ageisum Essays

ageisum Essays ageisum Essay ageisum Essay Present day society sees maturing as a type of ailment and the older as people who are nearer to passing on and demise. This is what is regularly depicted in our mass and internet based life. When considering issues of maturing sociologists have discovered that progressively constructive qualities are frequently said for people under sixty five years than for more than sixty five years. For example , development and improvement, excellence, great wellbeing, satisfaction are bound to be recorded as qualities of being under sixty five years, though decay wellbeing, depression undesired physical appearance are probably going to be recorded for ersons more than sixty five years. As per the Center of Confidence and prosperity (n. d) reports generalizations of the old as being poor, despondent, decrepit, unfit to learn new things and less valuable than their more youthful partners. The creator outline of this taking everything into account we will initially address the components that might be answerable for the advanced view of the older, hypothetical points of view on maturing, impacts of ageism and the progressions that society can make to dispense with the negative impression of maturing. The seniors in our general public was not generally iewed adversely as per gerontologist David Hackett Fisher who noticed that writing from the seventeenth and eighteenth century frontier American focused on reverence and regard for the old. He keeps up that the old were held in adoration. In European culture the picture of the old was overwhelmed for quite a while by the irresolute conventions. The older was both seen as an insightful and honorable just as the old bonehead. Writing in pre-mechanical France as indicated by Jean-Pierre Gutton, set apart by this twofold customs. Seventeenth-century verse then again held a progressively positive perspective on the matured. By and large the picture of the older in pre-modern France was more negative than positive. This changed after 1750 affected by Romanticism when the picture of the shrewd elderly people procured extra criticalness. The older came to represent righteousness and reason. Various societies treat the old in various manners. Cox (1998) notes examine demonstrating an opposite connection between the level of modernization and the status concurred old people (Cox, 1998, 1), which implies that in the more industrialized countries, the more seasoned individual has a lower status than is the situation in less industrialized countries. This is something we can consider all to be us as our own way of life commends youth to the rejection of the old and has been accused of discarding more established individuals. In spite of industrialization of the Asian culture as indicated by Erdman Falmores we witness proof of Falmores perception that Japan, whose degree of industrialization matches Americans own, in any case keeps up a solid custom of dutiful devotion and effective mix of old residents into network life. There seems, by all accounts, to be an incredible variety concerning the treatment that more seasoned grown-ups get, extending from outrageous love and regard to bandonment and hardship, McTavish (1971) audited the strategy and discoveries of an expansive scope of studies managing impression of mature age. He states, Most examiners report discoveries which bolster the view that mentalities toward the modernization to the point of commonly negative view in industrialized Western countries (p. 91). At the end of the day, the more socialized the general public is, the almost certain they are to be ageist and keep up negative mentalities about the matured. For example men in the Middle East view mature age as lifes highest point (Slater, 1964). More established men are seen as having accomplished high status and glory. Actually, as indicated by Slater, the word sheik initially implied elderly person. Womens status and force increases in numerous societies following menopause. Okada (1962, refered to in Gutmann, 1985) states that the old widow has extraordinary force in the Japanese family. Ladies in numerous little scope customary social orders additionally appreciate an expansion in status (Brown, 1985). Post-menopausal ladies in these social orders as a rule experience more prominent sexual opportunity, the option to take part in custom, the option to partake in the political domain of the general public, and an abatement in the measure of work required in the home. With respect to work, the more seasoned oman is required to be leisured. The culturally diverse contrasts in mentalities towards the matured may to some degree be because of various cultural viewpoints. In most western societies the old today are scarcely respected with strict wonderment or love. They have become virtual untouchables of society, many living on the periphery, regularly in retirement networks or in nursing homes. William Withers expresses that advanced societies have adapted to the demise of the matured, limiting its problematic behavior, by withdrawing the older from the crucial elements of society (518). In most current society, accentuation and worth are set on youth, with publicizing eared toward and glamorizing the youthful. In media outlets which affects culture maturing is viewed as a disgraceful thing when in actuality its a characteristic procedure. Maturing effortlessly is a relic of past times when there is strain to remain youthful with mechanical advances by performing obtrusive corrective medical procedures to battle the maturing procedure and various sorts of maturing items. Maturing in todays society is considered more to be an illness than a characteristic procedure. The older are casualties of mixed up convictions and nonsensical mentalities proclaimed by society, to a great extent through the different broad communications. Considering this wonders which developed during the twentieth century and their relationship to the adjustments in financial matters and social strategy during that time so as to comprehend the manner by which society conceptualizes and arrange, now and then through social approach, an age gathering to meet its apparent qualities, thoughts or requirements. The beneficiary a term which didn't exist in the prior piece of the only remaining century however one which is presently applied all things considered to every one of the individuals who are arriving at retirement age, are compelled to resign from work so as to make employments for more youthful citizenry. For some older folks this is a sentence to live on an endlessly decreased salary, while for other people, it is a period of decision and chance to invest more energy with loved ones. Anyway this is liquid and reliant on the socioeconomics and economy of the general public, the retirement age in the I-JK is set to ascend to sixty-six years in 2024, sixty-seven years in 2034, sixty-eight years in 2044 for both genders (Department of Work and Pensions, 2006). The situation of the matured in current society is plainly an impression of the procedure of separation, alluded to by Morgan Kunkel (1998) as far as retirement. Separation ought to be a social procedure that moves more seasoned individuals into another game plan, yet at the same time into full cooperation inside the social world (Morgan Kunkel, 1998, 6). Withdrawal this eagerly and with the endorsement of progressive ages who advantage by means of the improved business openings which at that point become accessible. On the other hand, movement scholars contends that the best way to oppose separation was to keep up a middle age way of life (Fennell Phillipson and Evers, 1989). Despite the fact that pundits have contended that, numerous more established individuals do pull back from the open circle, there is little vidence to recommend that they do so deliberately; rather, maturing practices, for example, low retirement salary and reliance making administrations limit a large portion of them their ability to stay dynamic residents. A political economy viewpoint on maturing likewise focuses to expanding extremity of the maturing experience, going from social rejection of those more seasoned individuals living in territories of extraordinary monetary hardship (Schaef et al. 2002 ) to those youthful on a basic level, fit and rich more seasoned individuals who are the new specialty creators of the travel industry and travel industry (Warnes et el. , 1999; Ylanne-McEwen, 1999). American culture has been depicted as keeping up a stereotypic and regularly negative view of more established grown-ups (Busse, 1968). This negative as well as stereotypic impression of maturing and matured people is promptly clear in such territories as language, media, and cleverness. For instance, such normally utilized expressions as past that certain point and dont be an old fuddy-duddy signify mature age as a time of impotency and inadequacy (Nuessel, 1982). The term used to portray this stereotypic and frequently negative inclination against more established grown-ups is ageism (Butler, 1969). Ageism can be characterized as any disposition, activity, or institutional structure which ubordinates an individual or gathering on account old enough or any task of jobs in the public eye simply based on age (Traxler, 1980, p. 4). As an ism, ageism mirrors a bias in the public eye against more established grown-ups. As indicated by Bytheway (1995), ageism exists for the duration of the existence course. Ageism comprises ofa negative predisposition or stereotypic mentality toward maturing and the matured. It is kept up as basically negative generalizations and legends concerning the more established grown-up. Traxler (1980) diagrams four factors that have added to this negative picture of maturing. The factor that is hypothesized to ontribute to ageism is the dread of death in Western culture. Western development conceptualizes demise as outside of the human life cycle (Butler Lewis, 1977). In that capacity, demise is experienced and seen as an attack against oneself. Demise isn't viewed as common and unavoidable piece of the existence course in this manner, passing is dreaded. As death is dreaded, mature age is dreaded; demise and mature age are seen as equivalent in American culture (Kastenbaum, 1979). Kastenbaum (1973) speculates that ageism perspectives and generalizations serve to protect the youthful and moderately aged from the indecision they feel towards the older. This uncertainty results from the way that th

Concert Evaluation essays

Show Evaluation articles Music is a significant part in our general public. There are numerous kinds of music one may tune in to, for example, rap, rock, substantial metal, pop, Rs increasingly present day music to old style; anyway subsequent to learning a smidgen in my Music History 100 class and going to the Kalamazoo Symphony Orchestra show, I took in slight premium. The show I went to was known as the Kalamazoo Symphony Orchestra. Raymond Harvey was the director of the ensemble. The symphony occurred at the Max Fisher Music Center on Sunday October 17, 2004, at 3:00pm. The symphony comprised of violins, violas, cellos, basses, woodwinds, piccolo, oboes, clarinets, bassoons, French horns, trumpets, trombones, tuba, percussion, timpani, harp, console, and the piano. The symphony played four pieces. The four pieces in the program included R. Strauss, serenade for twists in E Flat Major, Op. 7; Dvorak, Symphony No. 8 in G major Op. 88; Ravel, Concerto in G major for piano and symphony; and Peter Boyer, New beginnings. The air of the show was exceptionally tranquil. It occurred in a huge symphony corridor, with a huge crowd. The ensemble corridor was extremely lovely it was finished with works of art and gold cutting which set a decent state of mind. I would evaluate around 400 individuals joined in. The vast majority of the crowd individuals were extremely mindful and took a great deal of enthusiasm for the pieces the symphony performed. The crowd was quiet and deferential towards the performers and didn't offer any side comments among themselves. The crowd applauded after each piece was played while the performers bowed. The thing I delighted in the most about the show was the smoothness of the crowd and the music. It was very not the same as different shows I have gone to previously. The music truly loosened up me in the wake of getting more into the show. The one thi ... <!

Khat Myths, Effects, Risks, and How to Get Help

Khat Myths, Effects, Risks, and How to Get Help Addiction Drug Use Hallucinogens Print What to Know About Khat Use By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 11, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 13, 2019 Ariadne Van Zandbergen / Getty Images More in Addiction Drug Use Hallucinogens Cocaine Heroin Marijuana Meth Ecstasy/MDMA Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery In This Article Table of Contents Expand What Does Khat Do? Common Side Effects Signs of Use Myths and Common Questions Dependence and Withdrawal How to Get Help View All Back To Top Khat or qat is a drug found in the leaves of a wild, East African shrub called Catha edulis, which contains the central nervous system stimulant cathinone. The chewing of khat is tied to social and cultural traditions that date back thousands of years, mostly in North-Eastern Africa and the Arabian Peninsula where the plant is widely cultivated.?? While it has traditionally been a custom associated with older Muslim men, its use has grown in recent years among women and younger people. For example, nearly 30% of adolescent girls and over 70% of adolescent boys chew khat in Eastern Ethiopia.?? Cathinone is a Schedule I controlled drug, so khat is illegal in the United States and Canada, but not in some other countries. It is legal in countries including Ethiopia, Somalia, Yemen, and Kenya.?? Also Known As: Some of the common names associated with khat include Qat, Kat, Chat, Miraa, and Quaadka. Drug Class: Khat has a stimulant effect when chewedâ€"similar to the leaves of the coca plant, which is used for making cocaine. Common Side Effects: Side effects include increased respiration, elevated blood pressure, arrhythmias,  and dilated pupils. Regular use can also lead to tooth decay, gum disease, ulcers, and constipation. How to Recognize Khat Khat leaves are often green or a green-brown. The leaves have a glossy appearance when fresh that turn a leathery yellow-brown as they dry. It can sometimes be mistaken for marijuana. The leaves of the khat plant are often packed together in a bundle and wrapped in banana leaves. The leaves are most often chewed fresh since the active components of the plant break down quickly as they dry out. Dried leaves are sometimes used as a tea, although the effects are less potent.   What Does Khat Do? Khats effects are similar to those of other stimulants, such as caffeine. Users may become talkative, alert, elated, and experience euphoria. Some feel increased self-esteem, and others describe increased imagination and the ability to associate ideas.?? Khat is usually chewed, often held in the cheek for several hours and chewed periodically. Chewing sessions will typically last 3â€"4 hours. Khat can also be dried and consumed as a tea, but it is most potent when fresh. As khat chewing is an important social ritual among Somali, Yemeni, and Ethiopian cultures, it helps to maintain a sense of connection to the community and home among people who have migrated to other parts of the world. As a result, a small khat-chewing international drug trade has developed. An Overview of Stimulants and How Theyre Used What the Experts Say According to the World Health Organization, the effects of khat consumption are similar to strong coffee.?? Research published in 2011 suggested that khat has an effect on the gastro-intestinal, central nervous, cardiovascular, respiratory, endocrine, and genito-urinary systems.?? In addition to the cultural reasons for its use, people use it to experience the effects of euphoria, increased energy, and appetite suppression. Other Uses Khat has no approved or evidence-based medical uses in the United States. In countries where its sale and use are legal, it is sometimes used to treat fatigue, headaches, colds, and depression.?? Common Side Effects Although khat is a relatively low-risk drug, its associated with an increased risk for a variety of medical complications including dental disease, weight loss, constipation, hemorrhoids, impotence, blurred vision, dizziness, and headaches.?? Its unclear whether the health risks associated with khat use are directly related to the drug cathinone, the consumption of caffeinated drinks that intensify the high, or if theyre partially related to inhalation of second-hand smoke in poorly ventilated chewing houses. Some problems may be the result of toxic pesticides, which users do not wash off prior to chewing because they believe washing the leaves will reduce their potency.?? Mental health problems associated with khat use including psychosis symptoms are documented but not well understood. Khat use has also been associated with symptoms of depression, mood swings, and violent behavior, and it can lead to a relationship and social problemsâ€"especially when khat use takes men away from their families for extended periods, and when large amounts of money is spent on the drug.?? Although khat is considered a relatively safe drug, deaths have been associated with its use, according to a study published in 2011. Signs of Use Signs that someone might be using khat include: IrritabilityChanges in sleep habitsHigh blood pressureExcitability or hyperactivityDepressed moodLack of appetiteWeight loss Myths and Common Questions Khat use is illegal in the United States and media portrayals of the drug tend to exaggerate its effects. It is widely used by approximately 20 million people worldwide.?? It also has cultural significance in many of these countries, where it is often seen as a food rather than a drug, much the way that coffee is viewed in the United States. That said, because it is a mild stimulant, people sometimes mistakenly believe that it does not have any serious side effects. In addition to some of the more severe short-term consequences including heart arrhythmias, it can also have longer-term effects including mouth and stomach problems.?? It is also important to note that while occasional recreational use of khat is considered low-risk, there are legal consequences to its possession, sale, and use in countries where the drug is illegal. Tolerance, Dependence, and Withdrawal Chewing releases the drug slowly, so it doesnt produce the same immediate and intense high of addictive drugs such as cocaine and meth. Khat chewing is traditionally an all-male social activity, but those women who do chew khat tend to do so alone and in secrecy  and are at high risk of dependence.?? How Long Does Khat Stay in Your System? Once consumed, the effects of khat peak after approximately 15 to 30 minutes. The drug has a half-life of approximately three hours.   Addiction It is not known whether khat is addictive. It is believed that the addiction potential is relatively low, creating a physical addiction similar to that of caffeine.  Further research is needed to determine its potential for addiction. Withdrawal Withdrawal symptoms tend to be relatively mild and can include:?? Mood changesCravings for the drugIrritabilityDepression The severity of these symptoms can range from very mild to more severe depending on the frequency, amount, and duration of use. How to Get Help If you or someone you know has a problem with khat use, effective treatments are available. Because khat dependence and withdrawal symptoms are usually mild, people can often quit on their own using self-help strategies. Behavioral treatments including cognitive-behavioral therapy that address multiple aspects of the individuals life can be effective in reducing or eliminating khat use. Talk to your doctor if you feel that you need help with your khat use. You can also call SAMHSAs toll-free national hotline at 1-800-662-4357, or use their online treatment locator to find mental health services in your area.

I Think, Therefore, I Am Frontline Documentary, Digital...

‘I think, therefore, I am’ Frontline Documentary, Digital Nation, is a film I have recently watched. The emphasis of the film was how society is on the rise of reliance on computers, video games, Internet, and similar technologies. In addition, it also centers toward how children are being cultivated by advance technologies as well as the Internet, and how it has, and is affecting their day-to-day lives. Technology as we know it is here to stay and is only getting augmented by future generations of intelligent individuals that are passionate about what they do. We will not be able to keep technology at bay; nor will we be able to be unaffected and untouched by technology. Rene Descartes once argued â€Å"I think; therefore, I am,† saying that logical thought entails existence. In Descartes’ theory of mind, what role does consciousness play? Descartes, in fact, believed that all thoughts are, in some way conscious. Many scholars believe that, for Descartes, consciousness is the defining property of mind (e.g., Rozemond 2006). Defining the mind of Descartes as â€Å"the substance in which thought immediately resides† (7:161) When Descartes says the term â€Å"thought† I believe he is defining poetry of the mind as a distraction; â€Å"thought† of mind or the saying â€Å"I think; therefore, I am†, extends to â€Å"everything that is within us in such a way that we are immediately conscious of it† (7:160). If our mind is thinking substance and thoughts are essentially conscious, perhaps consciousnessShow MoreRelatedManaging Information Technology (7th Edition)239873 Words   |  960 PagesOperating Manager in Information Systems CASE STUDY I-1 IMT Custom Machine Company, Inc.: Selection of an Information Technology Platform CASE STUDY I-2 VoIP2.biz, Inc.: Deciding on the Next Steps for a VoIP Supplier CASE STUDY I-3 The VoIP Adoption at Butler University CASE STUDY I-4 Supporting Mobile Health Clinics: The Children’s Health Fund of New York City CASE STUDY I-5 Data Governance at InsuraCorp CASE STUDY I-6 H.H. Gregg’s Appliances, Inc.: Deciding on aRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesreferences. ISBN 978-1-4399-0269-1 (cloth : alk. paper)—ISBN 978-1-4399-0270-7 (paper : alk. paper)—ISBN 978-1-4399-0271-4 (electronic) 1. History, Modern—20th century. 2. Twentieth century. 3. Social history—20th century. 4. World politics—20th century. I. Adas, Michael, 1943– II. American Historical Association. D421.E77 2010 909.82—dc22 2009052961 The paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for PrintedRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pages(where appropriate). In general, the sequence of cases is intended to mirror the chapter sequence. However, this should not be taken too literally because, of course, many of these cases cover a variety of issues. The ‘classiï ¬ cation’ provided is therefore guidance only. We expect readers to seek their own lessons from cases, and tutors to use cases in whichever way and sequence best ï ¬ ts the purpose of their programmes. Where cases have been chosen to illustrate the issues of strategic choices andRead MoreProject Mgmt296381 Words   |  1186 PagesMcGraw-Hill/Irwin series, operations and decision sciences) Gray’s name appears first on the earlier editions. Includes index. ISBN-13: 978-0-07-340334-2 (alk. paper) ISBN-10: 0-07-340334-2 (alk. paper) 1. Project management. 2. Time management. 3. Risk management. I . Gray, Clifford F. II. Gray, Clifford F. Project management. III. Title. HD69.P75G72 2011 658.4904—dc22 2009054318 www.mhhe.com About the Authors Erik W. Larson ERIK W. LARSON is professor of project management at the College of Business, Oregon

My Favorite Case We Went Over In Constitutional Law This

My favorite case we went over in constitutional law this year is Lochner v. New York because of the display of power by the justices joined in the majority and the fervent dissent countering their reasoning. I have described Lochner above in the context of the Commerce clause above but my focus for this question is the case in context of the Substantive due process section of the class. The substantive due process clause deals with the law itself and not the process, substantive rights are protected under the Due Process Clause. This clause has come to encompass more and more rights, such as abortion, the right to die, and many other. â€Å"No state shall deprive any person of life, liberty or property, without due process of law† (U.S. Const.†¦show more content†¦The general right to make a contract in relation to business is protected by the 14th amendment because it was read into â€Å"liberty† of the due process clause. Justice Peckham established that â₠¬Å"The right to purchase or to sell labor is part of the liberty protected by this amendment, unless there are circumstances which exclude the right† (Lochner 809). The court found that the right to contract was a fundamental liberty, expanding the mean of that word to something more than just bodily freedom. A reason I think this is one of my favorite case is because this is one of the earlier cases of Judicial Activism. I tend to agree with Holmes’ dissent more because he argues that the constitution should not be used to limit governmental regulation under the guise of the 14th amendment to promote a Laissez-fair form of economics. â€Å"But a constitution is not intended to embody a particular economic theory, whether or paternalism and the organic relation of the citizen to the state or laissez-fair† (Lochner 813). He states that â€Å"Every opinion tends to become a law. I think that the word liberty in the Fourteenth Amendment is perverted when it is held to prevent the natural outcome of a dominant opinion†¦.† (Lochner 813). He disagreed with the majority Justice’s conclusion that creates law from the bench. It is the job of the legislature to create lawsShow MoreRelatedThe Importance Of Human Rights1390 Words   |  6 PagesThese are some of the issues that were discussed in Articles written by Michael Pollen in an â€Å"Animal’s Place†. An article on, rather animals, should have constitutional rights. Molly Ivins article â€Å"Get a Knife, Get a Dog, but Get Rid of Guns†. Is an Article on rather or not our right to bear arms should still be relevant? The third article â€Å"The Case of Torture†. Is an article on rather or not Terrorist should the same legal rights as a non-terrorist? Everyone should have equal rights, however, if youRead MoreCriminal Justics and Theories2471 Words   |  10 PagesWhile in my class I learned a variety of things but the most important topics that sto od out to me were the cases. As a class we went over several criminal cases but it were only a few I preferred. One of those cases were Berkemer v. Mccarty. The case originally came out of the U.S District Court for Southern District of Ohio, but later was brought to the Supreme Court. The crime that was charged was operating a vehicle under the influence of alcohol and drugs. An Ohio State Trooper by name of WilliamsRead MoreFinal Exam Essay : Questions1808 Words   |  8 PagesSergio Leal Political Science 2301 26 June 2016 Final Exam Essay (Topic 1) Within this class’s short amount of time, I have learned a great amount in what our government is as whole and what specific roles it has on our society. 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The Contractual effect of a company’s articles of association Free Essays

â€Å"The extent of the contractual effect of a company’s articles has long been a subject of controversy generating much academic debate, interest and at times consternation.†Griffin, S Companies Act 2006 – altering the contractual effect of the articles of associationCompany Law Newsletter (2010), pages 1-4. (Available on WestLaw). We will write a custom essay sample on The Contractual effect of a company’s articles of association or any similar topic only for you Order Now Provide an overview of the academic debate in relation to the contractual effect of a company’s articles, highlighting specifically where the differences of opinion can be found. Introduction The Contractual effect of a company’s articles of association has long been a contentious concept which is commonly referred to as the â€Å"statutory contract†, distinguishable from normal commercial contracts and uniquely applicable to each and every member of a company as a separate and binding covenant[1]. S.33 of the Companies Act 2006 now forms the basis of this â€Å"multi-party† contract[2] and is the successor to s.14 of the Companies Act 1985. S.33 states that: â€Å"the provisions of the company’s constitution bind the company and its members to the same extent as if there were covenants on the part of the company and of each member to observe it†[3]. This formulation represents only a slight departure from s.14 which made no specific mention of whether the company was a party to the contract. This small lexical difference aside the words of the new provision largely replicate the language of the old and, in Sealy and Worthington’s opinion, mean that â€Å"the same uncertainties seem destined to plague this area†[4]. Since s.33 has come into force only two cases have mentioned it directly[5] and so the likely effects it will have are still largely theoretical and based on the controversy which dogged s.14. This essay will provide an overview of the company’s articles of association and in part 1 will examine the academic debate which has surrounded both s.14 and now s.33. Part 1: The constitutional debate The academic debate on s.14 centers on the extent to â€Å"which it regulated a company’s obligation to adhere to the terms of its articles in relation to dealing with its members†[6]. The extent of a company’s contractual obligation was, as noted above, notably absent from the 1985 version and this was the catalyst for a vigorous debate into the precise boundaries of the company in relation to the articles. Astbury J argued that s.14 creates rights and obligations between the company and its members but qualified it heavily by saying that this only applied in relation to those articles which regulated the rights and obligations of members generally[7]. Griffin characterizes this, in light of the case law, as being that a member can enforce only those parts of the articles which relate to a â€Å"pure membership obligation†[8] . Purely procedural issues, such as a member’s right to vote at a company meeting would be denied where the meeting related to an internal procedure but accepted where the meeting related to a more substantial issue of constitutional significance[9]. As Griffin points out there was strong opposition to Astbury J’s restricted view of the extent of a company’s contractual obligation under s.14 with Lord Wedderburn arguing that the obligation extended to all obligations save those which related to merely â€Å"internal procedures†[10] and as long as it was pursued by a member qua member and Gregory argued that, without exception, a member should be able to enforce every obligation within a company’s articles irrespective of status[11]. The new drafting of s.33, which is more expansive than s.14 in relation to the companies’ contractual obligations, would seem to support Lord Wedderburn and Gregory’s arguments[12]. As Griffin notes the wording was inserted late into the Company Law bill by Lord Wedderburn himself in the House of Lords and on a literal reading does reflect his teachings[13]. Section 33 has now been in operation since 2009 and it is still unclear as to whether it will evolve towards Lord Wedderburn’s views or remain entrenched with Astbury J. So far the courts have steered clear of deciding if it does[14] and Randall QC has only seen fit to mention the â€Å"slightly changed† language of s.33[15]. Conclusion In conclusion the contractual effect of the articles of association, notwithstanding the altered language employed in s.33, will remain contentious for many years to come. The debates which plagued s.14 of the 1985 Act have not yet been exorcised by the Companies Act 2006 and the key question remains as to the precise extent of a company’s contractual obligations under the articles. The lack of cases in the few years that s.33 has been operational would seem to hint that the courts are unwilling to give effect to Lord Wedderburn’s scholarly intentions much less Gregory’s. Sealy and Worthington are right when they warn that the problems behind s.14 will be inherited by s.33: â€Å"†¦this provision [s.14] has been an endless source of varying interpretations and conflicting analyses†¦the same uncertainties seem destined to plague this area†.[16] Bibliography Books Gower Davies (2008) Principles of Modern Company Law Sweet Maxwell: London Sealy Worthington (2008) Cases and Materials on Company Law Oxford Uni Press: Oxford Journals Gregory, R (1981) ‘The Section 20 Contract’ Modern Law Review 44 p.526 Griffin, S (2010) ‘Companies Act 2006 – altering the contractual effect of the articles of association?’ Company Law Newsletter Lord Wedderburn (1957) ‘Shareholders’ Rights and the Rule in Foss v Harbottle’ Company Law Journal p.194 Scanlan, Gary Ryan, Chris (2007) ‘The Accrual of Claims for Breach of Contract Under s.14 Companies Act 1985 and s.33 Companies Act 2006: The Continuing Obligation’ Company Lawyer 28(12) pp367-371 Cases Cream Holdings Limited v Stuart Davenport [2010] EWHC 3096 (Ch) Fulham Football Club (1987) Ltd v Richards and another [2010] EWHC 3111 (Ch) Hickman v Kent or Romney Marsh Sheepbreeders’ Association [1915] 1 Ch.881 Statute Companies Act 2006 Companies Act 1985 [1] Scanlan, Gary Ryan, Chris (2007) ‘The Accrual of Claims for Breach of Contract Under s.14 Companies Act 1985 and s.33 Companies Act 2006: The Continuing Obligation’ Company Lawyer 28(12) pp367-371 [2] Gower Davies (2008) Principles of Modern Company Law Sweet Maxwell: London [3] Companies Act 2006, s.33 [4] Sealy Worthington (2008) Cases and Materials on Company Law Oxford Uni Press: Oxford at p.250 [5] Fulham Football Club (1987) Ltd v Richards and another [2010] EWHC 3111 (Ch) Cream Holdings Limited v Stuart Davenport [2010] EWHC 3096 (Ch) [6] Griffin, S (2010) ‘Companies Act 2006 – altering the contractual effect of the articles of association?’ Company Law Newsletter at p.1 [7] Hickman v Kent or Romney Marsh Sheepbreeders’ Association [1915] 1 Ch.881 at 900 per Astbury J [8] Griffin, S (2010) ‘Companies Act 2006 – altering the contractual effect of the articles of association?’ Company Law Newsletter at p.1 [9] Macdougall v Gardiner (1875-6) L.R.1 Ch.D.13 (CA) [10] Lord Wedderburn (1957) ‘Shareholders’ Rights and the Rule in Foss v Harbottle’ Company Law Journal p.194 [11] Gregory, R (1981) ‘The Section 20 Contract’ Modern Law Review 44 p.526 [12] Griffin, S (2010) ‘Companies Act 2006 – altering the contractual effect of the articles of association?’ Company Law Newsletter at p.2 [13] Ibid at p.4 [14] Fulham Football Club (1987) Ltd v Richards and another [2010] EWHC 3111 (Ch) at para 59 per Vos J [15] Cream Holdings Limited v Stuart Davenport [2010] EWHC 3096 (Ch) at para 27 per Randall QC [16] Sealy Worthington (2008) Cases and Materials on Company Law Oxford Uni Press: Oxford at p.250 How to cite The Contractual effect of a company’s articles of association, Essay examples

Race in United States

Table of Contents Introduction Research questions Literature Review Relevance of the Study Methodology Empirical Analysis Works Cited Introduction United States has stood to be one of the world’s economic power houses. The country has been recognized as one of the nations with more than enough resources that could fully support its citizens. This however, resulted in some negative effects which include ecological destruction and racial discrimination.Advertising We will write a custom research paper sample on Race in United States specifically for you for only $16.05 $11/page Learn More Though considered as having some of the best environmental laws, the communities within the country are not given equal treatment. The policies safeguarding the environment have not fully addressed some equal benefits to all members of the society since some communities are generally overlooked when it comes to usage of land and agriculture (Schelhas 7). Access to arable land has been a difficult task for the minority blacks who live in the USA. Large chunks of land and other natural assets have been dominated by the wealthy, majority of which are whites. The less privileged have been denied access to these natural resources and also used as damping sites for environmental wastes. This calls for the importance of including asset-building in the democratic strategy in order to account for sustainability and most importantly empowering the community (West 13). Research questions The research will seek to answer the following questions; To what extent do public policies contribute in reducing or increasing the cases of racial inequality in agricultural and environmental affairs? What brings about the unequal exposure to environmental protection? What policies can help reduce racism, raise productivity and increase employment opportunities? Literature Review According to Collin and Robin (13) political and logistical problems are the main b arriers to environmental and agricultural justice. There is no fixed relationship, between agricultural development and environmental stress. Both are determined by national policies and by investments that seek to increase research capacity and the knowledge needed to move from racial based society to a liberal society which treats human being with equal rights (Collin and Robin 13). Studies have revealed that agricultural work is crucial in the economy of a nation, and much attention should be given to both the rate and pattern of its development. Non-farm activities and policies that affect interactions between agriculture and industry are also important determinants of the level of employment and social status (West 13). According to Pefia (6), â€Å"there is a direct relationship between the persistence of environmental racism in farm work and the political, legal and economic conditions that maintain farm workers in a state of labor repression.† This was an implication that unequal trends in the environmental protection as well as unequal exposure to the environmental dangers emanated from the collective effects of several conditions and these conditions were more of economical, political and legal.Advertising Looking for research paper on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The government’s public policies and laws that were put in place to give support to the farm labor contractor system gave limitations on legal grounds that could enable farm workers to organize themselves for the protection of their rights (West 13). According to Majka, immigrant status which has not been documented of a large number of farm workers weakened even more the farmer’s capacity to deal with the injustice challenge that face them in the agricultural place of work. The absence of the legal frameworks or the frameworks that are weak for organizing unions, attaining collaborative righ ts for bargaining, and the right to protest, presented greatest grave barriers to the achievement of the environmental justice for these workers (Majka and Majka). Basically, this implied that as long as the farm workers were still defenseless and unorganized, they still had limited ability to deal with the environmental racism in their work places as well as in the places they live. There existed some level of discrimination in US Department of Agriculture (USDA) loan, credit and subsidy program (Schelhas 7). Unequal treatment of farmers of color as well as discrimination imposed by the United States Department of Agriculture engaged a well documented legacy of institutionalized racism. There was acceptance by the internal report made by the Civil Rights Action Team of lack of success of the United States Department of Agriculture to go in line with the laws of federal civil rights. In the United States of America, Racial discrimination in USDA was left greatly unchecked at a time when Reagan administration came to an end. This was brought back by the Clinton administration in the year 1996 but the destruction had been done and the civil rights enforcement complaints were still eminent all through the 1990s (Swanston, 82). Global environmental study shows that there are so many environmental issues around the world that people have to contend with irrespective of their race or color. Amongst these environmental hazards include; dirty water, polluted air, waste treatment areas, municipal dumping sites, and government or industrial disposal facilities amongst others. However, researches have revealed that within the United States these environmental hazards have been worsened by the practice of racism. The existing environmental policies and practices are of great disadvantage to some individual communities of the same race. These policies have brought about environmental racism which has really benefited northern counties as opposed to Southern counties. Accor ding to Majka and Majka, environmental discrimination can be likened to institutional discrimination which is defines as â€Å"actions or practices carried out by members of dominant racial or ethnic groups that have differential and negative impact on members of subordinate, racial and ethnic, groups.Advertising We will write a custom research paper sample on Race in United States specifically for you for only $16.05 $11/page Learn More These policies brought about extreme exploitation of arable land and the natural environment in favor of the native population. Those who form the numerical minority in politics and in any other sector were subjected to policy discrimination (Majka and Majka). The country under its current policies placed numerous strains on the environments associated with the under-privileged within the society mostly people of different race. This is seen in industries dealing with massive mining and extraction of resources.  Glob alization has made it easier for international companies to occupy places that have least environmental rules and regulations, cheap labor and good consumer base. Relevance of the Study This research tends to champion for the restoration and non-discriminating use of natural assets. It brings to the realization that natural assets are not limited but comprise variety of things such as land, clean air and water. The study seeks to show the necessity of utilizing agricultural land and environment with equality in mind. This focuses on reducing poverty level alongside building of financial wealth amongst the communities. The study will seek to identify give clear effects of public policies on natural resources and their effects on both rich and poor (West 13). The report will seek to find out why minority farmers have lost significant amounts of land and potential farm income as a result of discrimination by Farm Service Agency programs and the programs by its predecessor agencies (Sch elhas 7) Methodology Both quantitative and qualitative methods of study will be applied in this case. Literature survey study on the uses and challenges of environmental policies on agriculture and racism will form the basis of the study. The risks, challenges and benefits of Environmental policies will be identified and accounted for by use of examples. Part of the data will be obtained from the primary sources which provide explicit information on inequality brought about by poor government policies. Questionnaires will be prepared for use during structured interviews respondents being community members and environmental officials Qualitative method helps in easier understanding of data since it emphasizes on direct information from people’s words and actions.   Qualitative method has the characteristic that it should gather information on acquired data, based on quantitative methods. The task of understanding and presenting qualitative research proved to be very demandin g as statistics.Advertising Looking for research paper on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Empirical Analysis Inductive coding will be used to reveal how consistent the research is with the information given. The data will be broken down and re-organized to achieve the intended objective. The grouped data will then be categorized for the purposes of comparison that will help in providing practical reality of the research (Straus and Corbin). For quantitative analysis Chi-square analysis test will be utilized. The critical alpha level that will be used to measure discrepancies is 0.05. Empirical research design is developed in order to help in exploring the theory discussed in this paper. Individual calculations will be measured based on the interviews conducted and previous data collected statistically analyzed. Available database having track details on the nature of the effect of public policies on agricultural land and environment based on race will be analyzed. Meta analysis will be conducted to include all the effects of public policies on racial inequality down the previous years. This research seeks to establish an understanding between the research objectives and findings from the interview (Strauss and Corbin). This research employ the use of Grounded theory which will be used for the purposes of interpreting the data collected. Collecting, interpreting and understanding of data will be done best in grounded theory, where the collection of data, its analysis and theory are closely related bringing some relevance to the research undertaken (Strauss and Corbin). There is the utilization of peer debriefing which ensures that the required consistency is achieved. For the purposes of coding, the interview scripts are scrutinized to ensure identification of similar or different opinions, the similar ideas are identified substantiated and all the comments highlighted within the transcript margins. Two different evaluators are used each making his own coding frame for sampling the sub-transcripts (sub-sample used n=2). The different findings will t hen be compared to ensure accuracy of the coded data. From this a coding frame is produced that is appropriately utilized on the whole data collected. The data will then be thoroughly compared and analysed to tally with the requirements as per grounded theory approach. Data collection will also be followed by the process whereby the data is grouped into themes which assist in detailed description of the research based on the social and environmental settings. The validity of the research will be based on transparency and viability of message conveyed. Individual narrative interviews are conducted concurrently with the process of transcription and coding of data which is later concentrated and categorized for analysis (Strauss and Corbin). Works Cited Collin, Robert Robin, Morris. â€Å"The Role of Communities in Environmental Decisions: Communities Speaking for Themselves,† Journal of Environmental Law and Litigation Volume, 13 (1998): 10-58 Majka, Charles and Majka, Thomas. Organizing US farm workers: A continuous struggle. In. Hungry for profit: The agribusiness threat to farmers, food and the environment, ed. F Mgdoff, J B Foster, and F H Buttel. New York: Monthly Review Press. 2010. Pefia, Devon. â€Å"Environmental justice and sustainable agriculture: Linking ecological and social sides of sustainability†. Resources paper series, 23 (October 2002):34-48 Schelhas, John. Race, Ethnicity, and Natural Resources in the United States: A Review. Natural Resources Journal. 42, (2002): 30-110 Swanston, Stephen. Environmental Justice: mobilizing for the 21st Century: Environmental justice and environmental quality benefits: The oldest, most pernicious struggle and hope for burdened communities. Carolina: Academic Press, 2002. Strauss, Corbin. Basics of qualitative research: Grounded theory procedures and  Techniques. London, 1990. Print Timmer. Agriculture and the state: Growth, employment, and poverty  In developing countries, Cornell University Press, Ithaca, NY, 1991 West, Patrick. â€Å"Urban region parks and black minorities; subculture, marginality, and interracial relations in park use in Detroit metropolitan area†. Leisure sciences 11, (2009): 11-28 This research paper on Race in United States was written and submitted by user Ryker Joyce to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

What Is a Subsidized Loan Definition and Explanation

What Is a Subsidized Loan Definition and Explanation SAT / ACT Prep Online Guides and Tips In looking over the financial aid packages that colleges provide, you might see some terms that are unfamiliar. You have a general idea of what a loan is - you borrow money now, and pay it back later (plus some extra) - but what's a Direct Subsidized Loan? As it turns out, subsidized student loans are pretty unique (in a good way). So what is a subsidized loan? How do you define subsidized and compare it to unsubsidized loans? A Direct Subsidized student loan is one type of financial aid provided by the US federal government, or more specifically, the US Department of Education. You can also get Direct Unsubsidized student loans as part of your federal financial aid package. Before we get into the specifics of subsidized loans, I'll talk a little bit about why these loans exist, and how loans usually work. A Brief History of Federal Student Loans You can thank Russia and the Cold War for the first government-backed student loan programs. The federal government first started offering loans to students in the 1950s under the National Defense Education Act, or NDEA. After Russia launched Sputnik, the US scrambled to boost education in the sciences - hence, a financial program that encouraged students to pursue higher education. Federal student loan programs have since been expanded to assist students to fund their education in a wide variety of disciplines, regardless of whether they plan on defeating Soviet Russia in an arms race. OK, So How Do Loans Work? The way that loans work is pretty standard, no matter where you're getting the loan from. You borrow a sum of money, or principal, from some lender - usually a bank. You also agree to particular loan terms, including interest rates and length of repayment. When you make loan payments, which usually happens on a monthly basis, you pay back a portion of the principal plus extra money: the interest, or a percentage of the principal that's accrued (accumulated).The longer you take to pay back the loan, the more interest accrues. The bigger your principal, the more interest accrues. You can think about interest as a charge or a fee that you pay to your lender. Interest is how lenders make money on loans. It usually starts accruing as soon as the loan is disbursed (when the money is given out, or provided to you. Sometimes, the interest that has accrued on your loan is added to your principle. When new interest accrues, it will be on this new, larger principle. This is called capitalization - when this happens, you start paying interest on more than your original loan amount, which means more interest. Loans can be really helpful when it comes to paying for school, but as you may have guessed, people generally don't love being in student debt. The less money you owe after you graduate, the better, right? What Makes Direct Subsidized Loans Unique? You're might already be thinking about how to decrease your loan payments in the long run. Subsidized loans can help you do that. Direct Subsidized loans are special because, during certain periods of time, the federal government pays your interest for you. In the long run, this can save you a lot of money. As I previously mentioned, interest on "normal" loans starts accruing as soon as the money is disbursed. When you have a subsidized loan, however, interest does not accrue during the following periods: When you're in school at least 1/2 time For the first 6 months after you leave school (this is called agrace period) During a postponement of loan payments (this is called adeferment period) It's almost like your loan is frozen while you're still in school, and for 6 months after you leave. You're not adding any extra money to the amount you owe because interest isn't accruing; you also don't have to make any payments. This is useful if you need some time to find a job in order to be able to afford payments. Ultimately, you're not being "charged" to borrow money - you're not building up any interest on your loan - when you're not in a position to be able to pay it back. Subsidized loans: a little bit friendlier than your average student loan Subsidized vs. Unsubsidized: How Much of a Difference Could It Make? I'll use an example here to demonstrate long-term financial outcomes of a subsidized vs. an unsubsidized loan. Say I take out a $3,500 loan to pay for school my freshman year, at an interest rate of 4.29%. The chart below outlines different outcomes based on loan type if I don't make any payments while still in school. UNSUBSIDIZED SUBSIDIZED Amount Borrowed $3,500 $3,500 Interest Rate 4.29% 4.29% Interest Accrued During School (4 years) $640 $0 Balance Owed at Graduation $4,140 $3,500 Time to Payoff at $50/month (Interest accrues for both subsidized and unsubsidized loans during this period) 99 months 81 months Total Amount Paid $4,950 $4,050 Standard repayment plans for federal student loans set a timeline of 120 months until payoff, but the minimum monthly payments are $50.In this example, it would take me much less time (and much less money) to pay back a subsidized loan vs. an unsubsidized loan. Direct Subsidized Loan Details There are some standardized limits, restrictions, and repayment terms for all students who take out Direct Subsidized loans. They're not quite as flexible as Direct Unsubsidized loans, but that's a small price to pay when you consider how much money they save you in the long run. First, there are limits to how much money you can take out in subsidized loans. These annual maximums depend on your year in school: Year Subsidized Loan Limit 1st Year Undergrad Annual Limit $3,500 2nd Year Undergrad Annual Limit $4,500 3rd Year Undergrad Beyond Annual Limit $5,500 Subsidized Total Loan Lifetime Max $23,000 There are also limits to eligibility windows for Direct Subsidized loans, unlike for Direct Unsubsidized loans.You can only receive subsidized loans for 150% of your program length; for example, if you're enrolled in a 4-year college, you can receive subsidized loans for a maximum of 6 years (4*150% = 6). Interest rates are standardized and are the same as for unsubsidized loans. Federal student loan interest rates are generally pretty competitive and are the same for all students regardless of credit history.For 2015-2016, the interest rate is 4.29%. Finally, repayment plans (including details about the amount you owe every month, and the amount of time you have to pay back your loans) can be customized, and will depend on variables such as your principle balance and your income.Standard repayment plans set up monthly payments so that you pay off your principle + interest in 120 months, or 10 years. Who's Eligible for Direct Subsidized Loans? If you're looking for aid to bridge the gap between what you have and what you need to pay for college, subsidized loans are smart options if you meet all the eligibility requirements. Direct Subsidized loans are only available to undergraduate students who demonstrate financial need. Because these loans are a form of federal aid, you must also meet basic federal requirements in order to be eligible. The following charts list these requirements. You must do all of the following: Have a high school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in an eligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered with Selective Service, if you are male and between 18-25 years old If applicable, you can do this here https://www.sss.gov/Home/Registration Have a valid Social Security Number (unless you’re from the Marshall Islands, Federal States of Micronesia, or the Republic of Palau) Sign statements on the FAFSA stating that (1) you’re not in default, and do not owe refund money, on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA here https://fafsa.ed.gov/ Maintain â€Å"satisfactory† progress in school If you’re concerned about your academic performance or have questions about what is considered â€Å"satisfactory,† set up a meeting with your dean or other school administrator. In addition to the requirements listed in the chart above,you must be able to check one of the following options: Be aUS citizenorUS national Have agreen card Have anarrival-departure record Havebattered immigrant status Have aT-Visa How Do You Apply for a Direct Subsidized Loan? All things considered, eligibility requirements aren't too stringent for subsidized loans. The next step after meeting requirements would be to actually apply for this great financial aid resource. You can apply for all types of federal financial aid, including Direct Subsidized loans, by submitting a Free Application for Federal Student Aid, or FAFSA. The federal submission deadline to receive aid for the 2015-2016 academic year is June 30, 2016. You can find detailed instructions on submitting a FAFSAhere. What's Next? You can get an estimate of your federal aid eligibility, including the amount you could take out in Direct Subsidized loans, by following steps listed in ourPell Grant Calculator guide. Want more information on federal aid that youdon'thave to pay back? Learn more abouthow to get a Pell Grant, and check out our guide onPell eligibility requirements. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How to Improve ACT Science Scores 7 Tips From a Perfect Scorer

How to Improve ACT Science Scores 7 Tips From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you struggling with ACT Sciencescores between 14-24? You're not alone - hundreds of thousands of other students are scoring in this range. But many don't know the best ways to break out of this score range and get 26+on the ACT. Here we'll discuss how to improve your ACT Sciencescore effectively and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score. Brief note: This article is tailored for lower-scoring students, currently scoring below a 26 on ACT Science. If you're already above this range, my perfect 36 ACT Sciencescore articlewill be better for you as it contains advanced strategies. In this article, I'm going to discuss why scoring high is a good idea, what it takes to score a 26, and then go into ACT Science tips. Stick with me - this is like constructing a building. First you need to lay a good foundation before putting up the walls and windows. Similarly, we need to first understand why you're doing what you're doing and what goal you're aiming for, before diving into tips and strategies. In this guide, I talk mainly about getting to a 26. But if your goal is to get to a 24 or lower, these tips still equally apply. Understand the Stakes At this ACT score range, improving your low ACT Sciencescore to a 26 range will dramatically boost your chances of getting into better colleges. The reason? A 26 puts you at the 83 percentile, well above the national average of all ACT test takers. This is roughly equal to a 1200 out of 1600 on the SAT. Let's take a popular school, University of Massachusetts Amherst,as an example. Its average ACT score is a 27. Its 25th percentile score is a 24, and 75th percentile is a 29. Furthermore, its acceptance rate is 63%. In other words, a bit more than half of all applicants are admitted. This is a decently competitive school - almost half the people are rejected, and the lower your score, the greater the chance you'll be rejected. In our analysis, if you apply with an ACT score of 21, your chance of admission drops to 25.4%. This means you have a 3 in 4 chance of being rejected! But if you raise your score to a 26, your chance of admission shoots up to 57.7% - over double the chances of admission, for just 5 points of improvement. And because your ACT Science score factors into your ACT composite score, raising your Science score will really help raise the average of your total score. In fact, if you raise your ACT Science score by 4 points, your Composite score will increase by a whole point. It's really worth your time to improve your ACT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with a 26 ACT score? Check out ourexpert college admissions guide for a 26 ACT scoreto see what colleges you're competitive for. Know That You Can Do It This isn't just some fuzzy, feel-good message you find in a fortune cookie. I mean, literally, you and every other reasonably capable student can score a 26 on ACT Science. The reason most people don't is they don't try hard enough or they don't study the right way. Even if you don't consider yourself a science geek, or you got a B in Biology, you're capable of this. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how strategically you study. Here's why: the ACT is a weird test. When you take it, don't you get the sense that many questions are nothing like what you've seen in school? It's purposely designed this way.The ACT is a national test, which means it needs to be a level playing field for ALL students around the country. It can't discriminate against students who never took AP Physics (or whose schools don't even offer AP classes). Therefore, the ACT can't test difficult concepts, because this would be unfair for students who never took AP Physics.The ACT Science sectioncan't ask you to solve cold fusionor build a rocket to get to Mars. So it HAS to test scientific concepts that every high school student will cover: how to interpret data graphs, what the scientific method is, how scientific theories disagree from each other. This leads to the big secret of ACT Science. The Big Secret: You Don't Have to Know Much Actual Science Many students who study ACT Science are intimidated by the mistaken impression that they need to know a lot of science to get by. The reality is the opposite - it's much more about reading comprehension, understanding graphs, and logic. Now, it SEEMS like you need to know a lot of science, because there will be weird scenarios you've never seen before, from dinosaur claw sizes to how clouds affect soil temperature. These may seem intimidating because you've never learned this in school. Here's an example graph: You've probably never seen a graph like this before in school. The thing is,every other high school student in America hasn't seen this graph before either! The ACT expects you to solve questions for this graph through the skills you've learned in high school - looking at two axes, understanding how a plot works, and getting data values from the graph. This is good news for you: if you can practice the basic skills tested on ACT Science, and you know what types of questions will be asked, you'll do a great job on the section. I guarantee it. Just to prove this to you, further down we're going to understand this graph and go through a few sample questions. The key to improving your ACT Science score is to: Learn the types of questions that the ACT tests, like the one above Put together the concepts you already know to solve the questions Practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right a 26 in ACT Science. Disappointed with your ACT scores? 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. What It Takes to Get a 26in ACT Science If we have a target ACT score out of 36 in mind, it helps to understand how many questions you need to get right on the actual test. The ACT Science section has 40 questions on it. Depending on how many questions you get right, you'll get a Scaled score out of 36. Here's the raw score to ACT Science Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Raw Scaled Raw Scaled Raw Scaled Raw 36 40 27 32 18 16 9 5-6 35 39 26 30-31 17 14-15 8 - 34 38 25 28-29 16 13 7 4 33 37 24 26-27 15 12 6 3 32 - 23 24-25 14 5 2 31 36 22 22-23 13 10 4 - 30 35 21 21 12 9 3 1 29 34 20 19-20 8 2 - 28 33 19 17-18 10 7 1 0 So if you're aiming for a 26, on this test you need to get just 30 questions correct. This is just a 75% on the test! Also, keep in mind that you'll be able to GUESS on a lot of questions. Because there are only 4 answer choices, you get a lot of questions right with a 25% chance! So here's an example. Let's say you know how to solve just 27 questions for sure. You guess on the remaining 13, and get 4 of them right by chance. This gives you a raw score of 31, or a scaled score of 26! This has serious implications for your testing strategy. In essence, you only need to answer 2/3 of all questions right. In school, this would be a D, but on the ACT, this can get you to your ACT score target! We'll go into more detail below about what this means for your testing strategy below. Whatever you're scoring now, take note of the difference you need to get to a 26. For example, if you're scoring a 22, you need to answer 8-10 more questions right to get to a 26. Once again, if your goal is a score below 26, like a 24, the same analysis applies. Just look up what your Raw Score demands above. OK - so we've covered why scoring a higher ACT Sciencescore is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Hopefully, getting to a 26 on ACT Science doesn't seem so tough at this point! Now we'll actually get into actionable ACT Science tipsthat you should use in your own studying to maximize your score improvement. ACT Science Tips to Get a 26 ACT Science Tip #1: Don't Waste TimeUnderstanding Useless Details Tell me if this sounds familiar: you're reading an ACT Science passage, and it's so overwhelming trying to understand every detail of whatever obscure thing they're telling you about. This is by far the biggest time waster for most students - and because you only have 35 minutes to get through 7 passages and 40 questions, time is a huge factor in ACT Science. Here's the truth: ACT Science passages are full of scientific details that don’t actually matter to answering the questions. This is especially true of all those complicated graphs you see. You literally don't have to understand many of the details to get every question correct. The ACT does this on purpose to confuse you and make the test harder, and to show you what real scientific research kind of looks like. But you aren’t reading a science journal – you’re answering ACT Science questions. A common mistake people make is to try too hard to understand the passage in its entirety. They want to understand every detail in every chart. Trying to understand the entire passage is a HUGE waste of time because most of the passage isn’t going to have a question asked about it. This is true in ACT Reading, and it’s even more true in ACT Science. So what should you do instead? Skim the passage and understand the passage at a very high level. Answer these two questions only: What’s the main point here? What’s the figure showing? That’s it. When I read ACT Science passages, I don’t understand the deep details of what’s happening. I get the gist and I move on to the questions. Let’s try an example from a real ACT Science passage. I’m going to show you how useless most of the passage is and how little you need to understand to answer the questions. My skimming: There is a lake. The lake sediment tells us about the climate in the past. They mention average temperature for figure 3, so that’s probably what the main point is. There’s a weird oxygen symbol 18O, but all I need to know is that SMALLER values mean COLDER. This is a map showing 3 sites. We’ll probably be looking at samples from these 3 sites. Otherwise, I don't care right now where the sites are, how big the lake is, or whether I can see my house on this map. I'm ignoring all the fine details. This shows us a cutaway section of the lake, with the 3 sites from Figure 1. The y-axis is elevation. The key shows that each colored section is a different layer. Lake clay, glacial till, bedrock. The layers change as you move across the graph. How exactly they change I’m not going to care about until I get asked about it. I have no idea what the hell â€Å"glacial till† is but I’m not going to worry about that, since I’ll bet the ACT isn’t going to ask me to define it. Here's abunch of graphs designed to be confusing. Well, they all look about the same. We’ll just look at Site 1. The y-axis shows depth, so the further down, the deeper into the earth we go. The x-axis shows the 18O thing. From left to right, this value gets larger. What Site 1 shows is as you go UP in depth, you get a LARGER 18O value. That's all I'm going to care about for now. Now look at the other 2 Sites. Site 2 looks about the same, except for a glacial till line higher up. Site 3 looks the same as Site 1 - curve goes up and to the right. And now there’s this formula. I’m not even going to bother with this crap until they ask me a question about it. Notice from my notes that I really understand the passage only at a 30,000 foot level. I’m not getting bogged down in details, and I’m not understanding every detail of every graph. Doing that would be a waste of time. Just to convince you this high level of understanding works, we’re actually going to answer all 5 questions for thispassage. Look at the Key on the right. Lake clay is gray. Where is it thinnest? Winnipeg, F. You literally didn't even have to read the passage to solve this! You could have solved it just by looking at the picture. We want to find the SMALLEST 18O value, which means it’s more on the LEFTside of the graph. From the dots we see that’s going to be at the BOTTOM LEFTof the figure. Choice C. Once again, you barely had to read the passage to solve this! It's just figuring out where the dots are. OK, so figure 2. We start from Grand Forks on the right, then move to Site 3. Lake clay, the gray piece, gets THICKER. They say this in the question, and we see it in the figure. The question asked about glacial till, the striped layer under it. It gets THINNER as you go from Grand Forks to Site 3. So thickness DECREASES, choice J. Yet once again, you barely had to know the passage to solve this! OK, we want the elevation of the TOPof GLACIAL TILL at each of 3 sites. Glacial till is the STRIPED layer. At Site 1, the top is 200. At Site 2, the top is 205ish. At site 3, it’s 180 ish. Answer choice C is the only one that fits these values. YET AGAIN you barely had to know the passage! To rephrase: it rains. Water gets to 3m deep. What is the 18O 3m deep? Look at figure 3 at a depth of 3m. In each figure, it’s around -15. Answer J. Finally, surprise surprise, you didn't have to know the passage at all to answer this question. EASY PEASY. Notice all the crap we didn’t have to care about: In the passage, we didn’t have to care about how old the lake was or how it formed. Wedidn’t have to care about what 18O means about temperature. We didn’t use Figure 1 at all. Stupid map. In figure 2, we didn’t care at all about bedrock. Also, we only needed to care about how the layers changed when we were asked about it. In figure 3, we didn’t have to care at all about how Site 2 had a glacial till layer. We sure as hell didn’t have to know what the formula meant. I hope you get the point. So much of each passage is USELESSto getting the questions right. The stupid ACT knows this, and they WANT you to get bogged down. â€Å"Oh gee, I wonder what bedrock is? How might they ask questions about this?† â€Å"Boy this formula looks real tough. What is 18O, and what is 16O? What’s groundwater and what’s standard water? Why multiply by 1,000?† You can waste so many minutes trying to make sense of the entire passage. If you have time management problems, skimming the passage can be a huge time savings for you! Again, when you read the passage focus on only two questions: What is the MAIN POINT of the passage? What is the MAIN POINT of each figure? I’ve started yelling more just because of how angry this test makes me. So let me take a deep breath. Moving on†¦ Bonus:Want more helpful tips like this? Check out our new ACT Science prep book. If you liked this lesson, you'll love our book. It includes everything you need to know to ace ACT Science, including deep analysis of the logic behind ACT Science questions, a full breakdown of the different passage and question types, and tons of expert test-taking and study tips. Download our full-length prep book now: ACT ScienceTip #2: Understand What ACT Science Actually Tests ACT Science stands out as the most structured and predictable section on the ACT. What I mean by that is ACT Science has 3 passage types, and each passage type has specific question types associated with it. This is unlike ACT English, where all 5 passages have all sorts of random question types associated with it. To do well on the ACT, you HAVE to predict the questions and passages that you're going to see on test day. Here are the passage types and question types associated with them: 3 Data Representation Passages - describes a study, heavy on graphs and charts Read-the-Graph Questions Interpreting Trends Calculating Values 3 Research Summaries Passages - describes an experiment with multiple parts Experimental Design Hypothetical Experimental Changes Interpreting Experiments 1 Conflicting Viewpoints Passage - 2 or more scientists disagree Understanding Viewpoints Comparing Viewpoints Remember what I said about ACT Science testing basic skills you've learned before in school? This is it - reading graphs, the scientific method, and comparing viewpoints. Here's a helpful writeup of the 3 types of ACT Science passages and an overview of question types. Your job is to understand these skills, figure out what you're weak in, and drill those skills until you've mastered them. Does this sound intimidating? Our PrepScholar ACT program does the hard work for you by dividing up the entire test into specific skills you need to master. For every skill in ACT Science and every other section, you'll get a focused lesson and a quiz customized to your skill level. This is how I studied for the ACT and got a perfect score, so that's how I designed our prep program to work. If you could use help breaking down the ACT like this, definitely check out our PrepScholar ACT program. ACT ScienceTip #3: Learn How to Read Graphs By far the most important single skill on ACT Science is knowing how to read graphs and charts. Nearly half of all questions on the test will relate to reading a graph and making sense of it. Often, the graph will be in a totally unfamiliar subject you've never learned about. The units will be weird, and the shape of the graph might be weird. Don't worry about this - the graph isweird for every other student in the country too. The ACT does this on purpose so that students with advanced science knowledge don't have a huge advantage on the test. For example, if the ACT showed problems from AP Physics, people would riot - it's unfairly discriminating against students whose schools don't have AP Physics. But if the ACT shows a graph about sabertooth tiger tooth sizes, this is OK - almost no one will have seen this graph before, so everyone's on more level footing. If you've been overwhelmed by graphs before, this is important to sink in - ACT Science is designed so that YOU are fully capable of understanding everything you need to answer the questions right - if you learn the right skills. So how do you actually read a graph? The three most important steps you need to understand every single graph are: Skim the intro text. Often the passage will tell you literally "Figure 2 is about X" and this is a big head start. (Like I said in Tip #1, though, don't get bogged down in details.) Read the axes. What does the x-axis represent, and what changes as you move from left to right? What does the y-axis represent, and what changes as you move from bottom to top? This tells you what is actually being shown. Understand the general shape of the graph. Where is it going up or down? If there are multiple lines shown, how do they differ? I mean GENERAL - don't memorize every detail, just get a sense of what's going on. Let's apply this with the following real ACT Science passage. OK - so it's about photosynthesis, which you may remember from AP Biology. It's how plants use sunlight to generate glucose (sugar).We also hear about wavelength, which is a property of light. We can see that Violet light has a shorter wavelength than Red light. Here's Figure 2: Let's step through the 3 steps: Skim the intro text.Here it tells us figure 2 "shows the average rate of photosynthesis at various wavelengths, as a percent of the average rate of photosynthesis at 670 nm." So we get a hunch for what the graph is showing - how fast photosynthesis happens, at different wavelengths. Read the axes.The x-axis shows wavelength, and as you move from left to right, the wavelength gets larger. The y-axis shows rate of photosynthesis, and as you move from bottom to top, the rate gets bigger (which means photosynthesis happensfaster). Understand the general shape of the graph.Generally, I see two peaks and a big valley in between. Remember, higher on the y-axis means faster photosynthesis. This means that photosynthesis happens really fast at two wavelengths, and really low in the middle (around 540 nm). Again, few people have ever seen this graph before - or if they have, they've probably forgotten it. Now you understand it just as well as anyone else. With this in mind, we can try answering a question! Let's rephrase the question. "At what wavelength is photosynthesis faster than it is at 670 nm?" Let's rephrase it even more simply. "At what wavelength is the graph higher than where it is at 670 nm?" Because we understood what the y-axis was showing, we know that HIGHER UP means FASTER PHOTOSYNTHESIS. So first, let's find out how fast photosynthesis is at 670 nm. It's right around 100. (Actually, it tells you this in the intro text: "Figure 2 shows the average rate of photosynthesis at various wavelengths as a percent of the average rate of photosynthesis at 670 nm." Naturally, the value at 670 nm should be 100%. You don't have to know this, and I didn't dwell on it since it's not critical to know.) OK, now we look at where the rate of photosynthesis is higher than 100 at the 4 points: 400, 430, 630, and 700 nm. I show these with orange dots here: It's pretty clear that the only dot higher than 100 is at 430 nm. So B is the answer. What we just went over is exactly how you can approach every single graph on the ACT Science section. Some graphs will be more complicated than this, but the principles are really all the same. You CAN understand every graph in ACT Science. If you keep practicing these skills over and over again, you WILL become much better at getting more questions right. Trust me. Want to learn more about reading graphs on ACT Science? Read our complete guide to How to Read Graphs, Tables, and Data on ACT Science. ACT Science Tip #4: Understand Your Weaknesses, and Keep Drilling Them You only have a limited amount of time to study for the ACT. You need to get the biggest score improvement possible for every hour you study. To get the biggest score improvement, you need to understand where your greatest weaknesses are. Then you need to keep drilling those weaknesses with practice until you solve your weakness. This makes sense, doesn't it? Most students actually actively avoid improving their weaknesses.As a result, they waste a ton of time studying without any actual improvement. Why is focusing on your weaknesses so hard to do? A few reasons: Diagnosing your weaknesses requires a lot of analysis and discipline.To do this right, you need to categorize every practice question you do by skill, score how many questions you get right on each skill, and figure out which skills are best to work on. This is pretty laborious and tough to do right. It's a lot more enjoyable to work on things you already do well.Would you rather eat ice cream or cabbage? In ACT prep, ice cream is working on skills you're already good at - it feels great to knock questions out of the park and get high quiz scores. Unfortunately, this is a false sense of confidence - you're ignoring all the weaknesses that are actually bringing down your score. You should be eating your cabbage by working on weaknesses, which takes a lot more mental energy and is unpleasant since you keep making mistakes. But it's the only way to get better. Even after you find your weaknesses, it's not clear how you should improve on them.Let's say you find out you have problems with interpreting experiments. How do you get better? Do you do a bunch of practice questions? Which questions do you use? How do you teach yourself the right skills? You have to overcome these problems to really drill down on your weaknesses.This is really the only way to get better. But it's the foundation to how I designed our ACT prep program at PrepScholar. Here's a step by step guide on how to find your weaknesses: Categorize every practice question you take by skill, especially for practice tests. You can find every skill listed in our Ultimate ACT Science Study Guide.Try to categorize as accurately as possible. Keep track of how many questions you got right and wrong in each skill. You can use a notebook or a spreadsheet program like Microsoft Excel or Google Sheets. Identify the skillsyou're missing the most number of questions in. Don't just focus on the % correct - what really matters is how many more points you can get by mastering that skill. For example, there might be a really uncommon skill that shows up just once on every test. Even if you get 0% of those questions right, it's not lowering your score much. It's much better to work on the skill that appears 10 times per test that you're getting 50% of questions right on. Find the best resources to train your weakness. You need a way to 1) learn the underlying skills, 2) find practice questions to keep drilling that skill. Unfortunately, as I'll discuss below, there aren't that many great books for ACT Science available. Sound overwhelming? It is a lot of hard work, but it's the most effective way to improve. Most students don't take the time to do this, which is why they don't improve their score. However, doing this well really does take a lot of energy and discipline.In PrepScholar ACT, we do all of the above steps automatically for you so you can focus on actually learning.You'll avoid the hard organizational work of finding your weaknesses and gathering practice problems, and focus on actually learning the skills to improve your score. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. It does all of the hard work in finding your weaknesses and giving you the exact lesson you need to get better. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: ACT Science Tip #5: Use Only High-Quality Practice Materials ACT Science is an odd section. You take weird scientific concepts and papers, distill them into a high school-friendly format, and ask very specific types of questions to test science reasoning skills. This means that test prep writers have a lot of ways to go wrong. Unlike other ACT sections like Reading or Math, ACT Science has woefully few ACT books to prep from. In fact, I can't recommend ANYpublished ACT books - all the ones I've seen so far are pretty terrible. They all suffer from one or more of these problems: The passage is inappropriate. It's either too easy, too difficult, too short, or uses unnecessary jargon. Official ACT Science passages have a very specificfeel to them. The questions asked aren't stylistically correct. They might test interpretation of graphs in the wrong way, or it doesn't have the right bait answers that ACT Science has to trick you. They don't teach you the fundamental skills underlying the questions. If it's just a book of practice questions, it's not enough. This is often a problem because ACT prep companies hire people who are too unskilled or too advanced to write ACT Science material. If you hire PhD's in science who are super smart but don't know the ACT well, you'll produce ACT Science content that will be way too difficult. So where can you get great practice materials? The very best source of practice questions is official ACT practice tests. These are official tests previously administered to real students. There are some problems with just using these tests though. They aren't organized by skill, which means it's hard to find problems to drill a specific skill like Interpreting Experiments or Comparing Viewpoints. Also, there aren't that many official tests available (up to 10 or so), and you want to save some of these tests to gauge your ACT score. Finally, practice tests don't actually have any instructional material - they're just a bunch of practice questions. If you need lessons to teach you how to actually read graphs and understand ACT science, you won't find that here. If you want to supplement with more ACT Science questions, you might consider our program PrepScholar. To make sure we produce the highest quality questions possible, we broke down the test into its individual skills and categorized every wrong answer type and question type possible. You can see some of this in our Ultimate ACT Science Prep Guide. I also hire only the best ACT content writers - these people usually have years of deep tutoring experience, went to Ivy League schools, and know the test inside and out. Even if you don't use PrepScholar, make sure you find a source of great source of ACT Science materials somewhere. ACT Science Tip #6: Track Your Time Per Passage and Question Tell me if this sounds familiar - in 35 minutes, you don't even make it through the entire section. You just try your best and answer as many questions as you can, then guess on the remaining questions at the end. ACT Science has tough time pressure.You only have 35 minutes to get through 7 passages and 40 questions. Even I, a perfect ACT scorer, find ACT Science to have pretty tough time pressure. Furthermore, unlike ACT Math, the questions and passages aren't arranged in difficulty. Therefore, you can't predict ahead of time which questions are going to be harder, and just skip the hardest questions. This means you need to hustle to get through all the passages and questions. But there's good news. Remember what we said above? To get a 26 on ACT Science, you can miss 10 questions. This means you don't have to fret about getting every question correct. In fact, there are some questions that are so hard that you will never get them right, no matter how much time you spend. Therefore, I have tworecommendations: Spend no more than 1.5 minutes reading each passage. This takes 10.5 minutes away from 35 minutes. From my tip above, you already know that you don't need to actually read the entire passage to answer the questions. Spend no more than 30 seconds trying to answer each question. This takes away another 20 minutes. If you get stuck on a question and have no idea how to solve it, MOVE ON. You do NOT want to spend 90 seconds on one question - that's time better spent getting more questions right. When done right, this gives you a few spare minutes to go back to some tough questions and try to get them right. See a question that you have constant trouble with? Feel free to skip it and come back to it later. As you practice, it might help to have a timer by your side. 90 seconds for reading a passage passes a LOT more quickly than you would expect. ACT Science Tip #7: Don't Worry About Memorizing Science Here's my final tip. A lot of students try to study for ACT Science by reviewing their old class notes from biology, chemistry, and physics. The problem is, ACT Science isn't really a test on science. It's a scientific reasoning test, based mostly on scientific data you've never seen before. Aside from a few questions about basic scientific concepts (like natural selection and electrical charges), nearly everything else can be answered without a deep foundation in the subject matter. For example, look at the photosynthesis example from Tip #3 - you technically don't even need to know what photosynthesis is, and you could answer those questions. The few scientific concepts you likely already remember - but if not, here's all the actual science you need to know for ACT Science. So put aside your textbooks and notes from high school - they're not the best way to study for ACT Science. The best way, as we've discussed throughout this tips guide, is to focus on the test: Understand what's tested on ACT Science Know how to approach ACT Science passages - don't get stuck in the details Understand your skill weaknesses, and drill them Practice time management so you can get through all the questions Summary Those are the main strategies I have for you to improve your ACT Science score. If you're scoring a 17, you can improve it to a 22. If you're scoring a 21, you can boost it to a 26. I guarantee it, if you put in the right amount of work, and study like I'm suggesting above.Notice that I didn't actually teach you any sciencecontent. I didn't point to any facts or formulas that will instantly raise your score.That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different.Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored.This is really important to your future. Make sure you give ACT prep the attention it deserves, before it's too late, and you get a rejection letter you didn't want.If you want to review any of the strategies, here's a list of all of them: Tip #1: Don't Waste TimeUnderstanding Useless Details Tip #2: Understand What ACT Science Actually Tests Tip #3: Learn How to Read Graphs Tip #4: Understand Your Weaknesses, and Keep Drilling Them Tip #5: Use Only High-Quality Practice Materials Tip #6: Track Your Time Per Passage and Question Tip #7: Don't Worry About Memorizing Science What's Next? We have a lot more useful guides to raise your ACT score. Read my corresponding guides for other ACT Math sections: Get a 26 in ACT English, ACT Reading, and ACT Math. What's a good ACT score for you? Read our detailed guide on figuring out your ACT target score. Want a bunch of free ACT practice tests to practice with? Here's our comprehensive list of every free ACT practice test. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: