broad context for good student council, discussion. EXJ 502.

Generate thoughtful reasons for a position; show recognition of the essay of a school life, complexity of the thesis, issue in the prompt by. partially evaluating implications and/or complications of the issue, and/or anticipating and responding to counterarguments to the writer’s position. EXJ 601. Show advanced understanding of the essay of a, persuasive purpose of the ideas for a problem essay, task by taking a position on the specific issue in the prompt and offering a critical context for discussion. EXJ 602. Generate insightful reasons for high school, a position; show understanding of the complexity of the issue in the prompt by. examining different perspectives, and/or evaluating implications and/or complications of the issue, and/or anticipating and fully responding to counterarguments to the writer’s position. Gays Research Papers! Focusing on the Topic (FOC) FOC 201. Maintain a focus on the general topic in the prompt throughout most of the essay. FOC 301. Maintain a focus on the general topic in the prompt throughout the essay high school, essay.

FOC 401. Student Council Essay! Maintain a focus on the specific issue in the prompt throughout most of the essay. FOC 402. Present a thesis that establishes focus on the topic. FOC 501. Maintain a focus on discussing the specific issue in of a school life, the prompt throughout the essay. FOC 502. Present a thesis that establishes a focus on the writer’s position on the issue. FOC 601. Maintain a precise focus on discussing the specific issue in the prompt throughout the essay.

FOC 602. Present a critical thesis that clearly establishes the focus on the writer’s position on the issue. Developing Ideas (DEV) DEV 201. Solving Essay! Offer little development in support of ideas; attempt to clarify ideas by essay of a high school, merely restating them or by using general examples that may not be clearly relevant. Research Papers! DEV 202. Show little or no movement between general and specific ideas and examples. DEV 301. Offer limited development in support of ideas; clarify ideas somewhat with vague explanation and the use of general examples. DEV 302. Show little movement between general and specific ideas and examples. DEV 401.

Provide adequate development in support of ideas; clarify ideas by using some specific reasons, details, and examples. DEV 402. Show some movement between general and specific ideas and examples. DEV 501. Provide thorough development in support of ideas; extend ideas by using specific, logical reasons and illustrative examples.

DEV 502. Show clear movement between general and specific ideas and examples. DEV 601. Provide ample development in support of of a high school ideas; substantiate ideas with precise use of specific, logical reasons and illustrative examples. DEV 602.

Show effective movement between general and for harvard, specific ideas and examples. Organizing Ideas (ORI) ORI 201. Provide a discernible organizational structure by grouping together a few ideas. ORI 202. Use transitional words and phrases that are simple and obvious, or occasionally misleading. ORI 203.

Present a minimal introduction and conclusion. ORI 301. Provide a simple organizational structure by logically grouping some ideas. ORI 302. Use simple and obvious transitional words and phrases. Essay Of A School! ORI 303. Present an underdeveloped introduction and council, conclusion. ORI 401. Provide an adequate but simple organizational structure by logically grouping most ideas. ORI 402.

Use some appropriate transitional words and phrases. ORI 403. Present a somewhat developed introduction and conclusion. ORI 501. Provide a coherent organizational structure with some logical sequencing of ideas. Of A! ORI 502. Use accurate and clear transitional words and phrases to godfather convey logical relationships between ideas. ORI 503. Present a generally well-developed introduction and conclusion.

ORI 601. Provide a unified, coherent organizational structure that presents a logical progression of ideas. ORI 602. High School! Use precise transitional words, phrases, and sentences to convey logical relationships between ideas. ORI 603. Present a well-developed introduction that effectively frames the prompt’s issue and writer’s argument; present a well-developed conclusion that extends the essay’s ideas. Using Language (USL) USL 201. Show limited control of language by. correctly employing some of the conventions of standard English grammar, usage, and gonorrhea research, mechanics, but with distracting errors that sometimes significantly impede understanding choosing words that are simplistic or vague using only simple sentence structure. USL 301. Show a basic control of language by. correctly employing some of the conventions of standard English grammar, usage, and mechanics, but with distracting errors that sometimes impede understanding choosing words that are simple but generally appropriate using a little sentence variety.

USL 401. Show adequate use of of a life language to paper communicate by. correctly employing many of the conventions of standard English grammar, usage, and mechanics, but with some distracting errors that may occasionally impede understanding choosing words that are appropriate using some varied kinds of sentence structures to vary pace. USL 501. Show competent use of language to communicate ideas by. correctly employing most conventions of standard English grammar, usage, and mechanics, with a few distracting errors but none that impede understanding generally choosing words that are precise and varied using several kinds of essay of a high school sentence structures to vary pace and to support meaning. USL 601.

Show effective use of language to communicate ideas clearly by. correctly employing most conventions of standard English grammar, usage, and mechanics, with just a few, if any, errors consistently choosing words that are precise and varied using a variety of gays research papers kinds of sentence structures to vary pace and to support meaning. Score Range 9–10. How ACT Assessments Align with State College and Career Readiness Standards. This white paper looks at how college and career readiness is measured. Among the findings: When state standards represent knowledge and skills that prepare students for college and career, then ACT Aspire® and the ACT® test can help measure them.

Ongoing Process of Validity Research at ACT. ACT is committed to validity research. The first type of validity research ACT conducts is content validity, designed to answer the following question: Does a test measure what it aims to measure? This essentially involves the validation of the ACT College and essay of a high school life, Career Readiness Standards, which are built on a foundation of years of empirical data. Tools used in the validation process include the essay om platon, ACT National Curriculum Survey ® . Essay Life! The Survey helps to inform the test blueprint for the assessments (see figure). Essays Business! Results from the assessments are used to validate the ACT College and Career Readiness Standards, as well as the ACT College Readiness Benchmarks. (The figure represents only the validation cycle, not how the ACT Standards and Benchmarks were derived.) The second type of validity research ACT conducts is predictive validity. This research uses data about actual course performance to answer a second question: Does a test predict performance in a reliable way?

Constant monitoring enables ACT to ensure that—for ACT assessments at least—the answer to the questions of content validity and predictive validity is “yes.” We continually use research and performance results to inform the changes we will make to test blueprints, the ACT College and essay life, Career Readiness Standards, and the ACT College Readiness Benchmarks. Examining educational practices and gays, expectations. Conducted every three to five years by ACT, the ACT National Curriculum Survey collects data about what entering college students should know and be able to do to be ready for college-level coursework in English, math, reading, and science. ACT Aspire maps progress from grades 3 - 12 on a vertical scale, anchored to the scoring system of the ACT. Skills in four key areas, beyond academic abilities alone, are critical to college and career success.

We#39;re always improving the ACT, and we keep you informed along the way.

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Essay Of A High School Life - …

Fast Food Resume: Sample Complete Guide [+20 Examples] McBurger Queen is the essay high school life Tri-City’s newest burger joint, and we are seeking several energetic and enthusiastic humans to fill key roles on our team. We are the “Fabulous, Fun Friendly Fast Food Family” and if this sounds like you, submit your cover letter and resume to research Mr. Sandy Kernel, within. Hmmm. Energy, check. Enthusiasm, check. Human, check! This job’s perfect for you! But hang on a minute.

In your Tri-City area, there are thousands of humans. High School Life? Hundreds of student essay, them are enthusiastic and energetic. Dozens of them want this job. For the essay high employer, it’s an all-you-can-eat buffet. The steaks are high. (Don’t groan yet; there’s more where that came from.) How can we make your resume stand out to land us that interview?

We’ll walk through this together, step by step. You’ll soon have a fast food resume sample and cover letter that rises to gonorrhea paper the top, as cream always does. This in-depth fast food service resume guide will show you: A great fast food worker resume sample that is finger-lickin’ good. How to make a resume for fast food restaurants that’ll tingle their taste buds. The best way to format a fast food resume and essay of a high how to for harvard business put fast food on a resume.

What skills to essay of a high school life put on a resume for fast food service workers. Good Problem Solving Essay? More than a baker’s dozen terrible food puns :) What’s the essay of a high school life Best Format for a Fast Food Resume? Most of the time, hiring managers like Mr. Kernel in our example won’t read your whole resume. And it gets worse: they take only 6 seconds to scan a resume. That’s just 6 seconds to consider you for an interview. The term “ fast food resume” takes on a whole new meaning, doesn’t it? What does this mean for gonorrhea research paper, you?

You need a good fast food resume format that will grab their attention and not let go. A poorly-formatted resume is about as appealing as a burrito with a soggy tortilla. Luckily, it’s not as hopeless as it sounds. Of A High School Life? Depending on your past work history, there are two main recipes to go about this. Been in fast food service before? Fantastic! You’ve got an essays advantage. The reverse-chronological format is best for high, your experienced fast food resume. This format emphasizes your fast food resume experience and work history. You’ll list your most recent work positions first, and essay om platon go back through past jobs in reverse-chronological order from essay of a high school life, there. As the standard format, it’s the easiest to read and scan - for hiring managers and thesis on the godfather applicant tracking system (ATS) software alike.

This is important because those little ATS robots read your fast food resume first and high make sure you’ve got the goods the hiring manager wants. But more on that later! But, how can you write a resume for military papers, a fast food job with no experience? Instead, start off with listing your education section followed by other sections (e.g., volunteering, hobbies), neatly aligned like the items on the menu board. We’ll talk more about these other sections in just a moment. Next, save your fast food resume sample as a PDF . The PDF format keeps the of a school life layout in problem solving, shape. Pro Tip: Check the job posting to make sure PDFs are OK. Some Applicant Tracking Systems (ATS) can choke on a PDF-formatted fast food resume. Fast Food Resume Objective or Resume Summary?

You want to life catch their eye. You want to essay om platon make an school life impression. Remember that you have 6 seconds ? You’ll want to good student council do this all quickly. You need a fast food resume objective or a professional resume summary . Don’t worry! We’ll go over the two now, and you’ll be able to pick the best one. You’ve been flipping burgers at essay of a high school Wendy’s for research papers, some time, and of a high school you can do it with your eyes closed and one hand behind your back. Do you have experience working in fast food? Great! Then you should opt for the resume summary: It highlights your related work history.

It promotes you with a previous achievement. Here’s an essays for harvard school example of an experienced fast food worker resume summary: Personable crew member with 2+ years expertise in a fast-paced kitchen environment. Achieved district-highest guest satisfaction rating according to receipt surveys (99.96%). Seeking to advance my career by essay growing with the business school team at McBurger Queen. I have been a fast food crew member for the last 2 years.

In addition to my knowledge of kitchen appliances and fast food recipes, I also carried out various front-of-house duties (e.g., taking orders, dispatching food) during busy hours. Do you see the high school life differences? Take the good student council “Wrong” one: it’s great that you were able to handle the duties at both the front and the back of the essay high school restaurant. However - and good council no disrespect - but who cares? You’re just listing your regular tasks as if they were accomplishments, which they aren’t. In the first example, we give evidence of of a school life, our achievements and experience. This is the better way of how to make a fast food job sound good on gonorrhea research paper a resume. The closest you’ve come to essay high life making fast food is essay om platon with your childhood Easy Bake Oven.

Don’t have any experience working at essay of a high school fast food establishments? Need to create a resume for fast food crew without experience? That’s fine. Good Student Essay? Go with the resume objective: It highlights your transferable skills. Essay High School? It promotes you with a related achievement. Gays Military Research Papers? It briefly explains the career path change. Here’s an example of a summary on a sample fast food resume without experience:

Friendly and responsible high school senior with 5+ years cooking experience for large family. Obtained highest grades in of a high life, two different Home Ec classes (100%). Research? Seeking to jumpstart my career by of a high life growing with the team at McBurger Queen. I am a high school senior eager to start my first job. I don’t have experience in a commercial kitchen, but many people say that I am a fast learner. Gonorrhea Research Paper? I am also highly motivated because I want to life earn enough for the down payment on my first car. See the research differences here? McBurger Queen is taking a bigger chance by hiring someone without experience. You’ll need to essay of a high show them that you have what it takes. In the first one, we used some transferable skills from a high school class.

The second one doesn’t show enough to ideas for a problem solving hold the hiring manager’s eye. Pro Tip: Personalize your cook or cashier fast food resume example by essay of a school dropping the restaurant’s name into your resume summary or objective. How to Describe Your Fast Food Experience on gonorrhea research paper a Resume. That’s not only McDonald’s slogan - it’s what we want the hiring manager to say when they look at high school our fast food cook resume. To do that, we’ll taco ‘bout your experience in a way which wakes them up like an espresso shot from essay om platon, Dunkin’ Donuts. You’re a pizza dough tossing champion. Held one or more fast food positions before? Great! You’ve got a head start. Still, pick the best fast food resume responsibilities that match the restaurant’s interests. Complicated?

Nope! It’s as easy as pie. School? Take a look at good ideas problem essay these creative resume for fast food examples: January 2010 - December 2010. Pizza Hut, New York, NY.

Managed and essay of a high coached phone and good student essay online orders for clients. Of A School? Encouraged and influenced dining guests to make beverage-pairing decisions based on taste and good ideas problem menu. Instituted customer promotional survey to assess food demand, which soon became adopted industry-wide. Identified cold storage solution which led to a cost reduction of of a life, 17% January 2010 - December 2010. Pizza Hut, New York, NY.

Made pizza and other food items. Kept workplace roach- and rat-free. Gonorrhea Paper? Chopped tomatoes and shredded mozzarella. See the differences? The “wrong” example seems fine, at high school life first - we explained our duties and tasks. However, that’s just it: those were our fast food duties and responsibilities. In the “right” example, we itemized our duties with more detail, and then we included achievement(s) for the win. Fast food resume with no experience: The bulk of paper, your fast food experience comes from cooking eggs in life, the microwave. Never been a fast food worker before?

We need to find some way to show the big cheese that you’re worth your salt. January 2010 - December 2010. Home Depot, New York, NY. Assisted with preparing and promoting weekly paint specials to guests. Influenced customers with paint-pairing decisions based on gonorrhea home and of a high life palette. Instituted monthly color promotions which raised sales by 37% At first, working in essay om platon, the paint department didn’t seem anything like a fast food employee. But, we played up those duties and achievements which translate well into high life a fast food cook resume - whether they’re Pizza Hut job descriptions or for a Taco Bell resume. Pro Tip: Take some time to essay om platon think about essay of a life, your past jobs.

Which areas relate best to having strong fast food skills? Pick those for your fast food cashier resume or cook resume. Need some more ideas on the right achievements to put on examples for essay om platon, fast food resumes? Want more on how to describe work experience on a resume for fast food? Check out this guide: “ How to Put Achievements on a Resume - Complete Guide (+30 Examples) ” Is Your Education Section Undercooked? It Might Be. The education section - a waste of space, right? The education section is a valuable part of the perfect fast food resume examples. Of A School? In the case of those without experience, the education section becomes the most important.

So, how should we put your education on your resume for fast food restaurants? Here’s how to essay om platon include your degree on your fast food resume: 2008 BA in Food Engineering Universitat Politècnica de Catalunya, Barcelona, Spain 3.8 GPA. But what if you are still completing your university degree? Here’s how to list a degree that is still in progress: BA in Food Engineering Universitat Politècnica de Catalunya, Barcelona, Spain Expected Graduation in 2020.

And what if all you have is your high school diploma? List your high school, styling it like this: Townsend Harris High School, Flushing, NY Graduated in 2004. If you have completed a degree, it’s better to skip listing your high school. Pro Tip: On your fast food manager resume, only include your GPA if it is as close to of a high school 4.0 as possible. Too low will hurt instead of help. We don’t want that! Craving more examples of how to put your education on a fast food resume sample with no experience? Have an educational scenario that is not listed here? Read our guide: “ How to Put Your Education on a Resume [Tips Examples] ” How to essay om platon Pepper Skills onto a Fast Food Resume.

You’re the greatest thing since sliced bread. You need to show them. Essay High School? Otherwise, they’ll drop you like a hot potato. How do we do that? We need to play up your skills and include the perfect ones for the best fast food resume. A fast food resume skills section on your resume for fast food without experience is like the spices you add when cooking - important, but only the right ones. Also, not too much and gays military research not too little.

How do we add just the right amount to of a high life describe your job experience? First, let’s make a list of some generic hard and soft skills to put on essay om platon a resume for fast food workers. Hard skills are specific abilities and know-how (e.g., Grill Master 5000, food prep duties). Soft fast food resume skills are self-developed, life-learned attributes (e.g., safety consciousness, adaptability). What are some skills to put on a resume for fast food?

Here’re the basic restaurant resume skills: Fast Food Service Skills List. But! These are good skills for a resume - for average fast food resume examples. You’re not average, right? Neither should your resume for fast food be.

To make your resume unique, we can’t just list these generic terms - they look like all you did was google “ fast food skills to essay of a high put on resume ,” and then stick whichever results came up. It’s time to browse the job listing like a menu, but instead of finding the meal we crave, we will underline keywords that match the fast food shift manager’s appetite. Pro Tip: Try this: Type a bunch of military research papers, your skills into essay school an Excel column, with a number (1-10) of importance and gays military papers fast food relevance in essay high, the adjacent column. Essay Om Platon? Then, trim that fat until you have the best 5 or 6. McDonald’s Crew Member Job Description for of a, Fast Food Resume: See the skills on this fast food resume job description? Let me show you a few examples: Exceptional customer service. See the differences between the two? In the second one, your laziness is obvious - you googled fast food skills and stuck them in.

In the first one, you look like the toy at the bottom of a Happy Meal - just who the fast food shift manager was looking for. Pro Tip: Does it taste good ? Or is it scrumptious ? Delectable ? Exquisite ? Use action verbs and colorful words to make your resume more appetizing to them. Want more tips for writing the for harvard business perfect fast food resume skills list? Need more advice on what to put on a resume for skills? What are good skills for a resume? See our guide: “ +30 Best Examples of essay of a school, What Skills to Put on a Resume (Proven Tips) ” How to gonorrhea paper Add Other Sections for an Appetizing Fast Food Resume. Contact info, check.

Experience, check. Education, Objective, Skills - check, check, and check. You’ve got the basics, but this is plain ol’ chicken soup. Jazz it up. Pizzazz it up. We need to sprinkle in a dash of our secret ingredient: extra resume sections. Extra resume sections make your resume more unique.

Everybody puts their name, experience, and so on. This is where you’ll list some relevant things that you’re proud of. Volunteered after Hurricane Kuhrayzee reconstructing homes. Voracious reader (over 500 books per year). Voted “Sexiest Employee” three weeks in a row.

See what’s wrong here? You have every right to be proud of these accomplishments - hell, I know I would be. However, they’re not friendly for of a school, work in fast food. But which ones are right? I’ll go over some of the most popular additional sections for your resume for fast food now, along with some better, more relevant examples. Cleaned up road litter with the Adopt-a-Highway program? You are a hero! However, it isn’t a relevant volunteer experience on your fast food resume. Check out some of problem solving, these examples: Volunteered in fast-paced kitchen at local homeless shelter. Volunteered at cash register for essay of a high school, non-profit fundraiser.

I honestly, literally love washing dishes. Thesis Statement? I listen to an audiobook or use that mindless task time to organize my thoughts. Here’re some other interests and hobbies that would pair well, whether it’s a Subway resume or a McDonald’s resume: Volleyball - member of local league for over four years. Avid gardener and botanist. Volleyball and of a high school life team sports show that you function well on a team, an important trait for the fast environment of the statement on the godfather kitchen. The gardening might show that you are knowledgeable about high, different fruits and veggies. Voted “sexiest employee” three weeks in a row? Impressive! But not as relevant as: Passed five-year food safety certification.

Placed second in last year’s Brownie Bakeoff. Know another language? That could be very helpful on good student a fast food resume, and maybe a necessity. Knowing another language is like being able to operate the cash register and the deep fryer. Don’t turn in a resume with so much blank, white space. Well, you can, but it is like serving a the Jumbo-sized fries with only one packet of ketchup.

Only the customer would just ask for more ketchup, while the hiring manager will simply put your resume aside. Relevant extra sections on your fast food resume are the high school answer. Pro Tip: Salt’s nice on fries, but not too much. Don’t add too many extra sections on your resume for fast food. Add only thesis, enough extra sections to essay of a life fill the council rest of the current resume page - not more that it spills over onto essay of a, a new one. Need more examples of hobbies and interests which work well on fast food crew resumes? Still not sure if you even want to add extra sections? Read our guide: “ +20 Best Examples of Hobbies Interests To Put on a Resume (5 Tips) ” Here's the Most Common Myth About Fast Food Cover Letters.

Would you serve a cheeseburger uncooked? A resume without its cover letter is the same thing. 45% of recruiters say they will reject a resume without a cover letter . That’s about HALF . You’ve taken your time on your fast food resume measuring the thesis on the ingredients, adding the spices, and mixing it all together. Now we have to cook up a cover letter before serving it all to the fast food general manager. Here are a few tasty tips to deliver a great cover letter they’ll just eat up:

Explain why the job excites you. Drop names - name the hiring manager and restaurant to personalize it. Inform them why they need you for this job. When your burger is ready, would you want them to essay of a high life call out, “Hey you!”? Neither do fast food restaurant managers. Do like Starbucks and call them by name in the fast food cover letter. Mention something about the restaurant that you relate with. You dropped their name and ideas for a solving caught their attention - now seal the of a high school life deal with this next personalization. Be witty. Be charming.

Be clever. Positively grab their attention - it will mean more than degrees and certifications you list in good problem, your fast food worker resume. Pro Tip: Research the restaurant online and mention something in school, particular that stands out to you. This is something a resume can’t include and will really catch their eye! Did you know that our resume builder will also help you write a professional cover letter for council essay, a fast food job description for resumes? See this article: “ How To Write A Cover Letter [Complete Guide With Examples] ” “The key to a man’s heart is through his stomach.” Truer is school life this: The key to the fast food interview is through the perfect resume and paper cover letter. Using this recipe for a good fast food resume and cover letter, you will have the key to unlocking many doors of of a high life, opportunity. Personalize, Personalize, Personalize. Good Student Council? The hiring manager will be taking in dozens of of a high, applications. Research Papers? Address them by name in the cover letter.

Mention the essay of a life company in the resume heading. Make yours stand out. You want to join them, so make them need you. You are eager to take this fast food server job, so be all in. Essays For Harvard Business School? Spice it up with action verbs and impressive achievements to wow them. Paint the best picture of yourself. Double- and triple-check . Spend an extra few minutes making sure that your fast food resume and cover letter are up to par. Did they ask to include a particular phrase in the email subject line? Are your email and cover letter addressed to the right fast food general manager?

Now . High? You should have a creative resume for essay om platon, fast food jobs that’s cooked to perfection and served just right. Time to attach the final fast food cover letter and resume to essay of a high school life an email and send it off. Chicken fingers crossed! I hope I see you behind the counter the next time I go out to eat :) Do you have any questions on how to write a fast food restaurant resume?

Not sure how to describe skills on resumes for fast food workers? Need help with how to list experience on a resume? Want to complain about good student essay, all the terrible food puns? Give us a shout in the comments, and we’ll answer your question. Christian is a writer at Uptowork. He is an avid traveler and amateur poet.

In his free time, you#039;ll find him with a book in essay of a high school, one hand and an extra-large coffee in good student essay, the other.

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Essay About My High School Life

CPP mis-selling – are you due £100s? For all the latest deals, guides and loopholes - join the 12m who get it. Don't miss out. Archived 31 Oct 2016. The official date for essay of a high school life a huge redress scheme worth £1.3bn for people mis-sold products by papers, CPP has now closed, but you can still make a claim for old CPP policies.

If you think you were mis-sold either of the products before 2005, this guide will show how to complain to your bank and then escalate to essay of a, the free Financial Ombudsman if you don't have any success. Did you have Sentinel Card Protection? There was a similar redress scheme to CPP set up for customers who were flogged worthless card security insurance to cover fraudulent credit card use by student council, Sentinel. Of A High School. For more on the scheme read the guide. CPP is a worldwide financial company. It has a variety of products, but there are two specific ones, sold alongside both debit and credit cards that were mis-sold: Card protection products: These allowed customers to call one number to have all lost and gonorrhea stolen cards stopped. Basically, CPP made a few phone calls for you. Essay Life. (Use Cardsgone.com for an easy, free online alternative.) Plus, crucially, if your card was lost and stolen it would cancel it and gonorrhea research paper cover you for fraud. ID fraud protection: This promised to give you reports about your identity (no great shakes – you’ve a statutory right to essay of a school life, a credit report for problem £2), and of a school life cover you for essay om platon the risk and liability of having your identity stolen. CPP no longer sells these policies in the UK (though it still does elsewhere). Essay Of A School. It now focuses on card rescue – a revamped version of card protection without the insurance element – and thesis statement on the godfather Airport Angel, which gives access to airport lounges worldwide.

When you got a credit or debit card, there was an ‘‘activation’’ sticker with a number to call. This was a ruse to of a high school life, sell you the insurance. People thought they were talking to thesis on the godfather, their bank to set up a card, but it was actually CPP. They were then told they needed £100,000 fraud protection cover; yet banks must cover fraud anyway, unless they can prove the customer was grossly negligent. In a nutshell, these major elements of the policy were virtually worthless. It doesn’t stop there. Some people were told they couldn’t cancel, the essay school risk of ID fraud was overstated, it hiked prices without telling people, and it auto-renewed policies with no opportunity to gays military papers, cancel. Why did so many people fall for this?

Imagine that before you started reading this guide, someone offered to life, sell you Martin Lewis punches you in the face insurance against good student the event that because you read it, he'd find you and smack you. Of course it's ludicrous. But, wouldn't you think there must be a reason they're selling this insurance? He must've done it before. School. They wouldn't be selling it unless there was a tangible, manifest risk. Now you've thought that, it starts to gonorrhea, create a doubt. Maybe you should get it, after all it's not that expensive, and essay high peace of good student mind against being lamped on the nose is important. Sound ludicrous?

Well now turn it to a financial example, where people know less about the facts. Building fear, employing PR people to pump up ID fraud worries, helps sell policies. Essay Of A Life. Millions signed up to CPP to protect against a conjured risk that sounded believable. Are CPP and PPI the same thing? CPP schemes promised to insure you from good for a essay, card or ID fraud. Essay High School. PPI covers loan, credit card and mortgage repayments if you can't repay due to accident, sickness or unemployment. The two are separate. You could have been mis-sold and reclaim both.

For more information on thesis statement on the godfather, how to reclaim PPI, read the Reclaim PPI For Free guide. For all the of a school life latest deals, guides and loopholes - join the gonorrhea paper 10m who get it. Don't miss out. Ask us questions and give your feedback. Report your card protection plan reclaiming successes and failures in school our forum. Also let us know any extra questions you'd like us to answer. The CPP scheme was set up in January 2014 to refund anyone who bought a CPP policy – which was either card protection or ID fraud insurance – from January 2005. If you formed part of the good problem redress scheme to essay school, get money back for those mis-sold after 2005, but weren't able to essay om platon, use the scheme as you didn't get a letter, you may still have a chance.

We contacted the Financial Ombudsman Service and it told us the following: If you haven’t been able to take part in the redress scheme because you didn’t have a fair chance to sort it out – for instance, you didn’t receive the letter, or you moved home and the letter went to the old address, the Ombudsman may be able to help. If you think you should have been included or have any other concerns about the scheme, get in essay school touch and thesis statement we can answer your questions. If you think this applies to you, then follow the steps below for how to essay of a life, complain to the Financial Ombudsman and you may still have a chance of getting your money back. The scheme covered policies that were mis-sold from January 2005, if you think you were mis-sold card or ID fraud protection from CPP or your bank before 2005, then you still have a right to reclaim your money back.

You can do this by research paper, complaining to essay of a high school life, your bank If you've switched bank since you were mis-sold, you will need to good student council, complain to the bank that originally mis-sold you the products and have the paperwork to hand from that bank. These things are best done in writing, but if that's too difficult, don't worry about calling. Just ask they note it down as a formal complaint, and high school life also ask for written confirmation. To help, we've put together a template letter to start you off - download it and fill in the blanks (use it to help start you off, but the more you write it in your own words, the better) : FREE template letter! Download our card protection reclaim letter. Make sure you keep a copy. It'll be helpful if you go to for a problem solving, the Ombudsman. We don't yet know banks' attitude to these complaints. But at the start of similar past reclaiming campaigns, such as PPI, banks rejected many cases the essay of a Ombudsman later upheld.

They do this deliberately, as they know most people won't take it further. Often, the rejection sounds legally definite. Yet don't let that put you off. If you feel you were treated unfairly, if they reject you then it just enables you to contact the for harvard business school independent Financial Ombudsman. Banks have eight weeks to respond. If you're complaining to CPP directly, it's been given 16 weeks to high life, respond. If you don't hear anything, or you're not happy with how it's dealt with your complaint, don't give up - go to the next step. Escalate to the free Financial Ombudsman.

If you tried going to your bank and didn't have any success, whether or not you had a policy before or after 2005, don't assume that's the end of the matter. You have a right to take ANY complaint that's turned down to the independent Financial Ombudsman Service. This is the official body for settling disputes between individuals and financial companies. It's a free service that acts as an impartial adjudicator. Present it with the facts, and thesis statement it'll decide whether the circumstances your protection plan was sold under were unfair. If it finds in school life your favour, it'll then decide what redress is required. In most successful mis-selling cases, this means a refund. BUT it's important to note it won't look at your complaint until you've contacted your bank and given it eight weeks to respond.

Once you have a response, or haven't been given one within eight weeks, only then will it be able to statement on the godfather, investigate your complaint. To get the ball rolling, you'll need to fill in its complaints form below, which must be signed by hand and posted. Essay Of A High Life. Make sure you enclose any paperwork that backs up your case. As with the military first letter to the bank, which you could always copy and paste into here, don't feel you have to be formal. Of A High School Life. Explain the gonorrhea research point clearly, concisely and honestly, all in your own words, just as if you were explaining the situation to a friend. It's quite simple to fill in, though take care. If you need help filling this out, you can call it on essay of a high, 0300 123 9123 or 0800 023 4567, and essays business school it'll guide you through the claim, or use our step-by-step guide above. It's written in Microsoft Word so you can easily cut and paste sections or print it and have it next to you as you're filling in the Ombudsman's form. Sometimes this will take a long time.

Possibly around a year, but maybe even longer as the Ombudsman deals with huge numbers of complaints - especially with the essay of a life current avalanche of PPI mis-selling issues. For Harvard School. But don't worry - you can leave the matter to the Ombudsman to resolve and essay of a it will contact you with any offers from your lender. What happens if I get turned down by the Ombudsman? The Ombudsman's decision is usually made by an adjudicator. If you disagree with the result, you can ask for a formal decision to be made by essays for harvard, one of the official ombudsmen at of a life the service. This usually takes several months as it involves a detailed investigation, but don't be afraid to push your complaint if you think the initial decision isn't right. After that, while the gonorrhea paper finance company must accept the essay of a school Ombudsman's decision, you still have the right to take the good for a solving company to court if you don't agree with the result. It's also worth noting that if you feel the Ombudsman hasn't handled your case correctly, eg, there were unnecessary delays, you can ask for a senior manager to review it. If that doesn't resolve things, you've a right to go to the Independent Assessor (though this is only about quality of essay of a life service, not the actual decision made). For other complaints the Ombudsman can help with, see the Your Financial Rights guide.

How far back can I claim? As long as you claim within three years of knowing you could claim, there's no problem, even if the good for a solving mis-selling happened a decade ago. This issue only hit mainstream news headlines in late 2012, so you should be fine. I asked to essay of a school, take out the policy, but didn't use it. Gonorrhea Paper. Was I mis-sold? The key here is whether you could have used the school life policy. If you were eligible but simply never had a need to use it, that's not mis-selling - unless you never realised you actually had the plan. The account holder's deceased or needs help, can I do this?

If the essays for harvard account holder has passed away, any monies owed become part of their estate, so the essay of a high person who inherits is entitled to reclaim (let the executor know too). Essays. If there's no will, this follows the essay of a school rules of research intestacy (see the Gov.uk website). Yet there may be problems proving what happened at the time of the sale if only the policyholder was present. If someone you know requires help with their finances, and they're capable to instruct you to act on your behalf, it's worth trying. If the person has a mental health condition, or other issues that mean they didn't fully understand the product being sold, they are more than likely to have a case. Can my bank punish me for high school life complaining? No, you have a right to essays for harvard, complain and school life take it to the Ombudsman. Your bank can't put the essay om platon fact you've complained on your credit file, for example. The one negative, though, is the bank will know this information when you apply for another product from essay life, it (not any other bank), and it could decide to incorporate that into its decision, but past experience shows this is unlikely. What are my chances of success? Given the ideas for a problem solving massive scale of the mis-selling uncovered by the Financial Conduct Authority, we think you've got a good case, even if the mis-selling happened before 2005.

But don't take any chances. Explain exactly how it was mis-sold, and make sure you provide evidence where necessary. Unlike PPI, this is a very new area of reclaiming with more developments coming out school life regularly. Essays. Please let us know how you get on so that we can keep our guide up-to-date and help as many people as possible. Ask us questions and give your feedback. Report your card protection plan reclaiming successes and of a high life failures in essays for harvard school our forum. Also let us know any extra questions you'd like us to answer. If a link has an * by essay high, it, that means it is an affiliated link and therefore it helps MoneySavingExpert stay free to use, as it is tracked to us.

If you go through it, it can sometimes result in a payment or benefit to the site. Research. It's worth noting this means the third party used may be named on any credit agreements. You shouldn’t notice any difference and the link will never negatively impact the of a high school life product. Plus the editorial line (the things we write) is NEVER impacted by godfather, these links. We aim to look at all available products. Life. If it isn't possible to get an affiliate link for the top deal, it is still included in exactly the same way, just with a non-paying link. For more details, read How This Site Is Financed. Get this free weekly email full of deals, guides it's spam free. 1,000s of Monzo applicants hit by essay om platon, 'unexpected delays' sending out cards. Theresa May promises to launch energy price cap bill next week. Monarch customers to be sent ATOL claim forms by next Wednesday.

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