How to Choose a Sample SAT Essay Response

How to Choose a Sample SAT Essay ResponseWhen choosing the best sample SAT essay response for your college application, keep in mind what you want to achieve with your essay. Not every essay is created equal. Knowing which response style is best for your essay writing will help you find a high quality response.If you're a typical essay response, this type of response would probably not be something you would choose. Most people choose to write a response that comes across as written by a high school student. In fact, most people with a lot of experience writing essays prefer to write answers in this manner. The reason they do this is because it's an easy style to write. It also tends to reflect well on them.If you're an experienced essay writer and want to appear more confident, but still have the skill to craft a coherent and polished essay, one of the best samples to try is one that has been fully researched and utilizes research strategies. This one is even better when used by a w riter who also wants to be thought of as intelligent.The first thing you should think about when you're choosing a sample SAT essay response is how important the subject is. You need to make sure that the essay you choose is going to answer the most important question on the test. Most of the time, this is the point where you get a lot of problems. If you don't have the subject matter right, there is no way to get around it.There are a few things you need to keep in mind before you go off looking for samples. First, the essay must have enough information to reach the student who is reading it. Because the SAT is a multiple choice test, you need to make sure that the essay will fit your skill level.You also need to make sure that the essay will have a good chance of getting accepted. If the essay doesn't have enough information to reach the student who is reading it, it won't get a second look. If you're not careful, it could also mean that it won't get any acceptance at all.If you'r e in the market for a sample SAT essay response, keep these things in mind. Not all responses are created equal. Being aware of this and choosing the one that fits your skill level and subject matter will help you give yourself a better chance of getting into your dream school.

Customer Power, Strategic Investment, and the Failure of Leading Firms

The Halayeb Triangle

The Halayeb Triangle The Halayeb Triangle (map), also sometimes called the Hala’ib Triangle is an area of disputed land located on the border between Egypt and Sudan. The land covers an area of 7,945 square miles (20,580 square kilometers) and is named for the town of Hala’ib which is located there. The presence of the Halayeb Triangle is caused by the different locations of the Egypt-Sudan border. There is a political boundary that was set in 1899 that runs along the 22nd parallel and an administrative boundary that was set by the British in 1902. The Halayeb Triangle is located in the difference between the two and since the mid-1990s Egypt has had de facto control of the area. History of the Halayeb Triangle The first border between Egypt and Sudan  was set in 1899 when the United Kingdom  had control over the area. At that time the Anglo-Egyptian Agreement for Sudan set a political boundary between the two at 22nd parallel or along the line of 22ÌŠ N latitude. Later, in 1902 the British drew a new administrative boundary between Egypt and Sudan which gave control of the Ababda territory that was south of the 22nd parallel to Egypt. The new administrative boundary gave Sudan control of land that was north of the 22nd parallel. At that time, Sudan controlled about 18,000 square miles (46,620 sq km) of land and the villages of Hala’ib and Abu Ramad. In 1956, Sudan became independent and the disagreement over the control of the Halayeb Triangle between Sudan and Egypt began. Egypt  considered the border between the two as the 1899 political boundary, while Sudan claimed that the border was the 1902 administrative boundary. This led to both Egypt and Sudan claiming sovereignty over the region. In addition, a small area south of the 22nd parallel called Bir Tawil that was formerly administered by Egypt was claimed by neither Egypt nor Sudan at this time. As a result of this border disagreement, there have been several periods of hostility in the Halayeb Triangle since the 1950s. For example in 1958, Sudan planned to hold elections in the region and Egypt sent troops into the area. Despite these hostilities, however, both countries exercised joint control of the Halayeb Triangle until 1992 when Egypt objected to Sudan allowing exploration of the region’s coastal areas by a Canadian oil company. This led to further hostilities and an unsuccessful assassination attempt on Egypt’s then-president Hosni Mubarak. As a result, Egypt strengthened control of the Halayeb Triangle and forced all Sudanese officials out. By 1998 Egypt and Sudan  agreed to begin working on a compromise as to which country would control the Halayeb Triangle. In January 2000, Sudan withdrew all forces from the Halayeb Triangle and ceded control of the region to Egypt. Since Sudan’s withdrawal from the Halayeb Triangle in 2000, there are often still conflicts between Egypt and Sudan over control of the region. In addition, the Eastern Front, a coalition of Sudanese rebels, states that it claims the Halayeb Triangle as Sudanese because the people there are more ethnically related to Sudan. In 2010 the Sudanese President Omer Hassan Al-Bashir said, â€Å"Halayeb is Sudanese and will stay Sudanese† (Sudan Tribune, 2010). In April 2013 there were rumors that Egypt’s President Mohamed Morsi and Sudan’s President Al-Bashir had met to discuss a compromise of control over the Halayeb Triangle and the possibility of giving control of the region back to Sudan (Sanchez, 2013). Egypt denied those rumors however and claimed that the meeting was simply to strengthen cooperation between the two nations. Thus, the Halayeb Triangle still remains in Egypt’s control while Sudan claims territorial rights over the region. Geography, Climate, and Ecology of the Halayeb Triangle The Halayeb Triangle is located on the southern border of Egypt and the northern border of Sudan. It covers an area of 7,945 square miles (20,580 square kilometers) and has coastlines on the Red Sea. The area is called the Halayeb Triangle because Hala’ib is a large city within the region and the area is shaped roughly like a triangle. The southern border, about 180 miles (290 km) follows the 22nd parallel. In addition to the main, disputed portion of the Halayeb Triangle there is a small area of land called Bir Tawil that is located south of the 22nd parallel at the triangle’s westernmost tip. Bir Tawil has an area of 795 square miles (2,060 sq km) and is not claimed by Egypt or Sudan. The climate of the Halayeb Triangle is similar to that of northern Sudan. It is normally very hot and receives little precipitation outside of a rainy season. Near the Red Sea, the climate is milder and there is more precipitation. The Halayeb Triangle has a varied topography. The highest peak in the region is Mount Shendib at 6,270 feet (1,911 m). In addition, the Gebel Elba mountain area is a nature reserve that is home to Elba Mountain. This peak has an elevation of 4,708 feet (1,435 m) and is unique because its summit is considered a mist oasis because of intense dew, mist and high levels of precipitation (Wikipedia.org). This mist oasis creates a unique ecosystem in the region and also makes it a biodiversity hotspot with over 458 plant species. Settlements and People of the Halayeb Triangle The two major towns within the Halayeb Triangle are Hala’ib and Abu Ramad. Both of these towns are located on the Red Sea coast and Abu Ramad is the last stop for buses bound for Cairo and other Egyptian cities. Osief is the closest Sudanese town to the Halayeb Triangle (Wikipedia.org).Because of its lack of development, most of the people living within the Halayeb Triangle are nomads and the region has little economic activity. The Halayeb Triangle is however said to be rich in manganese. This is an element that is significant in the production of iron and steel but it is also used as an additive for gasoline and is used in alkaline batteries (Abu-Fadil, 2010). Egypt has currently been working to export ferromanganese bars to produce steel (Abu-Fadil, 2010). Due to the ongoing conflict between Egypt and Sudan over control of the Halayeb Triangle it is clear that this is an important world region and it will be interesting to observe whether it will remain in Egyptian control.

Accountants' Ethics in Shaping the Companys Financial Reality Assignment

Accountants' Ethics in Shaping the Companys Financial Reality - Assignment Example An accountant working for a public company must also abide by the standards set forth by the Sarbanes Oxley Act (SOX) of 2002 and all other Securities and Exchange Commission (SEC) regulations. There specific ethical challenges accountants may face that can change the revenues of a company. For instance, if a company switches from LIFO to FIFO depreciation, it can overestimate or underestimate the revenues of the firm.   Whenever a change occurs in depreciation method accountants are supposed to reveal the change in the notes to the financial statements. The accounting profession requires people that have high moral and ethical standards in order to properly serve the best interest of a corporation.The financial services industry has been under heavy scrutiny in the United States ever since the government gave the banks a bailout package worth over $700 billion. There are ethical challenges the industry faces in multiple segments of the industry. Prior to 2008, the banking industry acted unethically in many of its decisions because it gave out home loans to people that did not qualify for loans under normal credit criteria. The risky loans created the housing bubble. The housing bubble was one of the main factors that led to the global recession. The supply for housing exceeded demand. The realtors acted as brokers instead of facilitators and they sold homes to people based on speculative price appreciations. Full compliance with the Sarbanes Oxley Act can help accountants comply with the highest ethical standards possible since SOX covers accountability, internal controls, and prevention of fraud issues. The top executive management teams are subject to prison terms of up to 25 years if the financial statements of public companies have material error or fraud. Overall financial risk can be mitigated in the financial industry by using sound diversification strategies.

Employment law Essay Example | Topics and Well Written Essays - 2750 words

Employment law - Essay Example The main legal pointers to analyse include whether Tina qualified for protection as an employee and whether the dismissal was fair or not as well as the question of whether she experienced discrimination or not. Principles According to Section 1 (2) of the Employment Rights Act (ERA) (1996), a person categorised as an employee has rights and the termination of his appointment must come with some degree of sensitivity. Dismissals can only be carried out in cases where the employee is at fault in relation to some key legal indicators (Kelly, 1997). In a case where the employee's appointment is to be terminated because his or her contribution is not required, that situation must be categorised as a 'redundancy' (ERA 1996). Terminations require at least 1 week notice (Section 134 ERA, 1996). The basis for the termination must be reasonable (86, ERA, 1996). In the case of a redundancy, there must be some redundancy payments made to the affected employee (Section 135, ERA, 1996). The payme nt is required for people who have worked for at least 1 years for the same employer (Section 155, ERA, 1996). The formula for calculating redundancy payment varies for different people. For persons under the age of 21, redundancy payments should be half-a-week's wages for each year spent as an employee. For persons between 21 and 40 years it is a week's wage for each year spent as an employee with the company and for persons above age 40, it is one and a half week's wages for each year. The ceiling for this calculation is the minimum wage, which currently stands at ?430. The Prevention of Less Favourable Treatment Act (PLFT) of 2000 maintains the need for fair treatment for part time workers. Application In Ready Mixed Concrete V MSS it was identified that there is a distinction between 'contract of service' and 'contract for service'. The former suggests an individual is an employee whilst the latter implies the individuals is rendering his service as a self-employed individual or independent contractor. In doing this, the court ascertains whether an individual was in business on his own accord or not (Market Investigations V MSS 1969). Other pointers include the contractual provisions (BSM 1257 V Secretary of State), the degree of control exercised by the employer, the obligation of the employer to provide work, the obligation of the 'employee' to work and the opportunity for 'employee' to work for other employers. Also, the mutuality of the obligation between the two parties is vital. Tina has been a worker for Silkweave for the past 3 years. Although there is no formal employment contract between her and Silkweave, the company seem to have some degree of control over her activities (Global Plant Ltd V Secretary of State for Health & Social Security). The company seem to provide work for her and when she is unable to do it, she arranges for her sister to take over. This means that in practice, Silkweave has a contract of employment with her since she has b een solely responsible for the cleaning of Silkweave's premises. It is not likely that Tina provides the cleaning equipment and materials for the cleaning by herself. According to Carmichael V National Power PLC where the employee provides her own materials for the work, she is likely to be self-employed or an independent contractor. However in the case, of Tina, it seems she gets inputs from Silkweave and that makes her more of an employee than an independent co

Evaluation of Mathematics Curriculum

Evaluation of Mathematics Curriculum The question, ‘Why Teach Mathematics?’ as put forward by Ernest (2000), is one without a straightforward answer. Ernest (2000) outlines many difficulties which must be overcome if mathematics is to be taught effectively, namely the wide-ranging and complex aims of school mathematics (Ernest 2000, 7). The debate continues to rage in the columns of the broadsheets, as to whether the mathematics teaching in this country is effective and indeed whether or not it meets the needs of an increasingly complex society. Furthermore, as propounded by Ernest (2000), should the learners themselves be allowed to opt in or out of mathematics learning by choice? The first issue to be discussed is the mathematics curriculum itself. Ernest (2000) recognises four main aims for school mathematics and, therefore, the curriculum: ‘1 To reproduce mathematical skill and knowledge-based capability; 2 To develop creative capabilities in mathematics; 3 To develop empowering mathematical capabilities and a critical appreciation of  the social applications and uses of mathematics; 4 To develop an inner appreciation of mathematics – its big ideas and nature’ (Ernest 2000, 7) These four aims represent the need for a demanding and comprehensive curriculum. The mathematics curriculum has undergone radical changes in recent years, most notably with the introduction of the National Numeracy Strategy in 1998 (DfES 1998). This was followed in 2006 by the renewed Primary Framework for Mathematics (DfES 2006), its aim ‘to support and increase all children’s access to excellent teaching, leading to exciting and successful learning,’ (DfES 2006, 1). Throughout the new framework there seems to be an increased emphasis on problem solving (using and applying) and calculating skills, seemingly in accord with Ernest’s views on the matter, particularly in terms of developing creative abilities in mathematics. The renewed framework for mathematics places increasing importance on developing practical skills and, ‘providing real experiences, context and meaning,’ (DfES 2006, 13), seemingly in line with Ernest’s views. Consequently, it would seem that the current mathematics curriculum is headed in the ‘right’ direction. Indeed current classroom practise is a far cry from the traditional mathematics lessons of the past. Teachers are encouraged to think of the needs of all their learners through using a variety of different interactive teaching strategies. Children are challenged and supported to make progress at a differentiated level. Indeed classroom practitioners are expected to include sophisticated differentiation into their short term planning. This should surely mean that the standard of mathematics within schools is improving. This would also seemingly be at odds with the suggestion put forward by Ernest when he asks, ‘should the same curriculum be followed by all?’ (Ernest 2000, 8). This would imply that if the same curriculum is followed by every pupil, the needs of every pupil are not being met. However, this is not the way that mathematics should be dealt with in the classroom, as summarised by Wain: ‘The degree to which the teacher retains control of what the learners  do each lesson and the extent to which the learners can choose the next task  vary†¦but typical of all is that learning is individualized to a very great extent,  although often within a group setting. Whole-class teaching is, in general,  not used, or used sparingly, and each pupil is engaged in a learning process  that is unique to him or her.’ (Wain 1994, 136) The view that modern teaching methods have improved the standard of mathematics learning in this country is not, however, the opinion commonly put forward by many of today’s journalists. Chris Woodhead of the Sunday Times (August 26th 2007) recently reported that an insufficient number of pupils are obtaining A*-C grades at GCSE level, despite the fact that pass rates are higher than ever: ‘Last year 45.8% of students achieved five A*-C grades including English  and mathematics in the GCSE examination: 54.2% did not. This annual  statistic is one that the government was long reluctant to release. In that  English and maths are of such crucial importance, it is the only statistic  that matters.’ (Woodhead 2007) These figures would seem to suggest that the teaching of maths in this country, and perhaps the maths curriculum itself is in someway failing the young people who sit their GCSE mathematics examination every summer. However, A*-C are not the only pass grades, and this figures could, therefore, be construed as misleading. Institutes of further and higher education do seem to place emphasis on successful candidates having the required A*-C grade in mathematics, however, is this the most useful way of assessing how successful an individual will be at higher levels of study, particularly when that individual may not be continuing their mathematics education beyond GCSE level? Indeed Ernest puts forward the idea that, ‘mathematical attainment is mistakenly identified with intelligence and mental power and used to grade and select persons for various forms of work, including professional occupations, as well as in terms of suitability for higher education,’ (Ernest 2000, 8). Consequently it would seem that too much emphasis is placed on achieving desired grades in mathematics at GCSE level. However, the view of employers and those of higher education institutes is unlikely to change until public opinion is revised, after all, ‘Yes 98% of candidates are awarded some sort of grade, but everyone knows that any grade below a C is worthless in the real world,’ (Woodhead 2007). This argument would seem to lead into another suggestion by Ernest (2000, 8), concerning the viability of the current arrangements for teaching mathematics to five to sixteen year olds in a modern environment, ‘Requiring learners to study mathematics from the age of five to 16 years is less easy to justify if mathematics is not as useful as is often assumed,’ (Ernest 2000, 8). This could be taken to mean, is mathematics as necessary as we think in order to survive and progress in today’s society? It could be proposed that any number of professions, or avenues of employment, do not require the individual to have mathematical knowledge in order for them to execute their duties successfully. Consequently, it could be argued that individuals should be allowed to, ‘opt out altogether,’ (Ernest 2000, 8), if their chosen career path permits it. The difficulty with this route would be deciding at what point in their education the individual should be allowed to opt out of their mathematical instruction. On the other hand Orton (1994, 14) expounds at length on the importance of mathematics in the world today: ‘The indisputable fact is that mathematics is vital to the maintenance of satisfactory living standards. It is mathematics which underpins the science  and technology that support modern society. It would seem to be a  legitimate aim for educators to wish that pupils will come to an understanding  of how society works, and this implies an understanding of how mathematics provides support’ (Orton 1994, 14). Consequently, it could be said that regardless of whether or not we need mathematics for our employment, it is essential for survival in the modern world. At its simplest level individuals needs a knowledge of money and monetary systems to survive in today’s world, something that is addressed by mathematics teaching. At a more advanced level, as technology advances apace, the individual needs to be equipped to operate it in a variety of different occupations. However, is the mathematics curriculum preparing the individual for this adequately? Another question to be considered as part of this debate is, ‘where does mathematics teaching end, and information and communication technology (ICT) teaching start?’ There is surely considerable overlap, and when considering Orton’s (1994, 14) point above, this must be taken into account, indeed the teaching of mathematics must have considerable overlap with a number of different subject areas if it is to be effective. This is a view put forward by the renewed mathematics framework, which places emphasis on the importance of, ‘making links between curriculum subjects and areas of learning,’ (DfES 2006, 13). Making meaningful links between other subject areas and mathematics could make what is learned more valuable as it becomes ‘real’ for the learner. Ernest puts forward the idea that, ‘it is an unhappy learning experience for almost half of the population,’ (Ernest 2000, 8), referring to the experience of learning mathematics which five to sixteen year olds undergo. This would seem to be supported by current research, which indicates that students are reluctant to carry on their study of mathematics beyond GCSE level. Doctor Richard Pike of The Royal Society of Chemistry said in an interview with BBC News: ‘Schools and students are reluctant to consider A-level mathematics to age  18, because the subject is regarded as difficult, and with league tables and  university entrance governed by A-level points, easier subjects are taken.’ (Doctor Richard Pike, BBC news 2007) This would seem to suggest that mathematics at A-level is considered too difficult and insufficiently interesting to tempt students to continue their studies after GCSE level. It also implies that schools and further education institutes are foregoing this more traditional subject in favour of more popular subjects. Doctor Pike also claims that because of this drop in the number of students taking A-Level mathematics, there has been a knock on effect for students wishing to study science at university: ‘Increasingly, universities are having to mount remedial sessions for incoming science undergraduates because their maths skills are so limited, with many having stopped formal lessons in mathematics two years earlier at GCSE level.’ (Doctor Richard Pike, BBC news 2007) If the fact that students are no longer choosing to take their mathematical studies forward into A-level can have such a knock-on effect on their university studies, surely it could be argued that giving students the opportunity to ‘drop’ maths earlier in their education could have even greater implications. Pupils need to be fully aware of all implications before making choices about their A-Level studies. It would seem that thought should also be given to making the prospect of studying A-Level mathematics more attractive to both students, and educational establishments. The concept of making mathematics more ‘attractive’ to the potential A-Level student, takes us back to the discussion we started about the curriculum. It also links into Ernest’s thoughts on appreciating mathematics for its own sake. He discussed appreciating the social role mathematics plays, and has played in the past, (Ernest 2000, 7). Perhaps by incorporating the history of mathematics into pupils’ education it may give them an increased appreciation of the subject itself: ‘The appreciation of mathematics as making a unique contribution to  human culture with special concepts and a powerful aesthetic of its own,  is an aim for school mathematics often neglected by mathematicians and  users of mathematics alike.’ (Ernest 2000, 7) This would suggest that this aspect of mathematical education would be a valuable addition to the mathematics curriculum. Ernest also says that it would be a mistake to confuse an appreciation of maths with ability, as the two don’t necessarily go hand in hand. It is quite possible to develop an appreciation of maths without having an innate ability in the subject (Ernest 2000, 7). Indeed developing an appreciation for mathematics itself, may lead to an increased interest in the subject, consequently this may lead to an improvement in mathematical ability, as interest can be a key factor in children making academic progress. In conclusion Ernest (2000) makes a number of interesting points in attempting to answer the question, ‘Why Teach Mathematics?’ Despite the improvements made to the mathematics curriculum, and the teaching of mathematics, in recent years, there does not seem to have been a sufficient improvement in the number of pupils achieving A*-C grades at GCSE level. There has also been a knock-on effect on the number of pupils taking mathematics at A-Level and beyond, perhaps due to lack of interest, or perhaps due to the difficulty of the subject. Institutes of further education also seem reluctant for their pupils to study mathematics at A-Level. Ernest also puts forward the suggestion that pupils should be permitted to choose to what point they continue their mathematics education, however, this could also have multiple implications. It has been argued that a sound mathematical knowledge is essential for living and working in the world today, despite the fact that many occupatio ns do not necessarily require the individual to have any formal mathematical qualifications. Ultimately a mathematical education would seem to be a necessity for pupils in full time education, however, the way in which it is taught should be constantly reviewed in order for pupils to gain the full benefit of what they have learned. It is the responsibility of educators nationwide to ensure that pupils have a rich and varied mathematical experience, and that they themselves see the importance of teaching mathematics. Bibliography BBC News (2007) www.news.bbc.co.uk/2/hi/uk_news/education/6588695.stm, date accessed 27.08.07 DfES (2006) Primary Framework for literacy and mathematics. London: Department for Education and Skills. DfES (1998) The National Numeracy Strategy. London: Department for Education and Skills. Ernest, Paul (2000) Why Teach Mathematics? in Bramall, S and White, J (Eds) Why Learn Maths? Bedford Way Papers London: Institute of Education Orton, Anthony (1994) Aims of Teaching Mathematics in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London: Cassell. Wain, Geoffrey (1994) Learning Styles and Teaching Mathematics: Towards Open Learning in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London: Cassell. Woodhead, Chris. (2007) The GCSE’s Failure www.timesonline.co.uk/tol/news/uk/education/article2326707.ece, date accessed 27.08.07

Frankenstein and Of Mice and men Frankenstein and Of Mice And Men are :: English Literature

Frankenstein and Of Mice and men Frankenstein and Of Mice And Men are different in almost every way. They are written in different times, by different classes Frankenstein and Of Mice and men Frankenstein and Of Mice And Men are different in almost every way. They are written in different times, by different classes of people and in different areas of the world where life is dissimilar to the extreme. The primary characters are nothing like each other, and the books are written in contrasting styles. Frankenstein is about a scientist who inadvertently creates a monster in his pursuits of the reanimation of deceased creatures. It is concerned with the life of the scientist and his anguish when the creature that he has made turns evil, and homicidal. Of Mice And Men is about two migrant ranch worker's quest to actualise the 'American Dream' whilst trying to avoid tribulation on the ranch where they are earning their living. However,there are some similar themes in the two novels, for example, the loneliness ofthe primary characters, and the way society reacts to something that is considered 'atypical' by their standards. In this essay, Frankenstein and Of Mice And Men will be critically compared and contrasted. Themes in the novels will be taken into account, as well as the use of language and the social and historical background to the novels. This will be closed by a conclusion where the main points will be brought up again. Isolation is one of the most frequent occurrences in the two novels. In Of Mice And Men, Lennie is disassociated from the others, not because he wants to be, but because of his low intellect he is considered 'different' by the men on the ranch, and society. This is much like the situation of Frankenstein's monster. Because of his displeasing appearance, he is abhorred by society and forced to live away from it, secluded in forests and so on. '"Finding the door open, I entered. An old man sat in it, near a fire, over which he was preparing his breakfast. He turned on hearing a noise; and perceived me, shrieked loudly, and quitting the hut ran across the fields..."'. Other characters in Of Mice And Men, for example Crooks, are victims of this forced isolation. Crooks is a black man in a predominantly white area. Black people had been brought to America due to the Slave Trade, but even though it was abolished, black people were still seen as slaves, and below white Americans. '"'Cause I'm black. They play cards in there, but I can't play because I'm black. They say I stink."' Another character that is a target for this is Curley's wife.