How Hitler Started World War II - 627 Words

Although Hitler’s motives were more clear towards the end of World War II, Adolf did tackle the unemployment and stimulate Germany’s failing economy. Once Hitler became Chancellor of Germany on January 30th, 1933 The economic policy for Hitler’s regime involved large scale borrowing for public expenditures which created railroads, canals, and the Autobahnen or the German highway network. The result of Hitler’s economic policy was more effective against unemployment than any other country. By late 1935 , unemployment was almost eliminated and by 1936 high income was pulling up prices or making it possible to raise them. By the late 1930s Germany had full employment at stable prices. This was, in the industrial world, a unique achievement. Hitler was able to anticipate modern economic policy as well, he recognized that a rapid approach to full employment is only possible if it was combined with wage and price controls. A nation oppressed by economic fears wo uld not fare well for Hitler’s endeavors. Two days after Hitler took office as Chancellor, Adolf addressed the nation by radio and had proclaimed that the new government would â€Å"achieve the great task of reorganizing our nation’s economy by means of two great four-year plans. The German farmer must be rescued to maintain the nation’s food supply and, in consequence, the nation’s vital foundation. The German worker will be saved from ruin with a concerted and all-embracing attack against unemployment.† Hitler continued toShow MoreRelatedWorld War II And Its Impact On The World1593 Words   |  7 Pagesto mind when you hear about World War II? Is it how it greatly affected different societies or how scary it is to think that a terrorist like Hitler gained so much power over so many countries? Well, the real question that we should be really thinking and learning about is what is World War II about? In general, World War II was a war that involv ed many countries that started after the First World War. It started in 1939 and ended during 1945. It was a very important war to all people, involving manyRead MoreWorld War II : A Very Historical Event For Our Nation1266 Words   |  6 PagesWorld War II By: Zara Maloney World War II was a very historical event for our nation and many others. It contributed to many things in today’s society, from military tactics to the way nations forge their government. World War II started in the year 1939, and ended in the year 1945. So many tragic things happened during so such as killings, rape, and torture which is what helps make our world what it is today. Europe was very unstable after World War I when Hitler came into power of GermanyRead MoreWorld War II : The Great Depression1543 Words   |  7 PagesDamon American History II 10:00 MWF 25 April 2016 World War II Two decades after the first World War happen another world war occurred known as World War II. There were many causes that led up to this war. The Treaty of Versailles ended World War I, but Germany had to accept the responsibility of the war. Therefore, Germany economy went downhill and people were starving because of war debt. The Great Depression had a big effect on a lot of countries; therefore, countries started adopting fascism. FascismRead MoreThe Impacts of Adolf Hitler1199 Words   |  5 PagesWhat impacts did Hitler have at the time and later in history? The start of World War II was one of the biggest impacts. There were many countries involved in this war. The major countries under the allies were Britain, France, U.S., Soviet Union, and under the axis also had major countries like the Germany, japan, and Italy. The Germany was at its peak. And it was all because of one man, Adolf Hitler, he was one of the most dominant German leaders in history, no doubt about that. Ot her great leadersRead MoreThe Impacts of Adolf Hitler Essay1495 Words   |  6 PagesWhat impacts did Hitler have at the time and later in history? The start of World War II was one of the biggest impacts. There were many countries involved in this war. The major countries under the allies were Britain, France, U.S., Soviet Union, and under the axis also had major countries like the Germany, japan, and Italy. The Germany was at its peak. And it was all because of one man, Adolf Hitler, he was one of the most dominant German leaders in history, no doubt about that. Other superiorRead MoreA Dystopian Society Is An Imbalance Between The Government And The People Essay1372 Words   |  6 Pages Adolf Hitler and Nazi Germany Luigi Zavala Ms. Underhill 6 HELA 21 November 2016 Thesis Statement: A dystopian society is an imbalance between the government and the people and how their choices affect the society in a bad way; Adolf Hitler’s Nazi Germany is a very good example of a dystopian society. By analyzing Nazi Germany and Hitler’s tyranny, one can notice Adolf’s changes in Germany, his impacts on people, and how the genres of literature can be taught throughRead MoreThe Treaty Of Versailles Ended World War I1708 Words   |  7 Pages The Second World War took approximately 50,000,000 to 60,000,000 lives (â€Å"World War II†). But this total does not include the millions not accounted for, many of them infants. The war had many causes, but the vast fault lay on a piece of writing from twenty years before the war even started. The Treaty of Versailles ended World War I but instigated the events that led up to World War II. Because the treaty of Versailles was so harsh on Germany, the effects of those terms allowed the Nazi partyRead MoreLord Of The Flies By William Golding1123 Words   |  5 PagesIn the novel Lord of The Flies by William Golding, the characters Ralph, Piggy, and Jack represent important World War II leaders Franklin Roosevelt, Adolf Hitler, and Winston Churchill. Golding, who had served in World War II, was well aware of the savagery created, and used it to base his book on. Ralph represents Franklin Roosevelt , Jack represents Adolf Hitler, and Piggy represents Winston Churchill. Ralph be ing of the novel’s main protagonist is important in the outcome of the story becauseRead MoreThe World War I And The Rise Of Germany801 Words   |  4 PagesWorld War II plays a very important part in the history of the world. It still has effects that we deal with today. So, what events could have possibly started such a monumental world war? Well, the events are: World War I, Great Depression, expansion of imperialism, Versailles Treaty, and the rise of Germany. This was a dangerous chain reaction of events that lead to the devastating effects of the war. What really set the tone for the start World War II was actually the effects World War I itselfRead MoreUnited States And Soviet Union1221 Words   |  5 PagesFollowing World War II there was a lot of tension between two of the Allied countries. The United States and the Soviet Union were in a state of political and military tension with each other. Opposing ideologies on how to deal with the world’s affairs post World War II fueled this rivalry but there was always a tension between the two countries. World War II, with its common goal, brought these two countries together as allies. With Hitler and the Nazis threating their way of living these two countries

Building a Business Free Essays

The concept of dating and matchmaking has evolved since the dawn of the technological age. With the emergence of the Internet and the World Wide Web, people have been trying to adapt their lifestyle according to the concept of the internet. Electronic messaging and online chatting enabled business organizations to establish online dating services for people who for some important reasons are always hooked up to the internet having no time or perhaps, really unable to build up romantic relationships in the real world. We will write a custom essay sample on Building a Business or any similar topic only for you Order Now Online dating services such as eHarmony, match. com, Yahoo! Personals, American Singles, etc. reinvent the face of dating and matchmaking by allowing online users to become members of their company with the promise of finding the right match for a romantic relationship. The good thing about online dating is that people can choose who they want to get to know better just by looking at personal profiles posted with pictures, personal interests and hobbies, etc. However, meeting someone through the internet takes time and communication is limited within the range of the computer. Moreover, people can easily pretend to be someone they are not, without anyone knowing. (Dunn) Although competing against these reputable and conventional online dating services is far-fetched because of their worldwide popularity and established client base, other dating alternatives such as dating through the phone are still more convenient and personal. Why should we spend our time sitting in front of the computer waiting for online dating services to pick out people who are compatible with our profiles? The thing is even if online dating services generate a list of thousands of people who are compatible with our profiles, are we going to spend our time getting to know all these people, when time and effort should be spent on building a stable relationship that will last longer? Dating by phone is the closest alternative to personal dating. People can speak directly to each other without limits. Moreover, personal communication allows people to communicate clearly and talk about everything they are thinking of. Conversing through phone is also easier and more convenient because people are able to talk through their mobile phones while at the same time go around for other chores or activities that they want to attend. The concept of dating by phone sprang up because it seems like everyone is looking for love. If we watch television, read magazines, or just to talk to other people we know, there will always be a topic or theme about dating, matchmaking, love, relationships, and even marriage. Although there are many other phone-dating services online, such as MegaMates. com, tango personals, Live links, etc. there are still other additions and improvements that can be done in order to reinvent the existing phone-dating services available at present. The concept of dating by phone shall be established by developing a phone dating service company. It shall start as a small company that will be made available online, by telephone and mobile phone, or by personal membership, not only in a particular country but also internationally. The company shall be called â€Å"Let’s Talk About Love,† starting up with a small staff that handles personal membership, phone calls for subscriptions, and sales and advertising. People who are interested to become a member have the option to visit the company to fill up membership forms and finally for an audio recording over their profile that shall be available for match seekers who subscribe to the company as well. For callers, an 1800 number shall be made available for them. Once they call the company, they shall be asked to prompt in details such as being a first time user, answering of survey questions and audio recording their profile by phone as well. Online users who visit the website and are interested to join as members are able to fill up forms over the internet and send audio recording of their profile or to call the number of the company if they are unable to do the recording through the computer. The profiles answered through the forms and the surveys shall be kept in a single database in the computer for future reference and for matchmaking purposes. Once the company finds a match, members shall receive a call in order to listen to the audio recording of the matched person on the other line. If the person wants to get to know the other person on the line, the personal number shall be given so they can start conversing after the first call. Members can also choose to receive a list of compatible people with their profile. They can choose whose audio recorded profile to listen to and whose number to call. If the other person agrees to communicate with them, then they will start up a two-way conversation over the phone. The good thing about this concept is it leans toward the human element of personal communication. Listening to the other person speak allows people to understand and get to know what kind the other person is. In contrast, reading profiles over online dating services is impersonal and ambiguous. â€Å"Let’s Talk About Love† is different from all other phone-dating services available online for people who are looking to establish romantic relationships. The usual phone dating services are only existent online and profiles are seen only through the internet, numbers to call are made available directly to them. â€Å"Let’s Talk About Love† aims to make phone dating services more personal by allowing members to do audio recording messages of their profiles, and communication is simply done by calling. This medium becomes more personal. Moreover, the company wishes to incorporate new mobile phone technologies available nowadays. The company operates for both telephones and mobile phones. To make it more personal the company plans to team up with mobile phone providers and service network providers such as ATT, Nokia, Samsung, T-Mobile, Cingular, etc. to make â€Å"Let’s Talk About Love† services more personal and closer to face-to-face interaction. The company plans to offer personalized telephone units and mobile phones from these companies directly to members for advertising purposes and to get large companies to invest in the business. Selling phones and mobile phones from mobile phone companies allows users to purchase a phone, which is directly connected, to â€Å"Let’s Talk About Love. † For instance, just pressing the numbers 1-4-3 directly connects the caller to the voice mailbox for new messages from the company and their phone-dates. The 3G technology is also popular nowadays. Selling mobile phones with 3G technology and telephones with screens for live phone chats allows callers to see whom they are speaking to. (â€Å"3G Phones†) This is a great way to improve the usual phone dating service available for people. Aside from talking to their phone-dates, members may also get to see them. All they have to do is to purchase 3G phones manufactured by popular mobile phone companies that are tied up with â€Å"Let’s Talk About Love† in order to get full services from the company. Perhaps, partnership with mobile phone companies will allow them to produce a â€Å"Let’s Talk About Love† mobile phone edition, maybe packed with â€Å"Let’s Talk About Love† logos, wallpapers and ring tones with love themes, or mobile phones with red or pink casings, etc. This is a good form of advertising both for mobile phone companies and â€Å"Let’s Talk About Love. † Partnership with service network providers such as T-Mobile or Cingular will follow the same concept. For online advertising, teaming up with search engines such as Google or Yahoo! , like what T-mobile have done (Boswell). Once an online website is established over the Internet, teaming up with search engines allows the company to be visible for online users. Once online users search for tags such as love, dating, relationships, marriage, etc. the search engine will generate â€Å"Let’s Talk About Love† website as one of the top results. Of course, banner advertisements and pop-ups is also a good way to advertise over the internet. Works Cited â€Å"3G Phones. † 2008. Retrieved from three-g. net. 27 Apr. 2008 http://www. three- g. net/3g_technology. html. Boswell, Wendy. â€Å"T-Mobile and Google Team Up. † 30 Jul. 2005. Retrieved from About, Inc. 27 Apr. 2008 http://websearch. about. com/b/2005/06/30/t-mobile-and-google-team-up. htm. Dunn, Susan. â€Å"The Pros and Cons of Dating Online. † 2007. Retrieved from SelfGrowth. com. 27 Apr. 2008 http://www. selfgrowth. com/articles/Dunn158. html. How to cite Building a Business, Papers

Music of Thailand Essay Example For Students

Music of Thailand Essay In addition to these instruments are the Klaus (vertical fillip flute) in several sizes and ranges, a goblet drum (than) and, occasionally, a mall hammered Chinese dulcimer (shim). The shrugging SAA ensemble is primarily used for instrumental indoor performances and for accompanying the Thai hon. grab (stick-puppet theater), a genre deeply influenced by Chinese puppetry styles. Types of Wong shrugging SAA 1 . Shrugging SAA dido (Thai: 2. shrugging SAA kHz (Thai: 0 3. shrugging SAA promo (Thai: 4. Harangue SAA pi chaw (Thai: Maori 0 The third major Thai classical ensemble is the Maori, traditionally played by women in the courts of both Central Thailand and Cambodia. Historically the ensemble included smaller instruments more appropriate, it was thought, to the lid of female performers. Today the ensemble employs regular sized instruments ?a combination of instruments from both the Shrugging SAA and Path ensembles but excluding the loud and rather shrill oboe. The ensemble, which is performed in three sizes?small, medium and large?includes the three-string so Sam SAA fiddle, a delicate-sounding, middle-range bowed lute with silk strings. Within the context of the Maori ensemble, the so Sam SAA accompanies the vocalist, which plays a more prominent role in this ensemble than in any other classical Thai orchestra. Traditional or folk The term is short for plane luck thing The form developed in the first half of the 20th century, although the term luck thing was first used in the sass. Points Workout and Seraphs Commemorators were the genres first big stars, incorporating influences from Latin America, Japan, Indonesia, Malaysia and, especially, American film soundtracks and country music (including wheedling). Many of the most popular luck thing stars have come from the central city of Suburban, including megastar Pumping Duncan, who adapted it to sass string (Thai pop) music by making a once-ready form called electronic luck thing. Pumping Duncan Seraphs Commemorators Points Workout Moor lam Moor lam (Thai/alas: PA: Imo:lam]) is an ancient Ala form of song in Laos and Asian. Moor lam means expert song, or expert singer, referring to the music or artist respectively. Other ramifications used include MO lam, maw lam, maw lump, mom lam and moor lump. The characteristic feature of lam singing is the use of a flexible melody which is tailored to the tones of the words in the text. Traditionally, the tune was developed by the singer as an interpretation of gong poems and accompanied armorial by the keen, a free reed mouth organ, but the modern form is most often composed and uses electrified instruments. History 0 Moral has its birth in the Ala heartlands of Laos and Asian, where it remains a popular art form. Although its precursors probably lie within the musical traditions of the historical ATA tribes that migrated south from China and northern Vietnam, much cross-pollination with indigenous music of the region as well as importation of Chinese, Moon-Khmer, Indian and Malay influences has also had a pronounced affect on the dances, instrumentation and melodies of moral. Quantum 0 The people of Asian are also known for quantum, which is much less famous than moor lam. Quantum is played by Khmer living near the border with Cambodia. It is a swift and very traditional dance music. In its purest form, conundrum, singers, percussion and trot (a type of fiddle) dominate the sound. A more modern form using electric instrumentation arose in the mid-sass. Later in the decade, Darkie became the genres biggest star, and he crossed into mainstream markets in the later sass. Pop and rock 0 By the sass, however, Western classical music, shotguns, Jazz and tango were popular. .ue6144cf5f0035bc4b19f7a0418f69873 , .ue6144cf5f0035bc4b19f7a0418f69873 .postImageUrl , .ue6144cf5f0035bc4b19f7a0418f69873 .centered-text-area { min-height: 80px; position: relative; } .ue6144cf5f0035bc4b19f7a0418f69873 , .ue6144cf5f0035bc4b19f7a0418f69873:hover , .ue6144cf5f0035bc4b19f7a0418f69873:visited , .ue6144cf5f0035bc4b19f7a0418f69873:active { border:0!important; } .ue6144cf5f0035bc4b19f7a0418f69873 .clearfix:after { content: ""; display: table; clear: both; } .ue6144cf5f0035bc4b19f7a0418f69873 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue6144cf5f0035bc4b19f7a0418f69873:active , .ue6144cf5f0035bc4b19f7a0418f69873:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue6144cf5f0035bc4b19f7a0418f69873 .centered-text-area { width: 100%; position: relative ; } .ue6144cf5f0035bc4b19f7a0418f69873 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue6144cf5f0035bc4b19f7a0418f69873 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue6144cf5f0035bc4b19f7a0418f69873 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue6144cf5f0035bc4b19f7a0418f69873:hover .ctaButton { background-color: #34495E!important; } .ue6144cf5f0035bc4b19f7a0418f69873 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue6144cf5f0035bc4b19f7a0418f69873 .ue6144cf5f0035bc4b19f7a0418f69873-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue6144cf5f0035bc4b19f7a0418f69873:after { content: ""; display: block; clear: both; } READ: Eminem was right: what can today's music EssaySoon, Jazz grew to dominate Thai popular music, and Koru EIA invent along with influential band Suntraps was called plane Thai Akron, which incorporated Thai melodies with Western classical music. This music continued to evolve into luck grunge, a romantic music that was popular with the upper-class. King Bimodal is an accomplished Jazz musician and composer. Phlegm Papua chit 0 By the sass, Western rock was popular and Thai artists began imitating bands like Cliff Richard the Shadows; this music was called Wong shadow, and it soon evolved onto a form of Thai pop called string. Among the groups that emerged from this period was The Impossible. The ass also saw Rewet Budding beginning to use the Thai language in rock music as well as the rise of protest songs called phlegm Papua chit (songs for life). 0 In the sass, phlegm Papua chit re-entered the mainstream with a grant of amnesty to dissidents. Bands like Carbon became bestsellers and incorporated sternly nationalistic elements in their lyrics. By the sass, phlegm Papua chit had largely fallen from the top of the Thai charts, though artists like Pinpoint Kampuchea intended to command a large audience. Carbon Pinpoint Kampuchea String 0 String is a genre of Thai music roughly equivalent to western pop. Its origins lie in American R, surf rock artists like The Ventures and Dick Dale, Exotica, rockabilly and country and western brought to Thailand by American and Australian soldiers serving in Vietnam in the late sass and early sass. It also drew heavily on British invasion rockabilly, garage rock and Hollywood film soundtracks. The term is extremely broad, covering Thai rock, dance music, rap and western-influenced popular music in general. It normally excludes the folk rock plane papa chewiest (songs for life). Prominent string artists include: Bird McIntyre, Big Ass, Fahrenheit, Joey Boy, Loss, Data Young, The Impossible, Golf and Mike and Titanium. Seek- Loss Bird Tonight Big Ass Golf Mike Indies 0 A group of independent artists and records which produces music for non- Smallwood; FAT radio; Citywide; Ecologic; Dustsheet; Idea-radio and Panda Records Traditional Thai musical instruments 0 Traditional Thai musical instruments are the musical instruments used in the traditional and classical music of Thailand. They comprise a wide range of wind, string, and percussion instruments played by both the Thai majority as well as the nations ethnic minorities. In the traditional Thai system of organdy, they are classified into four categories, by the action used in playing: 1. Blowing (Thai: WOO), (wind instruments) 2. Plucking (Thai: h), (plucked string instruments) 3. Bowing (Thai: a), (bowed string instruments) 4. Striking (Thai: 6), (percussion instruments and hammered dulcimer King Ram 9 and the music 0 His Majesty the Kings accomplishments in music are well known, not only to his Thai subject, but also to lovers of music worldwide. He is one of Thailand best Jazz musicians. He has composed 43 musical works which rank among the most well known in the history of Thai contemporary music. He has shared his musical interests with varied groups of musicians and member of the general public. His achievements in music have been internationally recognized, and have been presented with the highest accolades both in Thailand and abroad. 0 His Majestys favorite instruments are the saxophone, clarinet and trumpet. He also plays the guitar and the piano. He is able and willing to Join in with any musical group of orchestra. In Jazz, he enjoys playing both annotated musical arrangements and impromptu session: he is very good at also improvisation. In 1960, in New York, he played the saxophone and clarinet with world renowned musicians such as Benny Goodman, Jack Degrade, Lionel Hampton and Stan Get. All agreed that His Majesty was a highly gifted exponent of Jazz. 0 His favorite music is Dixieland Jazz with its fast, rousing rhythms and freedom for musical expression.

Phat Cat Concert Report free essay sample

Professor Greg Steer Jazz Concert Report February 5, 2012 Pat Cat Swinger Show Report I made a right decision by going to the Pat Cat Swinger show at Hip Kitty Jazz and Fondue In Claremont on Friday, February 3, 2012. The show was more than Just impressively The venue was an upper club and lounge with retro decoration that could bring you back to the jazz era. The stage was neat, simple and organized. There were people of all ages.Just like me, they came there to enjoy the music and danced the night away. The Pat Cat Swinger has nine members including one vocalist, one baritone saxophonist, one alto saxophonist, one tenor saxophonist, one trombonist, one trumpeter, one guitarist, one drummer and one upright bass-ere. All of them have good musical skills that brought us such an amazing show and a great sense of Jazz. They are totally deserved to be one of the most popular swing band in Los Angels area. We will write a custom essay sample on Phat Cat Concert Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Generally, they have all the characteristics of a typical swing band. Their music that night was energetic and bright with fast tempo and very full and strong rhythm section with the frontline of saxophones, trumpet and trombone holding the band together. There were lots of swung notes that made the texture more diverse. I did not need to have either a good ear for Jazz or good musical knowledge to enjoy the show since the music was really catchy and easy to listen to. It was the music that you definitely would clap your hands, snap your fingers and tap your foot to. Smell Olio Olio was one of the best songs that night. It got most people singing along.I believe it is the bands original song. The rhythm section Joined first and then is allowed by the front line. The crowd started clapping hands as all the three saxophones, trombone and trumpet played together. The song was upbeat and fast- tempo while the melody was very catchy. The rhythm section was really supportive when the vocalist started singing. The audiences were so excited. We could not help but sing along the wordless vocal SOHO and shahs. As for Anti Got No Home, the song started with the vocalist singing a short wordless vocal. After that, the entire band accompanied him.They created such an amazing standard 12-bar blue. The bridges between verses were the typical wordless vocal. The tempo was a bit slower that other song. The audiences were so excited to see the trombonist took over the vocal part and reached these high notes. It was one of the best moments In the entire show. Many people stood up, danced, and sang along to the wordless vocal. Their cover of Hey Upchuck blew me away right at the moment they hit those very first notes. The drummer did an awesome Job at the intro, which led to such wonderful consonance of trombone, trumpet and saxophones.The musician made read Jumps on the stage. There were no rule; everyone Just wanted to have fun. Everyone started shouting hey! as the song went on. The rhythm section did a great opinion, the climax of the song was reached at the swung note when the trombonist was feeling the music. Once again, the drummer and the upright bass-ere ended the sons perfectly. The next piece is called Dance, Dance, Dance. Staying true to its name, the song got many people dancing along. After the intro made by both the frontline and rhythm section, the vocalist sang the first verse really well.There was a great bridge between the first and second verse created by the fantastic rhythm section immersed in the sound of non-stop hands clapping. The three saxophones were outstanding when they ended the song. Last but not least, Hope Cat was an absolute breath-taking. The song had all the typical swing characteristics that helped Pat Cat Swinger showed all their strength. The frontline did a great Job at leading the song to the vocal part. Everyone started dancing at the very first seconds. The guitarist also made a great performance while supporting the vocalist.The baritone saxs solo part was even more than outstanding. It seemed to tell the audience a story with different tones and senses. When it reached the climax, the sound even got the ability to take my heartbeat. The rhythm section did not shine at first. However, as the song came to the end, they started showing their amazing skills. The frontline, especially the trombone and trumpet, also made a great sense of music in the last one third of the song. The show was an open door that led me to the world of Jazz.I loved all the artists, especially the drummer and the upright bass-ere. The two performers, together they created such a strong rhythmic feel. Even the pickiest audience would sway to the music. Overall, The phenomenal Pat Cat Swinger show was well worth it. The place was packed as night fell. Everything from the venue, the artists, the audiences to the music were beyond amazing. The show was a lot better than I ever imagined it would be. I had no idea at first that Jazz could be so fantastic. It was a good experience feeling swing Jams running through your veins.

Essay on College

Essay on College Essay on College - What Is the Problem College – What is the problem? The problem is the high cost of a college education. Tuition at both state and private colleges and universities continues to rise every academic year. This is a problem because we don’t live in a society where parents save money for their children’s education. For kids to pay their own way in college, many of them end up taking out substantial student loans. These student loans then follow the student well after they graduate and it can become a burden for them to pay back the loans. Graduates then try and begin their professional careers carrying a ton of debt. Another problem that graduates may face is that they aren’t able to find a good paying job right out of college. By not finding a high paying job, having the student debt can be very stressful. A graduate may have a difficult time paying living expenses in addition to paying student loan debt. The important cause of graduates having substantial debt is that they get offered student loans that exceed the cost of tuition and they accept the entire loan. In addition to being offered excessive student loans, students tend to get bombarded with credit card offers from banks. Temptation can be far too great for students to resist and they gravitate toward accepting one or more credit card offers. To help cover the cost of tuition, schools should provide more work-study programs for students to participate in. This would take off some of the burden of tuition and book costs. Also, credit card companies need to stop preying on students with their offers. As for student loans, the Department of Education should stop offering excessive loan amounts to students. These entities make it seem like their helping the student pay for tuition, but really aren’t

Asch Conformity Experment

Asch Conformity Experment Essay The Asch Paradigm Majority Influence Introduction In this essay i will discuss the experiment that Solomon Asch’s conducted in (1950) were his main was aim was to discover how majority influence can affect one individual judgment and how pressure from the majority can pressurise one person to Conform, I will also evaluate his research method, the results and the findings he attained. Aim S Solomon Asch’s had disapproved of the Conformity experiment conducted by Muzzafer Sherriff as Asch had felt that sheriffs visual illusion known as the auto kinnect didn’t really show any results of conformity as the participants were asked to take part in an ambiguous task were they were just asked to point out how far the a light travelled in a dark room, Asch believed that Sherrifs experiment clearly had no right or wrong answer so it was impossible for the experiment to show any results of conformity in a group situation. Asch figured the only way to measure the rates of conformity was to place an individual in a group situation were they would be influenced by the majority even if they knew their group was giving incorrect answers on a task that was ambiguous and obviously correct. The Method (laboratory experiment) Asch Conformity Experment. (2018, Oct 30).

The economics of end stage renal disease Essay Example | Topics and Well Written Essays - 750 words

The economics of end stage renal disease - Essay Example For ESRD patients, all medical expenses both relating to their kidney disease or other conditions are the responsibility of Medicare (Hirth, 2007). ENDR patients pay for their treatment in four ways: 1) a monthly premium ($78.20 in 2005), 2) 20% for covered outpatient facilities (copayment) 3) a deductible for inpatient care and 4) outpatient prescription drugs. In many cases, patients have private insurance that cover the copayment and prescription drugs. In low-income groups, people may have their premium and deductible paid for by the government too. The amount actually paid by ERSD patients is very low (Hirth, 2007). The Medicare plan provides payments depending on the service provided. There is a single composite rate for dialysis for patients that comprise dialysis including labour, equipment and supplies (Hirth, 2007). Physicians, generally nephrologists, are paid a fixed monthly amount for out-patient services where as hospitals are paid a fixed amount too for in-patient care depending on the diagnosis of the patient (Hirth, 2007). The decision by the American government to cover ESDR was motivated by the political and economic prognosis at the time (case study). The funding for the Medicare program is from wage taxes, general tax revenues and beneficiary premiums (Hirth, 2007). 76% of dialysis centres are private run (Hirsh, 2007) and two chains are responsible for all private dialysis centres in the US (Hirth, 2007). An example being Fresenius National Medical Care (case study). A study in Canada looked at the economic burden of ESRD in 2000 and found that the direct, mortality and morbity costs to the government in one year was $1857 million (Zelmar, 2007). In the US, $27 billion was spent in 2003 (USRDS from Hirth, 2007) and costs are still increasing (case study). Outpatient clinics need a large investment to be profitable (case study).The Medicare Payment Advisory Commission has recommended

Art class Essay Example | Topics and Well Written Essays - 1500 words

Art class - Essay Example In this case, the scene after crucifixion has been shown. Since there are accounts of Mary lamenting the loss of Jesus, she has been shown to be in grief while Jesus, has not been typically depicted passionate. His face is rather calm and creates a dialogue between him and God. The sculpture has been carved out of a block of marble probably using a ‘chisel’ as Michelangelo once stated. David (1501-1504): Where Pieta gained the unknown and young, Michelangelo, introduction as a promising artist, David led him to be recognized more than ever before. Inspired from the Biblical account of David beating the giant Goliath, Michelangelo came up with a never seen before form of the story. His David stood different from all versions of the story carved before. This time round, Goliath was not shown but only David stood tall and handsome with a sling hung over his shoulder. The statue was carved out of marble and is around 17 feet tall. It was common during renaissance to revive t he classical form of art and induce it into the society. Michelangelo successfully achieved this by making David a nude, muscular and beautiful young male. The statue now stands in the city of Florence and many replicas of it have been created all around the globe. Sistine Chapel Ceiling (1508-1512): Alongside being a renowned sculptor, Michelangelo was also a brilliant painter. One of his most famous and remarkable works is the Sistine Chapel Ceiling that he did along with four other, highly renowned artists of the High Renaissance period. These included Botticelli, Raphael, Perugino and Ghirlandaio. Michelangelo’s part included around three hundred figures and they took four year to complete. The image of God however was completed in a single day. The most popular part of the Michelangelo’s part is the iconic imagery of Adam being given life by God. Being a fresco, the painting was done on wet plaster, applied to the ceiling as it continued. Being a Renaissance paint ing, it is entirely based on religious contexts. Martyrdom of St Peter (1546-1550): Martyrdom of Saint Peter, also known as ‘The Crucifixion of Saint Peter’ was the last fresco that Michelangelo painted. It is a good example of renaissance art as it carries a religious theme and well depicts foreshortening, the use of chiaroscuro and atmospheric and linear perspective. Chiaroscuro is a technique in which paint is applied in varying tones to show variation in light. Renaissance artists used this technique greatly to show three-dimensionality in their work. Foreshortening further provides the painting with three-dimensionality whereby linear and atmospheric perspectives come in to not only make it three-dimensional but also give it a more realistic look. Since it is a fresco, the method used for the painting is based on the application of paint on wet plaster and that of plaster as the painting continues. 20th Century: As for the 20th century, the artist that I have selec ted is Paul Jackson Pollock. He played a significant role in the Impressionist movement of the time and played a leading role. The Key (1946): â€Å"When I am in a painting, I'm not aware of what I'm doing. It is only after a sort of 'get acquainted' period that I see what I have been about. I have no fears about making changes, destroying the image, etc, because the painting has a life of its own. I try to let it come through. It is only when I lose contact with the

Macbeth Analysis Scene Essay Example for Free

Macbeth Analysis Scene Essay ?Macbeth Analyse- 2. a How does Shakespeare make the extract below from Act 2 Scene 2 dramatic and interesting? â€Å"Quenched them, hath given me fire. † Shakespeare’s using opposites and oxymoronic use of language (paradox) therefore making a contrast of Lady Macbeth’s phrase. He has also showed a comparison of guilt between Macbeth and Lady Macbeth because Lady Macbeth obviously shows that she is not guilty for what she has done but Macbeth does. Again, Shakespeare uses oxymoronic use of language for when Lady Macbeth is speaking; â€Å"live, or die,† and he also makes the last words dramatic, adding tension and seriousness towards what Lady Macbeth is saying. Another way to make the scene interesting and dramatic is adding conflict. Shakespeare does this when Lady Macbeth is saying how she can’t kill Duncan: â€Å"Had he not resembled my father as he slept, I had done’t. † Lady Macbeth is in conflict with herself because she wants to kill Duncan herself but she can’t because he looks too much like her father, meaning that she has a sentimental heart. Shakespeare uses changes in language in this extract because with the arrival of Macbeth and him holding the bloody daggers, the syntax breaks down suggesting confusion and panic. The theme of Macbeth is death, betrayal and things of that sort. The line â€Å"live, or die,† (what Lady Macbeth says) supports the fact that death is a theme of the story and this scene. Also when Lady Macbeth says: â€Å"that which hath made them drunk,† She orally reminds us of her association with the witches in the heath by using the homonym â€Å"which†. When Lady Macbeth says: â€Å"The fatal bellman which gives the stern’st good-night,† Shakespeare is trying to make us realise that when you are asleep you appear to be dead – you look dead – but Duncan will never wake up, because he is actually dead. Shakespeare uses objective correlative use of language when he writes, â€Å"it was the owl that shrieked,† because owls are nocturnal animals and are associated with darkness and full moons and things of that sort. And all these things suggest evil and mysteriousness. Action is also a way Shakespeare makes the scene seem interesting and dramatic. An example is: â€Å"I have done the deed. † Macbeth is telling Lady Macbeth that he has killed Duncan and Shakespeare has made his phrase mono-syllabic, making every word have an impact on what Macbeth has done. To make the scene more interesting and dramatic Shakespeare has showed Macbeth and Lady Macbeth’s relationship in different ways. For example, â€Å"Had he not resembled my father as he slept, I had done’t,† this shows that Lady Macbeth has a soft side and that she didn’t have the courage to kill Duncan because he resembled her father. So this is linking with her relationship with Duncan and Macbeth because she wanted to kill Duncan but she couldn’t because of the resemblance and it shows she is not as powerful in her relationship with Macbeth. â€Å"Hark! I laid their daggers ready; he could not miss ‘em,† also shows she carefully planned the plot showing she is in control of her relationship with Macbeth. And she also manipulated and controlled Macbeth into killing Duncan because she physically wasn’t able to; showing her power over Macbeth and their relationship. Also keep in mind that she doesn’t even have Macbeth’s best interests at heart. Shakespeare is uses pretence, â€Å"I am afraid they have awaked My husband? † meaning Lady Macbeth knows inside that she is scared but she always gives off the impression that she is evil so maybe she is not as powerful as she thinks she is concerning her relationship with Macbeth. She also shows she wants comfort from Macbeth which shows the closeness of their relationship and her vulnerability. â€Å"I heard the owl scream and the crickets cry. Did you not speak,† this is an example of how Shakespeare uses questions to make the scene more interesting because Lady Macbeth sounds panicked and she uses alliteration to add more drama to what she’s saying.

Relaxation :: essays research papers

We all human beings have our good and bad days in our every day life. We like the good days but we don’t like the bad days. Every one of us has some place where like to get away and forget about the problems. I have my place, which is my favorite gym where I spent a lot of time. Workout is the best medicine for me to relax and regain my power. I am a very healthy person who eats very clean and works out on regular bases. Staying in shape makes me feel good about keeps and myself me disciplined and motivated. Workout is a very important part of my life, which helps me to regain perspective of life and the balance that I lost through out the day. I just love to jump on the stair master on a bike, do my workout and just fly away with my thought. After ninety minutes of workout I am tired and sweaty. The tiredness feels very good and it feels like I am recharged aging. In the essay â€Å"A Visit with the Folks† by Russell Baker the author also has his place where he likes to go to and relax. Baker enjoys coming to the old cemetery in the countryside to visit his relatives. He goes there to gain his perspective and the guidance he has lost to the difficult outside world. When he goes back to the cemetery to see his dead family members â€Å"it slows the juices down something marvelous† he says. From time to time, Baker goes back to a churchyard cemetery situated in a beautiful countryside surrounded by the view of blue mountains, blossoming roses on fieldstone fences and fields of white daisies. He goes there to visit his family members who passed away. As he moves from tombstones to tombstones, he remembers his folks and individually recalls memories and situations about them from the pass. He bear in mind his folks and guidance they gave him. For example, he remembers his uncle Lewis who was a barber who always wanted to give him a haircut. Such encounter with his memories changes his state of mind and conquers his busy life in the city. At the end Baker â€Å"leaves rather more content with the worldâ€Å" because he learns how the peace of countryside and memories of relatives help him to recover his consciousness.

Beyond The Human Essay

Nature is benevolent. It may condone one mistake of the human being. It may accommodate him in his yet another folly. But when the human beings continue with the deliberate, malicious and intentional negative activities to destroy Nature, Nature will hit back with tremendous vigor, for it has to recoup its original, natural ‘health. ‘ Man is not the creature of Nature. Rather he is the product of the divine creative force that sustains the world. This novel by Atwood is grim and depressing and the contents therein, if it were to become true, do not augur well for the wellbeing of humanity. This book can be categorized as Science Fiction or speculative fiction, but as one goes through the contents, it reads like predictions that will come true. There is a method in the imaginative narrations which reach the borders or truth. At the end of each chapter, the reader is compelled to nod his head and say-yes, this can happen! How then to make this Planet Earth heaven-like? The answer is simple and direct. Eyes full of understanding, heart full of love and deep respect for the laws of Nature and the life that refuses conflicts—enough, these alone are enough! Two main themes dominate the book, Oryx and Crake. The novel relates to the distant future, the global warning has taken its toll, it has created many changes to the geography of Earth, that the coastal cities do not exist, and the name of New York is New New York. Umbrellas won’t do to go outside in the sun; one invites certain death. The wealthier areas of the world still dominate, well-protected under places known as compounds and areas known as The Pleebands still exist. People live the normal life here, and understand Nature and its glory better. They know the real worth of God’s gifts to humanity. The plot of the book has three central characters. The narrator, Snowman, formerly known as Jimmy, is the only surviving human being on this Planet Earth. The sad beginning of the novel describes this terminally ill Snowman, sleeping in a tree. Food is in short supply; the sun is so hot that the Snowman has blisters on his body. The genetically engineered beings wolvogs and the pigoos that have managed to escape are now roaming the grounds, with no human beings to control them. At this stage, Atwood makes the reader ponder, as to what a sad pass the human race has arrived and the responsibility rests squarely on the shoulders of the captains who led the human race. The role of the scientists becomes suspect here. No doubt, they obey the orders of the politicians and do research on weapons of more and more and destruction. When questioned, their reply is that they have no responsibility for its use. Atwood provides the imperative advice to those who govern the affairs of humanity that if proper review is not made in time, even the desperate remedies will not be able to avert the forthcoming desperate situations. The important question is not who is responsible but what will happen to the Planet Earth, when such irreversible grim situations confront humanity—in this particular story, the humanity itself is extinct so who is there to tell the story and also listen to the story! To what a calamitous situation this mad craze for unending research has brought the human race, the so-called crown of creation! How the human beings are unable to know the real source of happiness? True happiness is not in reading more and more books, creating innovative materialistic objects. The products of mind related thinking can never be the permanent source of happiness. To achieve the state of bliss, an individual has to cross the barrier of mind, rather transcend it. Now the only surviving human being the Snowman, has the added responsibility of looking after a group of humanoid creatures named the Crackers. His best friend Crake invented them and created such class of people. They are supposed to be ideal human beings. If only the individual who created such human being were to know the exact nature of ideal human beings! Crakers are strange creatures, with no emotions, no desires, and no sex drive. They just procreate, as matter of reflex action. They are without any motivation. The concept of war is not known to these creatures, and this aspect seems to be the only good point about them. Being strict vegetarians, they have no desire for meat. They are simple people, but the meaning of their simplicity is not amenable to human reason. The question is, why for these Crakers were created at all? An important conclusion is the mind-less craze for research must stop. How to stop it and where to stop it, should be the concern of the leadership of the humanity. A popular protest to halt the undesirable and unhealthy growth of research that affects the human life must be on the top of the agenda. This aspect of research can be illustrated with an example. An over the counter medication for diabetes claims—the cure for diabetes is guaranteed with this medicine. But the side effects reported are, hypertension, night-blindness, hair fall, palpitation of the heart, with possible heart attack, high blood pressure, blisters etc. Further research is in progress as to how to avoid these side-effects. Is it not prudent to own the original disease, instead of extending a cordial invitation to so many side effects? So, this much about the world of research related to the medical world. So, the important question is why the world ended and why should it have ended thus. Due to the follies of the miniscule of minority of human beings, the majority had to face the ultimate disaster—total extinction! —Atwood elucidates this aspect convincingly and indicates her deep concern for the real happiness of human beings, which is an attainable reality provided right type of efforts are made. Conclusion: One must read this book; one must re-read and ponder over the contents. The points mentioned in the book are logical and the conclusions are frightening. Just remember the atomic blasts done over Hiroshima and Nagasaki. That was the time when the research on atomic weapons was still in its infancy. What if some mad political authority should initiate triggering the push-buttons of these silent demons? There won’t be a Snowman to collect the ashes of humanity perhaps! Does the humanity deserve this? Perhaps not! Are we taking action and thinking strongly to avert such a situation? Perhaps not! Then who is to blame? Perhaps ourselves! The science-community, especially the bio-engineering division, is taken to task by Atwood and her deep suspicions about the craze of unending research are absolutely right. So, the scientists! —you may cross the moon and beat the stars; but probe and research you must the mysteries of a happy human heart! ************************** References Cited: Atwood, Margaret (Author) Book: Oryx and Crake. Paperback: 376 pages Publisher: Anchor (March 30, 2004) Language: English ISBN-10: 0385721676 ISBN-13: 978-0385721677

Selecting Teaching As A Career Education Essay

This paper tries to bring out the long and short term determiners of choosing learning as a calling As an single thought of prosecuting instruction as a new calling pick, it ‘s of import for me to understand why so many have chosen this profession when the entreaty for learning seems to be worsening. To assist me looked at taking learning as a calling I interviewed 30 current instructors and 4 current pupils to acquire their positions of learning as a calling pick. A sum of 34 persons were asked Why did they pick learning as their pick of calling. The survey concludes that the cardinal determiners of an person ‘s likeliness to learn are their household background, the factors they valued in a occupation and their perceptual experiences of instruction. This paper presents the study findings on pupil instructors ‘ scope of grounds for taking instruction as a calling and discusses those differences between cohorts of different programmes.The overall intent of this survey is to bring out the long and short term factors that motivate people to travel into learning and more specifically simple school instruction as a calling. As we all know instruction as a womb-to-tomb procedure that must hold a nisus force behind it. Teaching is a manner of determining the immature heads of today for tomorrow. It ‘s a ambitious undertaking but there are some who chose to do that challenge a calling. Obvious grounds why many make this calling chose includes: summers off, national vacations off, and 2 hebdomads off during Christmas and New Year season. Those inducements of holding yearss away seems honoring but could you be happy as instructor – because you would carry through nil. Some consequences of surveies agree that the motives for prosecuting a calling in learning scope from selfless to extrinsic ( Kreci & A ; Grmek, 2005 ; Stuart, 2000 ; Yong, 1995 ) . Furthermore, those who are committed to learning are more likely to be motivated by intrinsic wagess. On the contrary, those who have ne'er earnestly considered instruction are more likely to be motivated by extrinsic wagess. The overall intent of the survey is to bring out the long and short term determiners or factors that motivate people to travel into learning and more specifically simple school instruction as a calling. Negative perceptual experiences of material benefits such as instructors ‘ wage and professional position are non likely to set off those who are committed to learning, but they are possible hindrances to those who have no disposition to learn ( See, 2004 ) . What motivates single to travel into instruction is really important. Motivation is a critical force that drives one ‘s behavior toward originating and transporting out the undertakings ( Recto, 2005 ) that go with the teacher instruction plan. Thus, understanding the grounds why people enter the instruction profession and what makes them remain or go forth is indispensable, peculiarly, if success in keeping a stable instruction force ( Soh, 1998 ) that contributes to teacher instruction quality and excellence is most coveted. Such understanding can expectedly bring forth valuable penetrations into contextual, behavioural, and structural dimensions of learning. The contextual dimension refers to the instructor instru ction environment and surroundings. The behavioural dimension consists of the motives and attitudinal temperaments of pupils and other stakeholders in respects to teacher instruction. The structural dimension refers to policy mechanism and options, both at the macro and micro degrees, which govern the overall operation of instructor instruction establishments in the state. A questionnaire based upon grounds collected via preliminary focal point group and e-mail interviews from tonss of co-workers in Sigma Gamma Rho Sorority, Inc. Founded by seven school instructors in 1922 and today with over 80,000 members worldwide approximently 78 % of the rank are in learning. My paper will besides place the cardinal societal and economic determiners of whether to be a instructor or non. So I poised the inquiry am in instruction because, ‘ I know merely what i want to state ‘ , Is have n't considered learning like this before. where do i get down? most of all the hereafter ( intending the kid of today because I was one in that clip ) motivates me to learn and the chances and restraints under which I learn or learned and other learn. there is more but because Is have to lesson program for tomorrow categories. thanks i will acquire to you for moreDo the childs and yourself a favour and acquire a different jobWhen I was immature, I ever knew that I wanted to go a teacher someday. When I played, I would frequently garner my dolls together and feign to learn them how to make math jobs or how to read a book. As I grew older, my desire to go an ESL instructor became clearer as I did some voluntary learning abroad and in the United States. As I look back on my grounds for going a instructor, there are three grounds that stand out. They are: my love for the English linguistic communication, my unconditioned involvement in how people learn, and my desire to assist other people. Burnout is experienced by 1000s of instructors across America each twelvemonth. It is characterized by a loss of energy, enthusiasm for the occupation and a feeling of weakness to alter the state of affairs. It causes high turnover rates and may present a menace to the educational system. Estimates indicate that up to 50 per centum of all new instructors leave the instruction profession within 5 old ages. For some this is simply a personal penchant, but for many it is straight related to teacher burnout. Young instructors enter the educational field with a desire to do a difference in the lives of kids, but shortly discover the tremendous load of run intoing province and federal authorizations is about impossible to accomplish with the limited resources available to the instructor and pupils. Effectss American schools are expected to see a terrible instructor deficit by the twelvemonth 2010, when the bulk of today ‘s veteran instructors will make retirement age. These instructors have stuck to the their committedness to learning despite the of all time increasing demands and outlooks of instructors. Without younger instructors who are willing and able to battle instructor burnout the state will confront a disruptive period of instructor turnover and kids will endure from the combination of inexperient instructors and instructors who are actively seeking a alteration in calling as a consequence of the rapid burnout rate. Types Teacher burnout consequences from a broad assortment of grounds. The work of a instructor seldom stops at the terminal of the twenty-four hours. The outlook to take place work and to pass eventides and weekends rectifying and measuring pupil work, fixing lessons, and gathering resources for the schoolroom takes its toll. The deficiency of resources and fiscal support provided to schools frequently consequences in a deficiency of schoolroom stuff, unequal text editions and by and large inferior working conditions. State and federal authorizations for pupil accomplishment and strict province proving require an progressively broad comprehensiveness and deepness of cognition across capable countries. Administrators, frequently sing burnout themselves, struggle to run into the altering demands of instructors and are limited by resources and fundss. Misconceptions The general public frequently is non cognizant of the tremendous force per unit area a instructor experiences and is speedy to knock occupation public presentation based of a impression of what it thinks instructors should make. There is a perceptual experience that instructors enjoy an easy life with multiple holidaies and a short work twenty-four hours. In many countries, instructors are perceived as over paid. A deficiency of regard permeates the community as it fails to react to the demand of instructors. Many mistakenly assume that instructor burnout is caused by a deficiency of subject in the schoolroom and fail to acknowledge that the bulk of instructors who suffer from burnout would name pupils as the last point on a list of lending factors. Prevention/Solution Attempts towards bar of instructor burnout need to concentrate on supplying the fiscal resources to schools and supply equal support for new instructors. Supplying aid in big schoolrooms and entree to a broad scope of intercession techniques, and the resources to implement them, will make shared duty for pupil accomplishment and relieve the force per unit area and isolation instructors experience. Increased public consciousness of the troubles instructors face, solid parental engagement plans, and a lessening in immaterial responsibilities like coach and recess responsibilities will liberate instructors to concentrate their clip and energy on their primary end: instruction. Supplying clip for teacher coaction and planning within the construction of the school twenty-four hours will let instructors to work together to be after and implement the best possible plan for kids.Determinants of learning as a callingBeng Huat See1University of York, electronic mail: Sg25 @ york.ac.ukPaper pre sented at the British Educational Research Association Annual Conference, University of Manchester, 16-18 September 2004AbstractionThis paper tries to bring out the long and short term determiners of choosing learning as a calling. A questionnaire based upon grounds collected via preliminary focal point group and e-mail interviews was employed to place the cardinal societal and economic determiners of the person ‘s pick whether to be a instructor or non. A sum of 1,845 pupils and trainees from four third establishments in South-west England and Wales were involved. The survey differs from much research in this country by including an expressed comparing between pupils meaning to be instructors and those meaning to prosecute other callings. Logistic arrested development analysis was used to analyze the information collected. The survey concludes that the cardinal determiners of an person ‘s likeliness to learn are their household background, the factors they valued in a o ccupation and their perceptual experiences of learning. Financial inducements, although effectual in acquiring those already interested in learning to take up preparation, are limited in their impact. Those who are committed to learning are more likely to be motivated by intrinsic wagess. Those who have ne'er earnestly considered instruction, on the other manus, are more likely to be motivated by extrinsic wagess, and to describe a negative experience of school. Negative perceptual experience of instructors ‘ wage and their occupation position are non likely to set off those who are committed to learning but is a possible hindrance to those who have no disposition to learn. Fiscal inducements to develop hold small influence on those already committed to other callings. In the long tally policies could see the personal features of persons. For illustration, promotion runs to enroll new instructors could foreground the extrinsic values of learning. Presently they constantly highlight merely the intrinsic entreaty of the occupation. To be maximally effectual such runs should besides foreground those factors which people really consider of import in their calling pick. This survey reminds us that simply presenting fiscal inducements to enroll instructors is non plenty. Individual determinations to learn depend, to a big extent, on the values attached to a occupation and perceptual experiences of instruction.IntroductionThe purpose of this paper is to place of import determiners of going a instructor. It examines the influence of demographic background, the values people attached to a occupation and their perceptual experiences of learning on their calling p ick. Of involvement is the impact of fiscal inducements for initial instructor preparation enlisting on people ‘s pick of learning as a calling. The survey involved undergraduates, both teacher trainees and others, and graduate students, both teacher trainees and those on other professional preparation paths, in South-west England and Wales. Many current policies to increase teacher supply have assumed that teacher Numberss can be increased by pecuniary inducements, such as better wage and other fiscal inducements to recruitment. While these may be effectual in the short term, there is grounds that every bit many as 40 % who enter developing do non go on to learning anyhow ( STRB, 1999 ) . Furthermore, these steps are mostly based on a ‘universal ‘ human capital theory of motive, which does non adequately explicate the under-representation of work forces and people from certain societal category and cultural groups in learning. Evidence from old surveies suggests that peoples ‘ pick of calling is, to a big extent, influenced by their socio-economic and cultural background and by a comparatively lasting position of what is ‘appropriate ‘ for them ( Gorard and Rees, 2002 ) . These societal determiners differ from economic and practical factors in being longer term and, hence, less conformable to a short-run proficient hole. They have so far non been explored in old surveies on instructor deficits. For these grounds, this survey examines the influence of social-economic background, as determined by parents ‘ businesss and educational makings, sex, ethnicity and type of school attended, each of which might be regarded as formative of their values and norms. Geographical mobility and whether persons had close household members and friends who are/were instructors were besides considered, as was the extent to which current fiscal incentives in instructor preparation had an impact on instructor trainees ‘ determination to travel into instruction. Besides these societal determiners, an person ‘s determination to travel into learning or non is besides believed to be influenced by what they value in a occupation and their perceptual experiences of instruction ( Kyriacou et al. , 2002 ) . If we are able to place those factors which persons consider of import in their pick of calling, and highlight the factors in learning which lucifer these, so we might trust to carry better qualified pupils to see learning. As Johnson and Birkeland ( 2003 ) noted, it is indispensable to understand people ‘s concerns and responses, otherwise policymakers and practicians will go on to present what they believe to be promising enlisting and keeping schemes with no existent consequence. To pull and retain new instructors, a comprehensive scheme that addresses the full scope of new instructors ‘ concerns is required. In this manner, under-represented groups such as work forces, cultural minority groups and those in shortage topics can be efficaciously targeted. This involves a consideration of the calling picks made by prospective and possible instructors, every bit good as by those who have rejected the possibility of learning. The positions of the latter are cardinal in moving as a restorative to the bulk of relevant research in this country based merely on consideration of instructors and possible instructors – for illustration, Reid and Caudwell ( 1997 ) , Bloomfield and Selinger ( 1994 ) , Fraser et Al. ( 1998 ) , Smithers ( 1990 ) , Lock ( 1993 ) , Newson ( 1993 ) and Heafford and Jennison ( 1998 ) . More recent surveies on instructor supply by Robinson and Smithers ( 1998 ) and Howson ( 1999 ) were concerned with pupil instructors ‘ grounds for non taking up learning stations. These surveies focused on the motives of those who had antecedently made the determination to go school instructors. Few surveies have investigated persons ‘ grounds for non taking learning as a calling in the first topographic point. Even fewer surveies looked into barriers to come ining instruction ( e.g. Wellington, 1982 ; Smithers and Hill, 1989 ; Finch, 1986 ) . The positions of undergraduates who have yet to take up teacher preparation and who might be attracted by the inducements are normally non sought in UK educational research. This could easy give a really deceptive feeling about why persons do non go instructors. In general, the bulk of the educational engagement literature is based, for really matter-of-fact grounds, on surveies of bing participants, frequently in the same establishment as the research worker. This can give deceptive consequences about the causes of non-participation ( Gorard and Rees 2002 ) . Non-participants in any educational enterprise are, ironically, besides routinely excluded from research about their non-participation.MethodThe survey involved 1,845 undergraduate and graduate student pupils in four establishments in South Wales and South West England. Four chief topic groups ( humanistic disciplines and humanistic disciplines, societal scientific disciplines, maths and scientific discipline and vocational ) were identified to stand for the wide scope of undergraduates. Vocational classs included jurisprudence, accounting, concern surveies and athleticss and leisure direction. The overall response rate is 82 % 2. The sample was selected after a re-analysis of all available and historical statistics associating to teacher supply and keeping in England and Wales, and of the one-year UCAS nose count informations ( farther inside informations in See et al. 2004 ) . A self-administered questionnaire study was used to place the of import factors act uponing people ‘s determinations to travel into learning. The instrument was designed and piloted following a series of preliminary interviews ( e-mail and concentrate group ) with possible and trainee instructors. It gathered pupils ‘ retrospective life histories, and their reported calling determinations, programs and motives, puting the latter within the context of their longer-term educational and career flight. Logistic arrested development analysis with forward stepwise entry of forecaster variables was used to predict/explain the person ‘s purpose to be a instructor or non ( dichotomous ) utilizing all background variables, factors act uponing their calling pick and their perceptual experiences to learning as likely forecasters. The theoretical account is ‘hierarchical ‘ , come ining explanatory variables into the theoretical account in life order from birth ( e.g. household background ) through initial instruction ( e.g. where lived at age 16 ) to the present ( e.g. capable studied at university ) . In this manner, each measure can merely work with the discrepancy left unexplained from old stairss. The concluding measure adds variables for consciousness of fiscal inducements and other recent policies to promote teacher enlisting. Cross-tabulation processs were besides used to show the relationship between these forecaster variables and persons ‘ calling determination. Because of the big sample size ( Pallant, 2001 ) and because the population was non a random sample, a trial of significance would non be relevant here ( Gorard, 2003 ) . Therefore, the ‘effect ‘ size was used to standardize differences between groups ( Coe, 2002 ) .FindingssThis subdivision is divided into three parts. The first portion examines the influence of demographic features on an person ‘s determination to learn. The 2nd portion looks at the influence of calling pick factors, such as the values people attached to a occupation and their perceptual experiences of learning. The 3rd portion analyses the influence of ITT ( initial teacher developing ) enlisting fiscal inducements on calling pick. The respondents were classified into three groups based on their responses to the inquiry on their calling determination: Those who have considered instruction and wanted to be instructors besides known as confirmed instructors ( 30 % , N= 550 ) Those who have earnestly considered but decided non to learn, or fringy instructors ( 34 % , N= 621 ) Those who have ne'er realistically considered instruction and would non desire to learn, or non-teachers ( 37 % , N= 674 )Background features and determination to travel into learningThe three groups mean that the arrested development analysis is polynomial. For simpleness of presentation, I consider here merely some of the possible comparings, concentrating on the differences between confirmed instructors and others. The analysis was robust in uncovering that the background features that explain most of the differences between groups were an person ‘s sex, ethnicity, academic accomplishments and parental background ( Table 1 ) . The coefficients in the tabular array give an indicant of how likely person is to be a instructor or non-teacher. For illustration, a male is, ceteris paribus, merely 10 % every bit likely as a female to be a confirmed instructor instead than a non-teacher, and those who described themselves as White are about twice ( 1.8 times ) every bit likely as co lored to be instructors than non-teachers.Table 1 – Background features differences between instructors and othersBackground features Coefficients Sexual activity i‚ · Male i‚ · FemaleA0.1–Ethnicity i‚ · White i‚ · ColoredA1.8–Mothers ‘ makings i‚ · No making i‚ · O-level i‚ · A-level i‚ · Degree and higher, i‚ · Do n't cognize & amp ; no responseA1.4 1.2 0.8 0.8–Entry making i‚ · A-level i‚ · A-level and vocational i‚ · Access i‚ · UnclassifiableA1.6 0.8 0.9–Degree consequence i‚ · 2:1 and above i‚ · 2:2 and below i‚ · Do n't cognize and no responseA2.0 3.9–Those whose female parents have an A-level and tantamount or higher making are less likely ( 0.8 ) to go instructors than those whose female parent ‘s makings are unknown. In general, those with less educated parents are more likely to take learning as a calling. Those with or anticipating a grade graded at 2:2 or below are more likely to go instructors than those with a 2:1 or above, and those for whom no grade consequence is known. While a grade is now about a demand for instructor position, it is by and large the least qualified of those eligible who are most likely to be instructors. Analysis by demographic features shows that pupils ‘ determination to learn or non was besides found to be related to their topic of survey at university. For illustration, societal scientific discipline pupils were two and a half times more likely than those making scientific discipline and maths to take learning as a calling. Vocational pupils in classs other than instruction were, unsurprisingly, the least likely to hold considered instruction. This determination is consistent with that of the Institute for Employment Studies, which found that those in fiscal topics, economic sciences, scientific discipline or jurisprudence had a lower leaning to come in learning ( House of Commons, 1997, Appendix 5 ) .Career pick factors and the determination to travel into learningCareers pick factors refer to those features people look for in a occupation, and their perceptual experiences of learning as a calling. These are withheld from the theoretical account above because they are a cu rrent snapshot instead than a dependable retrospective history, and because the causal theoretical account associating pick factors and revealed pick is ill-defined. The logistic arrested development analysis shows that we can predict/explain with 90 % truth who are likely to be instructors instead than non-teachers than a non-teacher once these factors are included in the theoretical account. Table 2 shows the calling pick factors that explained differences between groups. The factors are listed in falling order get downing from the one which explains the most difference between confirmed instructors and non-teachers. These factors are the opportunity to portion cognition, occupation satisfaction, length of vacations and the opportunity to go on in the topic of involvement. The coefficient for ‘chance to portion cognition ‘ agencies that those who indicate that the opportunity to portion cognition as rather of import are 3.4 times more likely to be instructors than those who did non believe it is of import. Similarly those who indicate opportunity of portion cognition as really of import are 3.42 ( 11.6 times ) more likely to be instructors than those who think it is non.Table 2 – Choice factor differences between instructors and othersFactors act uponing calling pick coefficients Opportunity to portion cognition 3.4 Job satisfaction 3.1 Length of vacations 2.3 Opportunity to go on involvement in ain topic 2.3 Job security 1.8 Salary 0.6 Working conditions 0.5 Status of occupation 0.5 Promotion chances 0.5 Intellectual stimulation. 0.4 Note: these pick factors were rated in importance on graduated table from 1 to 3 ( most of import ) Table 2 shows that confirmed instructors differed from non-teachers in the values they attached to a occupation. While confirmed instructors were more likely to describe being motivated by intrinsic factors, such as occupation satisfaction, the desire to portion cognition and to go on involvement in their capable, non-teachers were more likely to value extrinsic factors like salary, publicity chances, occupation position, good working conditions and rational stimulation. Other factors actuating confirmed instructors included occupation security and the length of vacations. These differences suggest that fiscal inducements, if decently applied, might hold persuaded non-teachers to see learning as a calling. Of class, there is besides a danger for those already on vocational classs of rationalizing their pick station hoc. Analysis by capable groups indicates that societal scientific discipline pupils and instructor trainees were more likely to see intrinsic factors as really of import compared to maths and scientific discipline and ‘other ‘ vocational pupils. Females were besides more likely than males to see these factors as really of import. There was no difference between white and colored. Mathematicss and scientific discipline and vocational pupils, on the other manus, were more likely than teacher trainees and societal scientific discipline pupils to see extrinsic motives, such as occupation position and public perceptual experience of occupation and salary as really of import. This, possibly, explains why pupils from some topic groups were less likely to desire to learn. This is consistent with Smithers and Hill ‘s ( 1989 ) survey which found that mathematics and scientific discipline pupils were less likely to see such intrinsic motive as of import in their calling determinat ion. They were besides more likely to comprehend instruction as offering intrinsic wagess and person-oriented satisfaction than extrinsic wages. Assorted scientific discipline and humanistic disciplines pupils, on the other manus, were more likely to be people-oriented, and therefore more likely to be attracted to learning. The three of import perceptual experiences of learning that explained most of the differences between instructors and non-teachers were occupation satisfaction, instructors ‘ work load and calling chances ( Table 3 ) . Those who perceived learning as honoring were 4.5 times every bit likely as those who did non cognize or did non reply, and 4.52 ( 20 times ) every bit likely as those who disagree to be confirmed instructors. Therefore, we might reason that learning appealed to corroborate instructors because they believed that learning could offer them the values they looked for in a occupation. For illustration, confirmed instructors were more likely to comprehend instruction as a honoring calling than their non-teacher opposite numbers. They tended to hold a more positive perceptual experience of learning. They were more likely to comprehend instruction as offering occupation security, good calling chances and publicity chances. They were besides more likely to hold that lear ning offers the rational stimulation they looked for in a occupation. There is a danger of an component of tautology crawling into the theoretical account here. However, the same form besides appears when the theoretical account is run with merely that sub-sample who have yet to do a pick.Table 3 – Percepts of learning which explain differences in calling pickFactors act uponing calling pick Coefficients Teaching is honoring 4.5 Teachers ‘ work load is heavy 3.5 Teaching has good calling chances 2.4 Teaching offers greater occupation security 1.6 Teaching allows usage of academic cognition 1.5 Teachers are underpaid 1.5 Better chances for publicity in learning today 1.5 Teaching is lifestyle pick 1.4 Teaching is no longer a 9-5 occupation 1.3 Teachers ‘ wages are comparable 0.8 Teaching is high position profession 0.6 Teaching does non offer adequate rational stimulation 0.6 Own experience in school gives negative perceptual experience 0.4 Note: these pick factors were rated in degree of understanding on a graduated table from 1 to 3 ( agree ) Teacher trainees and societal scientific discipline pupils were the most likely to hold a positive perceptual experience of instruction, while maths and scientific discipline and ‘other ‘ vocational pupils were the least likely. For illustration, maths and scientific discipline and vocational pupils were more likely than teacher trainees to comprehend instruction as lacking in calling chances and publicity chances, and a dead-end occupation. Mathematicss and scientific discipline pupils were besides more likely than teacher trainees to describe that learning did non offer adequate rational stimulation and stimulation to aspiration. In general, confirmed instructors tended to hold a positive experience of school. Those who had a negative perceptual experience of school as a consequence of their ain experience were less likely to be instructors. Teaching did non appeal to non-teachers because they were less likely to comprehend it as offering them the things they looked for in a occupation. Negative perceptual experiences, nevertheless, did non set off those who were interested in learning. Confirmed instructors were, in fact, more likely than others to hold that instructors ‘ work load was heavy and that instructors were underpaid. However, if negative perceptual experiences of learning involved affairs that were of import to persons ‘ calling determinations, these could be a barrier. For illustration, non-teachers were more likely to rate calling chances and publicity chances as really of import in their calling pick, but were less likely to believe that learning can offer these. A bulk of pupils agreed that instructors ‘ were underpaid and merely 35 % saw instruction as a high position occupation, but non-teachers were more likely to rate these factors as really of import in the calling pick. This suggests that negative perceptual experience of instructors ‘ wage and their occupation position might non set off those who were committed to learn ing but might be a hindrance to those who did non wish to learn.Fiscal inducements and the determination to learnStudents were asked about their consciousness of, and the importance of, fiscal inducements for learning when make up one's minding upon a calling. When their responses were entered into the logistic theoretical account, the truth of foretelling who were likely to be instructors and non-teachers increased from 90 % to 94 % , while that for confirmed and fringy instructors increased from 80 % to 81 % . This shows that fiscal inducements did non dramatically change single calling programs, although they did do it easier for those who wanted to learn to travel into learning. As determiners of calling pick fiscal inducements were non every bit of import as the values people attached to a occupation and their perceptual experiences of learning. They did non look to hold much influence in carrying non-teachers into learning. These are people who have already made up their heads about their calling waies and would non be likely to be persuaded otherwise. Those who reported that they were most likely to be persuaded by these inducements were fringy instructors ( Table 4 ) .Table 4 – Reported influence of fiscal inducementsACareer determinationsAConfirmed instructor ( n= 550 ) %Marginal instructor ( n=621 ) %Non-teacher ( n=674 ) %Offer of preparation wages 78 78 36 Promise of deficit capable bursaries 40 54 24 Exemption of fees 75 76 36 ‘Golden handlock ‘ trade 32 60 33 The two inducements that were probably to act upon people ‘s calling pick were the offer of preparation wages and the freedom from fees ( Table 4 ) . Deficit capable bursaries appeared to be the least effectual ( because they apply merely to a subset of instances ) . Deficit capable bursaries and freedom of fees besides did non look to be effectual in carrying maths and scientific discipline pupils. Mathematicss and scientific discipline pupils were the most likely to be influenced by the ‘golden handlock ‘ trade compared to pupils in other capable groups, and least likely to be influenced by the offer of preparation grants. Male and female pupils did non look to demo any difference in their responses to these fiscal inducements. Exemption of fees appeared to be the most effectual in act uponing the calling determinations of colored pupils. These findings have ( sometimes negative ) deductions for policies to increase ITT enlisting of cultural minorities and those in shortage topics. Training grants and deficit capable bursaries were the two inducements most widely known among pupils and proved to be most influential in acquiring those who were interested in learning take up teacher preparation. It was effectual in pulling those who were already interested in learning, but non those analyzing shortage topics at university. Training wages made it easier for some to give up their occupation, but surely did non move as a ‘carrot ‘ to those who had non considered learning. Many had applied for class entry before the strategies were announced, while others would hold gone into developing anyhow, though much later, after they have saved up plenty. This point was clearly illustrated by PGCE pupils in the focal point group interviews. English PGCE pupils: Anna: A I umm.. I mean the thing is because I applied truly early on the class truly truly truly on and I knew that I wanted to make it, and I ‘d already taken a twelvemonth to work to seek to salvage some money up and so really it ‘s a surprise when the preparation wages were announced. Michelle: A Like me I applied before the wage was introduced. I am like Anna, I applied to make the class and, and was accepted on the class before the preparation wage was announced so it was a nice surprise – and precisely the same I did n't wholly expect how much it likely would be to make it, and I ‘m populating at place. I mean I ‘m really non even paying rent but I ‘m driving a auto everyday and you know, so the small disbursal I did n't even expect before. Nina: A I think because I sort of applied late on and I had n't truly thought about developing wage did n't truly you know have n't been maintaining up with that so I was n't certain, but I guess I merely knew that because it ‘s what I truly wanted to make that I would hold the support of my parents I guess so I knew that I ‘d be able to fight through this with my parents. Just being in that lucky state of affairs and you knowaˆÂ ¦ Hannah: I had the promise of that support from my Dendranthema grandifloruom and pa every bit good which, which because I did n't cognize when I was traveling to acquire this preparation wage because I live in the Isle of Man and they have different regulations and everything, but I was merely so alleviated when I didaˆÂ ¦ Jemma: A I would hold merely done it a batch subsequently. I would hold done it like 10 old ages down the line if they have n't offered the wage. Nicola: A I would hold done it subsequently every bit good ( Jemma, and Edward would hold done it subsequently every bit good )APGCE history pupilsAADent: I suppose the inquiry to inquire about our motive is which of us was motivated by the 6,000 grant. I personally was n't. Antony: I was n't because I applied before. Dent: In retrospect, the same I did n't gain when I applied because I want to learn, but now cognizing how much it costaˆÂ ¦ . Tom: Lapp here Andy: I applied before. It did n't pull me, I merely come in beforeaˆÂ ¦ Queen city: I likely would possibly hold waited for two or three old ages until my kids are older and I would n't necessitate to pay child care.APGCE maths pupils besides applied before the policy came into topographic point and for some it did do it easier for them take up preparation.AMarnie: I applied before. Toby: So do I. ( There was general understanding – pupils nodding their caputs ) Fran: I was traveling to use about 3 or 4 old ages ago. I really got the application signifier, decided where I was traveling to use to and I was gaining about 14,000 lbs at that clip, non a immense sum of money but so the grant that I would hold got for making the PGCE was 1,000 lbs and I thought that was stupid I ‘m traveling to run into so much debt, what ‘s the point, you know, I ‘ll set it off and I ‘ll seek something else, so I tried another twosome of occupations umm, and so when I decided that I was traveling to reapply decidedly at the clip they said you ‘d acquire two and a half thousand lbs and so when they say you ‘ll acquire 6 thousand lbs it all coincided with me using, I said great truly good, truly good. Interviewer: So you ‘ve already made the determination even before these policies came into being, but that policy did assist you. Fran and Catherine: Oh yeah. Lack of promotion sing these inducements seemed to be an issue. Some remarks made by pupils in their questionnaire returns with respects to these inducements included: Throughout my degree class, no one really came to carry us to travel into instruction. 3rd twelvemonth Law pupil I am interested in learning but non certain how to acquire into it, whether my jurisprudence grade is adequate, and what sort of makings I would necessitate. ‘ 3rd twelvemonth Law pupil There should be more promotion if the inducements were to be effectual. Many of us have non heard of these inducements at all. We are non cognizant of their being. 2nd twelvemonth Language & A ; Communication pupil I have considered instruction in the secondary sector but still undecided whether to travel into learning or non. The ground for my indecisiveness is the deficiency of information available. I do n't hold any hint of what to make. 2nd twelvemonth Accountancy pupil Had no information about instruction, instead acquire a occupation. Have non been given any information sing being instructor.DecisionThis survey reminds us that simply presenting fiscal inducements to enroll instructors is non plenty. Individual determinations to learn depend, to a big extent, on the values attached to a occupation and perceptual experiences of learning. My findings reveal that there are cardinal differences between non-teachers and confirmed instructors as to what they look for in a occupation and in their perceptual experiences of learning. This survey and that of Smithers and Hill ( 1989 ) revealed that those who had non considered learning were more likely to comprehend it as offering intrinsic wagess and person-oriented satisfaction but were more likely to be motivated by extrinsic wagess. On the other manus, those who go into learning were non likely to remain on unless their experiences with pupils and the school, in general, are honoring. Clear lessons emerge, non merely for policymakers, but besides principals and school de cision makers. Teaching must be seen as an attractive and financially rewarding calling. At present, policy is excessively much focused on instructor preparation and the inducements and barriers to that, and the move from developing to post. If these consequences are to be believed, so work to heighten the position and professional prestigiousness of instructors in ulterior calling will be merely as of import, long-run, in pulling high-quality pupils to the profession.

ACT Percentiles and Score Rankings

ACT Percentiles and Score Rankings SAT / ACT Prep Online Guides and Tips What’s the difference between a good ACT score and a great ACT score? One way colleges make that distinction is by looking at ACT score percentiles. ACT score percentiles help colleges compare students with one another, rather than just looking at everyone’s individual score. Learn more about your ACT score percentile so you can maximize both your study time and admission chances. Then, find out your current score percentile using our detailed charts. What’s an ACT Percentile Ranking? Your percentile ranking is a comparison of your ACT score with everyone else who took the test. Specifically, your percentile tells you how many people you scored higher than. The ACT will give you a percentile ranking for your composite score as well as for your four subject-area scores. (For more on how the ACT is scored and how your composite is calculated, check out our guide.) Your ACT score percentile is not like a grade out of 100;rather, it’s a comparison between you and other students. For example, if you get in the 70th percentile, this means you scored higher than 70% of test takers. It doesn’t mean you got exactly 70% of the test questions correct. (In fact, the ACT is tricky enough that if you got about 70% of the questions right, your ranking would be closer to the 75th percentile.) What Are the Current ACT Score Percentiles? Now that you know about percentile rankings, it’s helpful to know what the ACT percentiles actually are, both for composite scores and individual section scores. You can use the following chart to find percentile rankings for your overall ACT composite score and for each section (English, Math, Reading, and Science). To find your percentile, first find your score between 1 and 36 on the left-hand side, and then slide over to the correct subject area or composite to see your percentile ranking. For example, a composite score of 30 has a 93rdpercentile ranking, but a Reading section score of 30 has an 87thpercentile ranking. Here's the most recent ACT percentile data from 2018: Score English Math Reading Science Composite Score 36 100 100 100 100 100 36 35 99 99 99 99 99 35 34 96 99 97 98 99 34 33 94 98 94 97 98 33 32 93 97 92 96 96 32 31 91 96 89 95 95 31 30 90 95 87 94 93 30 29 88 93 94 92 91 29 28 86 91 82 90 88 28 27 84 88 80 88 85 27 26 82 83 77 86 82 26 25 79 78 74 82 78 25 24 75 73 70 77 74 24 23 70 68 66 71 69 23 22 64 63 60 64 64 22 21 59 59 54 57 58 21 20 53 55 49 50 52 20 19 48 51 43 44 46 19 18 44 46 38 37 40 18 17 40 38 33 30 34 17 16 36 29 28 25 27 16 15 30 18 22 18 21 15 14 24 8 18 14 15 14 13 18 3 13 10 9 13 12 14 1 9 6 4 12 1 5 4 1 10 6 1 3 2 1 10 9 3 1 1 1 1 9 8 1 1 1 1 1 8 7 1 1 1 1 1 7 6 1 1 1 1 1 6 5 1 1 1 1 1 5 4 1 1 1 1 1 4 3 1 1 1 1 1 3 2 1 1 1 1 1 2 1 1 1 1 1 1 1 Source:ACT.org Did you know an improvement of 4 points on the ACT will revolutionize your chances of getting into your dream school? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. One important thing to note is thatthere's really no difference in percentiles at the highest and lowest score ranges. At the upper end, anything higher than a 34 composite score is in the 99th-100thpercentiles. Similarly, at the lower end, any composite score between 1 and 8 is in the 1stpercentile. However, things change quickly in the middle. For example, a 3-point jump from 17 to 20 raises your percentile from the 34th to the 52nd- or, from below average to average. To take another example, a 3-point jump from 26 to 29 takes you from the 82ndpercentile to the 91stpercentile. Getting into the 91st percentile is fantastic because it puts you in the top 10% of all test takers. What all of this means is that if you get a lower or middle-range composite score, raising it by just a few points can have a dramatic effect on your percentile ranking and thus your college admission chances. In addition, unless you're shooting for the most elite schools, if you get a 34 composite or higher, you probably shouldn't worry about having toretake the ACT. What About ACT Subscore Percentiles? ACT subscores give you more detail about your performance on the ACT and what specific areas you can improve on. However, as of late 2016,ACT, Inc.,no longer releases public information about percentile ranks for ACT subscores,so the only place you can get information about your performance on subscores compared with other test takers is your own ACT score report. If you haven't taken the ACT and are curious, you can take a look at this sample score reportfor the 2017-18 testing year. Note thatcolleges likely will not look too closely (if at all) at your subscores. When it comes to the ACT, your overall composite score is most important.It's the number most colleges use when reporting admitted student score ranges, and the scoremost often used to determine scholarship recipients. Ultimately, subscores can be used to give more context about your performance, but they're not be-all and end-all numbers. Does My ACT Percentile Actually Matter? Percentile rankings are important because they help colleges compare your ACT performance with those of other test takers. But the ACT score ranges for the colleges you're applying to are far more important than your overall percentile ranking. Colleges have average ACT score ranges for admitted students that usually don’t change drastically from year to year, and they rely on these ranges when making admissions decisions. This range is the middle 50%, or the 25th and 75th percentile scores,of admitted applicants. To find ACT score ranges for a college, search "[School Name] ACT scores PrepScholar." By doing this for all of the colleges you want to apply to, you can come up with a target ACT score. Your goal score will then be equal to the highest 75th percentile score for your schools. The goal is to get a higher than average ACT score for your dream college. Though your target score is most important, ACT percentiles can help you interpret your own scores better. For example, say you got a 30 on Math (95thpercentile) and a 24 on English (75thpercentile). Without percentile data, it would be hard to say exactly how much better you did on Math than on English.But with rankings, you can see that your Math score is excellent and your English score, while strong, could be improved- a 3-point jump to 27 could net you an 84th percentile score. To sum up, percentiles are a very helpful tool, both for college admissions officers looking at your application and for you in your own studying. But rather than obsessing over your ranking, aim for a score that is competitive for the colleges you want to go- this willgive you your best shot at getting into your dream school! What’s Next? Now that you know about the importance of percentiles, learn more about the average ACT score and come up with your own personal target score. Dreaming big? Find out what ACT scores you need to get into the Ivy League. And if you’re aiming for perfection, check out our guide to a perfect 36, writtenby our resident full scorer. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Halle Edwards About the Author Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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