The E-Myth Revised (Summary)

â€Å"THE E-MYTH REVISITED† ENTRE 300. WB1 Naim Al’Ali 3/11/13 The E-Myth revisited gave some wonderful insight as to the root cause of why most small businesses go under and don't work. I learned a great deal by reading it and it has given me foresight as to what I need to improve in my skill set to become the best entrepreneur I can be without sabotaging anything of value to my business.The book focuses primarily on the entrepreneurial myth which is involved in a fatal assumption that the success of a business rides purely on the entrepreneur’s desire to own a business, the amount of capital he/she puts in, and Knowing the amount of targeted profit. The book teaches that this assumption could spell disaster rather than success. It also teaches us that the future of small businesses revolve around three concepts which are knowing the e-myth, understanding the turnkey revolution, and understanding the business development process.One of the most important concept s I learned from this book was the actual e-myth itself. Prior to reading the book, I too had this very same notion that was directly comparable to what is explained in the myth. This forced me to think differently about what actually makes a business successful because if not for this book I would have this in the dark feeling. The book talks about how entrepreneurs should get in the habit of thinking more about the business itself, the people involved in it, and the phases it normally undergoes. Having knowledge of these things can have a beneficial impact of your business.A second key concept that I learned from the book was that of the three main characters which are the technician, the manager, and the entrepreneur. The technician is an expert in whatever craft they are in and doesn't mind doing the work but neglects other responsibilities of going into business even though they are eager to do so. The manager is detail oriented and wants a well organized environment that is ve ry predictable. The entrepreneur is the dreamer, who sets out to do something new and who often lives in the future and get frustrated by how â€Å"slow the world is moving.The book teaches us that these are not separate people but rather distinct elements of our personalities. It also says that the reason why most small businesses don’t work is because they are run by a technician or someone who knows the technical workings of the business but neglects the other two equally important personalities. So the bottom line is that even though we are biased towards one of these personalities, we all have them and to be successful, you need to be able to utilize all three of these roles. All of these roles are necessary in the founder of a business.Without the entrepreneur, you might as well keep working for someone as a technician. Without the technician, the entrepreneur must rely on other people to get things done and without the abilities of a manager; the other two characters would find themselves in a disorganized and non functional environment. A third important concept that I learned from this books is the idea to â€Å"work on your business rather than in it. † This was a big one for me and it really stuck out because it opened my eyes to how many business owners are really just doing a job for their business rather than running it.For example, if you start a business where you can't leave when u want because work will be unfinished, then you are not actually working on your business as an owner but rather as an employee. This could put a strain on other things that may have been planned for your business. It also hinders other abilities since so much time has to be put in for you to get paid. I couldn't agree more with this statement because it seems like for a lot of business owners think they are in business for themselves but if they don't work, they don't eat and that is not being a business owner.This also ties into class discussions whe n it pertains to one of the biggest problems with part time entrepreneurs is the risk of burnout because of all the extra activity you have to put into you business to keep it running. In essence, what the book is saying is that they don't own a business, they own a job and you can’t close it when you want because you won't get paid, you can’t leave when you want because work won't get done, and you can’t sell it when you want because no one wants to buy a job. A fourth and final concept I took from this book was the importance of the business development process.This process is the response of the ever changing dynamics of the business world and will equip an entrepreneur with the necessary tools they need to adapt to the continuous changes happening around them. The book described three elemental stages which are innovation, quantification, and orchestration. This is also a powerful concept that I particularly agree with. The book explains that innovation is t he creativity applied to products or services to make them better and that continuous innovation is needed to improve your business.Quantification is figuring out what works for your business and being able to measure whether it is worth taking the risk. Orchestration is the standardization of what works and becomes the essential part of your business that everyone learns and knows so that it can produce consistent quality for your customers. This is really important information to have because its uniform and it’s a streamline way of tackling issues head on. This also ties into what we have learned in class about having a solid plan of attack. As it says in the book, â€Å"any plan is better than no plan at all†, and this couldn't be anything more than truth.Although I would much rather suggest having a well thought out plan that could be of some benefit rather than a half-way done plan that could demolish your business. With all of these concepts I have learned in th e book, I had to sit back and ask myself what I will do with this information. One thing I would definitely take heed to is the notion of being able to work on my business instead of in it because I don't want to be stuck in a job for the rest of my life in order to put food on the table. So I would much rather design a system that can continue to pay me even if I’ve taken some time off.Another thing I could use these concepts for is when formulating my business plan/plans for this class and in the future so that I have strategy to uphold rather than letting the chips fall where they may. A third thing I could uses these concepts to move forward with is with getting out of the mythical mind frame that has cost countless business owners their livelihoods and to start thinking differently on where success in a business actually stems from rather than generalizing the solution to just the entrepreneurial aspect. This will alter my attitude towards conducting business and ultimat ely prove to be better for me in the long run.Finally, I would use this information to better understand what type of business person I need to be in order to deal with the ever changing business world. This could help me adapt to situations that I wouldn’t normally know how to handle having not been exposed to the reality of it. All in all, there wasn't too much I disagreed with when it came to the material in this book, so I can safely say it will be a driving force in my business prowess and my future. WORK CITED Gerber, Michael E. The E-myth revisited: why most small businesses don't work and what to do about it. New York: CollinsBusiness, 1995. Print.

University of Phoenix Material Essays (319 words) - Career

University of Phoenix Material Essays (319 words) - Career University of Phoenix Material Career Interests and Market Research Worksheet Access the Phoenix Career Guidance System, located by clicking on the Careers tab. Complete the first Career Guidance Milestone "Set Your Goals." Then, complete Step 1.2. At the end of Step 1.2, click Go to the Career Exploration tool to access the career interest profiler. Select two careers you are interested in, based on the results of the Interest Assessment activity. Conduct labor market research on the two careers, and fill in the following table regarding the research you conducted. | |Career 1 |Career 2 | |What is the|Administrative Manager |Business/ management analyst | |career? | | | |What |I like the entire business job|I would enjoy this job because| |interests |setting. I would enjoy that I |of the fact I would deal with | |you about |would managed different |the corporation part of the | |this |aspects of the company. |company. I would deal in the | |career? | |decision making such as | | | |production things. | |Is there a |No there isn't a hiring demand|Yes there is a very high | |hiring |for this particular job. |hiring demand. There are | |demand? | |currently 35 job openings in | | | |my area. | |What are |To have a bachelor's degree |To have a bachelor's degree | |the | | | |educational| | | |requirement| | | |s? | | | |What are |2-5 years of experience |2-5 years of experience | |the | | | |experience | | | |requirement| | | |s? | | | |What are |There are so many, but here |Business intelligence, | |the skill |are a few; business |financial analysis, and | |requirement|administration, office |business solutions. | |s? |management, and business | | | |management. | | Based on your research, which career path would you prefer to pursue? Why? I would choose the Business/ management analyst career path, because both require basically the same education, experience, and skills. The best thing about Business/ management analyst is the demand is so high and the pay is way better the Administrative manager.

3 Errors Involving Prepositions

3 Errors Involving Prepositions 3 Errors Involving Prepositions 3 Errors Involving Prepositions By Mark Nichol You are attempting to describe an action, but you can’t remember whether one, say, goes in to the breach or into the breach, or whether one, for example, walks on to the next trail junction or onto the next trail junction. This post explains the respective roles of the operative words and phrases. A prepositional phrase is a phrase that includes a preposition, a word that, as its name implies, comes before the object of a sentence. For example, into and onto are prepositions describing movement in relation to objects in the prepositional phrases â€Å"into the trench† and â€Å"onto the roof.† Because these prepositional phrases provide additional information about an action that occurred (as in the sentences â€Å"She leaped into the trench† and â€Å"The boy climbed onto the roof†), they serve as adverbs. We usually think of adverbs as single words (as in â€Å"She leaped impetuously† or â€Å"The boy climbed quickly†), but adverbs can consist of two or more words, which appear without any additional information or combined with one-word adverbs, either adjacent to each other or separated by the subject and the verb (as in â€Å"She leaped impetuously into the trench† or â€Å"Quickly, the boy climbed onto the roof†). â€Å"In to† and â€Å"on to,† by contrast, each contain two distinct parts of speech: an adverb followed by a preposition. In and on follow a verb to provide additional information about it, and to precedes the object that follows the verb and its adverb, as in â€Å"She leaped in to search the trench† and â€Å"The boy climbed on to get a better look.† In the following examples, a preposition is mistakenly employed in place of an adverb-preposition compound consisting of the same letters as the preposition. After each sentence, a discussion, followed by a revision, explains the error. 1. His wife, under the assumption that she’d never see him again, has moved onto another man, and they’re planning on getting married. The prepositional phrase â€Å"moved onto† implies that the woman has literally relocated herself on the man’s body. However, â€Å"moved on to† includes the idiomatic phrase â€Å"moved on,† meaning â€Å"transitioned†: â€Å"His wife, under the assumption that she’d never see him again, has moved on to another man, and they’re planning on getting married.† 2. His job is not to give into the demands of multimillionaire celebrities pushing a social agenda. The use of into implies an entrance, but the key of this sentence is the idiom â€Å"give in,† meaning â€Å"submit,† so into must be broken up into its constituent parts: â€Å"His job is not to give in to the demands of multimillionaire celebrities pushing a social agenda.† 3. The cell phones were turned into the authorities. Here, into preceded by turned suggests a transformation, rather than the act of turning in, or handing over, so again, in must be separated from to to form part of the phrase â€Å"turning in†: â€Å"The cell phones were turned in to the authorities.† For a more detailed discussion about this issue, see this post about prepositions. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Coordinating vs. Subordinating Conjunctions75 Idioms and Expressions That Include â€Å"Break†Oppose and Opposed To

6 SAT Essay Examples to Answer Every Prompt

6 SAT Essay Examples to Answer Every Prompt SAT / ACT Prep Online Guides and Tips Just as with most essays, the major secret to excelling on the SAT essay is to pre-plan the examples and evidence you want to use. "But wait!" I hear you cry. "Can you do that on the new SAT essay? Isn’t the point of the essay that you’re supposed to be using information from the passage in your answer, which you don’t know about ahead of time?" The answer: Yes and no. While the specifics of each example will obviously change, depending on the passage, the types of examples you choose to discuss (and the way you explain each example builds the author’s argument) can be defined, and thus prepared for, ahead of time. In this article, we give you 6 good SAT essay examples you’ll be able to find in nearly every prompt the SAT throws at you. By assembling a collection of these reliable types of evidence that can be used to answer most prompts, you'll cut down on planning time and significantly increase the amount you can write, making you able to walk into every SAT essay confident in your abilities. feature image credit: 1 to 9 mosaic, cropped/Used under CC BY-NC-SA 2.0. Before You Continue If you haven’t already read our introduction to the SAT essay prompt, read it now. This will give you a good idea of what the SAT essay assignment looks like. Then come back to this article. Why You Can Prep SAT Essay Examples Before Test Day The SAT essay prompts have several important things in common: They’re all passages that try to convince the reader of the veracity of the author’s claim They’re all around the same length (650-750 words) They’re all meant to be analyzed and written about in a relatively short period of time (50 minutes) This means that you can have a pretty goodidea ahead of time of what types of argument-building techniques you might see when you open the booklet on test day. The main techniques the author uses aren't going to be overly complex (like the first letter of every word spelling out a secret code), because you just don’t have the time to analyze and write about complex techniques. Because of that, you can prepare yourself with SAT essay examples that’ll be likely found across persuasive passages about many different issues. Naturally, for each passage you're going to want to play to its particular strengths- if there are a lot of facts/statistics, make sure to discuss that; if it dwells more on personal anecdotes/appeals to emotion, discuss those. However, if you struggle with analysis in a short period of time, memorizing these categories of examples ahead of time can give you a helpful checklist to go through when reading the SAT essay prompt and point you in the right direction. Below, we've chosentwo examples of evidence, two examples of reasoning, and two examples of stylistic/persuasive elements you can use as stellar evidence to support your thesis. For each example below, we also show you how you can use the type of evidence to support your thesis across a range of prompts. This flexibility should prove to you how effective pre-planned examples are. So, without further ado, onto our list of multipurpose support for any SAT Essay prompt. Examples of Evidence The most basic way author builds an argument is by supporting claims with evidence. There are many different kinds of evidence author might use to support her/his point, but I'm just going to discuss the two big ones I've seen in various official SAT Essay prompts. These two types of evidence are Facts and Statistics and Anecdotes. Example Type 1: Facts and Statistics Employing statistics and facts to bolster one's argument is one of the most unassailable methods authors can use to build an argument. This argument-building technique is particularly common in essays written about scientific or social studies-related topics, where specific data and facts are readily available. How Can You Identify It? Statistics usually show up in the form of specific numbers related to the topic at hand- maybe as percents, or maybe as a way to communicate other data. Here are a couple of examples of statistics from an official SAT essay prompt, "Let There Be Dark" by Paul Bogard: Example: 8 of 10 children born in the United States will never know a sky dark enough for the Milky Way Example: In the UnitedStates and Western Europe, the amount of light in the sky increases an average of about 6% every year. Factual evidence can also be in the form of non-numerical information. Often, you'll see facts presented with references to the research study, survey, expert, or other source from which they're drawn. Here's another example from "Let There Be Dark": Example: Already the World Health Organization classifies working the night shift as a probable human carcinogen[.] Why Is It Persuasive? Facts and statistics are persuasive argument building techniques because the author isn't just making up reasons for why his/her argument could possibly be true- there's actually something (data, research, other events/information) that backs up the author's claim. In the case of the examples above, Bogard presents specific data about issues with light pollution (8 in 10 children won't be able to see the Milky Way, light in the sky increases 6% annually) to back up his statements that light pollution is real, then goes on to present further information that indicates light pollution is a problem (working the night shift puts humans at risk for cancer). By presenting information and facts, rather than just opinion and spin, Bogard empowers the reader to connect the dots on her own, which in turn gives the reader ownership over the argument and makes it more persuasive (since the reader is coming to the same conclusions on her own, rather than entirely relying on Bogard to tell her what to think). Example Type 2: Anecdotes Another form of evidence that is often used as an alternative to actual facts or statistics is the anecdote. This type of evidence is most often found in speeches or other sorts of essay prompts that are written as a personal address to the reader. How Can You Identify It? An anecdote is a short story about a real person or event. When an author discusses own personal experience or personal experience of someone they know or have heard of, that's anecdotal evidence. Here's an example of (part of) an anecdote from an official SAT essay prompt that was adapted from a foreword by former U.S. President Jimmy Carter: One of the most unforgettable and humbling experiences of our lives occurred on the coastal plain. We had hoped to see caribou during our trip, but to our amazement, we witnessed the migration of tens of thousands of caribou with their newborn calves. In a matter of a few minutes, the sweep of tundra before us became flooded with life, with the sounds of grunting animals and clicking hooves filling the air. The dramatic procession of the Porcupine caribou herd was a once-in-a-lifetime wildlife spectacle. We understand firsthand why some have described this special birthplace as â€Å"America’s Serengeti.† Why Is It Persuasive? Even though anecdotes aren't statistics or facts, they can be powerful because it’s more relatable/interesting to the reader to read an anecdote than to be presented with dry, boring facts. People tend to put more faith in experiences if they can personally connect with the experiences (even though that doesn't actually affect how likely or not a statement is to be true). In the example above, rather than discussing the statistics that support the creation of wildlife refuges, Jimmy Carter instead uses an anecdote about experiencing the wonder of nature to illustrate the same point- probably more effectively. By inviting the reader to experience vicariously the majesty of witnessing the migration of the Porcupine caribou, Carter activates the reader's empathy towards wildlife preservation and so makes it more likely that the reader will agree with him that wildlife refuges are important. caribou, the hairy eyeball/Used under CC BY-NC-SA 2.0. I find this caribou highly persuasive. Examples of Reasoning All authors use reasoning to some extent, but it’s not always a major part of how the author builds her/his argument. Sometimes, though, the support for a claim on its own might not seem that persuasive- in those cases, an author might then choose to use reasoning to explain how the evidence presented actually builds the argument. Example Type 3: Counterarguments and Counterclaims One way in which an author might use reasoning to persuade the reader to accept the claim being put forward is to discuss a counterargument, or counterclaim, to the author's main point. The discussion (and subsequent neutralization) of counterarguments is found in prompts across all subject areas. How Can You Identify It? A counterargument or counterclaim is simply another point of view that contradicts (either fully or partially) the author's own argument. When "some might claim," "however," or other contrast words and phrases show up in an essay prompt, the author is likely presenting a counterclaim. Here's an example of an effective presentation (and negation) of a counter claim from an official SAT essay prompt, "The Digital Parent Trap" by Eliana Dockterman: â€Å"You could say some computer games develop creativity,† says Lucy Wurtz, an administrator at the Waldorf School in Los Altos, Calif., minutes from Silicon Valley. â€Å"But I don’t see any benefit. Waldorf kids knit and build things and paint- a lot of really practical and creative endeavors.† But it’s not that simple. While there are dangers inherent in access to Facebook, new research suggests that social-networking sites also offer unprecedented learning opportunities. Why Is It Persuasive? So how does bringing up an opposing point of view help an author build her argument? It may seem counterintuitive that discussing a counterargument actually strengthens the main argument. However, as you can see in the brief example above, giving some space to another point of view serves to make it seem as if the discussion’s going to be more â€Å"fair.† This is still true whether the author delves into the counterargument or if the author only briefly mentions an opposing point of view before moving on. A true discussion of the counterargument(as is present in Dockterman's article) willalso show a deeper understanding of the topic than if the article only presented a one-sided argument. And because the presence of a counterargument demonstrates that the author knows the topic well enough to be able to see the issue from multiple sides, the reader's more likely to trust that the author's claims are well-thought out and worth believing. In the case of the Dockterman article, the author not only mentions the opposite point of view but also takes the time to get a quote from someone who supports the opposing viewpoint. This even-handedness makes her following claim that "it's not that simple" more believable, since she doesn't appear to be presenting a one-sided argument. Example Type 4: Explanation of Evidence In some cases, the clarity with which the author links her evidence and her claims is integral to the author's argument. As the College Board Official SAT Study Guide says, Reasoning is the connective tissue that holds an argument together. It’s the â€Å"thinking† - the logic, the analysis - that develops the argument and ties the claim and evidence together." How Can You Identify It? Explanation of evidence is one of the trickier argument-building techniques to discuss (at least in my opinion), because while it is present in many essay prompts, it isn't always a major persuasive feature. You can pretty easily identify an author's explanation of evidence if the author connects a claim to support and explains it, rather than just throwing out evidence without much ceremony or linking to the claim; however, whether or not the explanation of the evidence is a major contributing factor to the author's argument is somewhat subjective. Here's a pretty clear instance of a case where an author uses explanations of each piece of evidence she discusses to logically advance her argument (again from the Dockterman passage): And at MIT’s Education Arcade, playing the empire-building game Civilization piqued students’ interest in history and was directly linked to an improvement in the quality of their history-class reports.The reason: engagement. On average, according to research cited by MIT, students can remember only 10% of what they read, 20% of what they hear and 50% of what they see demonstrated. But when they’re actually doing something themselves- in the virtual worlds on iPads or laptops- that retention rate skyrockets to 90%.This is a main reason researchers like Ito say the American Academy of Pediatrics’ recommendation of a two-hour screen-time limit is an outdated concept: actively browsing pages on a computer or tablet is way more brain-stimulating than vegging out in front of the TV. IMG_6800_v1, cropped/Used under CC BY-NC-SA 2.0. Why Is It Persuasive? Unfortunately, the explanation the Official SAT Study Guide gives for how to discuss an author's "reasoning" is a little vague: You may decide to discuss how the author uses (or fails to use) clear, logical reasoning to draw a connection between a claim and the evidence supporting that claim. But how exactly you should go about doing this? And why is it persuasive to clearly explain the link between evidence and claim? In general, when an author explains the logic behind her argument or point, the reader can follow along and understand the author’s argument better (which in some cases makes it more likely the reader will agree with the author). In the Dockterman example above, the author clearly lays out data (Civilization leads to improvements in history class), a claim (this is because of engagement with the game and thus the subject material), provides data that back up that claim (retention rate skyrockets when students do things for themselves), and links that smaller claim to a larger concept (actively browsing pages on a computer or tablet is way more brain-stimulating than vegging out in front of the TV).This clear pattern of data-explanation-more data-more explanation enables the reader to follow along with Dockterman's points. It's more persuasive because, rather than just being told "Civilization leads to improvements in history" and having to take it on faith, the reader is forced to reenact the thinking processes that led to the argument, engaging with the topic on a deeper level. Examples of Stylistic/Persuasive Elements This final category of examples is the top layer of argument building. The foundation of a good argument is evidence, which is often explained and elucidated by reasoning, but it is often the addition of stylistic or persuasive elements like an ironic tone or a rhetorical flourish that seals the deal. Example Type 5: Vivid Language Vivid language is truly the icing on the persuasive cake. As with explanations of evidence, vivid language can be found across all topics of essay prompts (although it usually plays a larger role when the passage is lacking in more convincing facts or logic). Modal logic honey cake, cropped/Used under CC BY-NC-SA 2.0. Vivid language: truly the persuasive icing on your SAT essay prompt cake. Your delicious, delicious SAT cake. Mmm! How Can You Identify It? Vivid language is pretty easy to spot- it shows itself in similes, metaphors, adjectives, or any words that jump out at you that don’t seem to have purely functional purposes. Here are a couple of examples- the first is Paul Bogard again: †¦show that what was a very dark country as recently as the 1950s is now nearly covered with a blanket of light. This example is relatively restrained, using the metaphor of "a blanket of light" to add emphasis to Bogard's discussion of light pollution. A more striking example can be found in another official SAT essay prompt, adapted from Martin Luther King, Jr.'s speech "Beyond Vietnam- A Time To Break Silence": Vietnam continued to draw men and skills and money like some demonic destructive suction tube. Why Is It Persuasive? Vivid language is an effective argument building device because it puts the reader in the author’s shoes and draws them into the passage. If used in moderation, vivid language will also make the topic more interesting for the reader to read, thus engaging them further. In the excerpt taken from Martin Luther King Jr.'s speech above, the phrase "demonic destructive suction tube" is startling and provocative, meant to rouse the audience's indignation at the injustice and waste of the Vietnam war. If King had left out the second part of the sentence and only said, "Vietnam continued to draw men and skills and money," his point would not have had as big of an impact. Example Type 6: Direct Addresses and Appeals to the Reader The last category I'll be discussing in this article are direct addresses and appeals to the reader. These stylistic elements are found across all sorts of different passage topics, although as with the previous category, these elements usually play a larger role when the passage is light on facts or logic. How Can You Identify It? Direct addresses and appeals to the reader are wordings or other stylistic devices specifically designed to provoke a response (often emotional) in the reader. This category covers many different elements, from appeals to emotion to rhetorical questions. Here's an example of an appeal to emotion, taken again from Martin Luther King, Jr.'s speech: Perhaps a more tragic recognition of reality took place when it became clear to me that the war was doing far more than devastating the hopes of the poor at home. It was sending their sons and their brothers and their husbands to fight and to die in extraordinarily high proportions relative to the rest of the population. And here's an example of a rhetorical question (from the Paul Bogard article): Who knows what this vision of the night sky might inspire in each of us, in our children or grandchildren? Why Is It Persuasive? Appealing to the emotions, as Martin Luther King, Jr. does in his speech, is an alternate route to persuasion, as it causes readers to emotionally (rather than logically) agree with the author. By describing how the war was causing "their sons and their brothers and their husbands to fight and die," King reminds the reader of the terrible costs of war, playing upon their emotions to get them to agree that the Vietnam War is a mistake, particularly for the poor. Rhetorical questions, on the other hand, get the readers to step into the author's world. By reading and thinking about the author's question, the reader engages with the topic on a deeper level than if the reader were just given a statement of what the author thinks. In the case of the Bogard example above, the rhetorical question draws the reader into thinking about his/her descendants, a group of people for whom the reader (presumably) only wishes the best, which then puts the reader into a positive mood (assuming the reader likes his/her descendants). Review As you can see,these examples of different argumentative techniques can be extracted from a lot of different article types for a wide range of topics. This is because the examples themselves are so meaningful and complex that they can be used to discuss a lot of issues. The main point is, you don't have to wait until you see the prompt to develop an arsenal of types of argument-building techniques you can use to support your points. Instead, preparing beforehand how you’ll discuss these techniques will save you a lot of time and anxiety when the test rolls around. DSC_1003, modified/Used under CC BY-NC 2.0. Eh? Eh? ROLLS around? Get it get it #sorrynotsorry What's Next? If you're reading this article, you probably want to excel on the SAT essay. We've written a bunch of detailed guides to make sure you do. Start to scratch the surface with our 15 tips to improve your SAT essay score. Follow our step-by-step guide to writing a high-scoring essay and learn how to get a perfect 8/8/8 on the SAT essay. Took the old SAT and not sure how the new essay compares to the old? Start with our article about what’s changed with the new SAT essay, then follow along as weinvestigate the SAT essay rubric. Want to score a perfect SAT score? Check out our guide on how to score a perfect SAT score, written by our resident perfect scorer. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

The Role of Women in the Late 19th Century Essay

The Role of Women in the Late 19th Century - Essay Example The progressive era and the oppressive ideas prevalent The late 19th century can be thought of as an era where rapid business and economic changes occurred, progression in terms of the legal rights and professional attitudes of women occurred. The image of San Francisco in the early twentieth century in the public areas is well portrayed by Jessica to be â€Å"one comprising of substantial stone clad buildings, visible down Market Street with a lively mixture of people which comprised of women in long dresses and hats and working women in business suits† (Jessica, 2011, pg 11). The women in the late 19th century faced much oppression in the work place especially in male dominated areas. Sexism or gender discrimination was at its peak in this era as female workers in highly proficient jobs faced opposition from both sexes. The major role of the women in the late 19th century was that of a housekeeper and caretaker of the children. The women from wealthy families hosted parties for business reasons and charity raising purposes. Working women faced a huge opposition from their family, society and at the work place. The women in the 19th century were involved in many reform movements like the women’s rights to suffrage, feminism to pacifism, temperance to abolitionism which changed the American history and gained many rights for the women (Kathleen, Therese, 1996, pg 25). There were many informal community groups involved to bring about a change in the neighborhood, the state, the society and ultimately in the nation. Women began to enter into all fields like journalism, photography, law, medicine and engineering. The publications like newspapers and magazines played a major role in the upliftment of the women (Kathleen, Therese, 1996, pg XVII). The right to vote was given to women in the 19th century by the joint effort of many women’s right movements active at that time. Discussion The book the Russian Hill murders by Shirley portrays the bac kground found in the late 19th century well in relation to how the women were treated, expected to behave and the general culture over the period of time. The book is a murder mystery set in the 19th century and the incident occurs at San Francisco. The female lead in the book is Sarah Woolson who is an attorney at law in the late 1880’s, inspired by her father who was a Judge (Shirley, 2005, pg 15). The firm in itself is a major obstruction for her as she is taken into the firm reluctantly and in every manner possible the firm tries to push her down from her professional practice. The women in the 19th century had demanding work, much more tough than practicing criminal law in terms of the physical effort they had to spend â€Å"I find it strange that practicing law in a comfortable well-heated office is considered too demanding an occupation for women†¦.† (Shirley, 2005, pg 6). Sarah overcomes the numerous oppositions she faces with a helpful few while following the female etiquette demanded from women during the late 19th century. Conclusion In the book Russian hill murders (Shirley, 2005) the social status of women in the late 19th century is well analyzed. The characters are all well portrayed and the background description fits in well with what existed in reality in the late 19th century. The lead character Sarah gives us an idea of how women in male dominated fields were treated in the 19th centur

Operations strategy 2 Essay Example | Topics and Well Written Essays - 1000 words

Operations strategy 2 - Essay Example It is noteworthy that the company has remained competitive in both domestic and international markets owing to continuous improvement on customer services and processes. The British airways has done a lot over the resent past to enhance its competitiveness however much is still needed to improve its processes and key among them include but not limited to consulting customers, training its personnel on customer care, increasing comfort by redesigning its cabin, and improving its meal services. British airways offer its customers a wide range in-services based on its travel classes. It travel classes include Economy, Premium economy, Business also known as Club World and the First class (â€Å"Travel classes†). Offering a wide range of travel classes was a strategic move by BA to cater for the needs of different classes of travellers based on their financial capabilities. For instance, the Business class offers exclusive comfort and style as the customers have access to lounge j ust like First class passengers, delicious meals and drinks as well as fully flat beds on al long haul flights (â€Å"Travel classes†). ... This claim can be justified by the fact that EasyJet offers its customers only a single travel class while Virgin Atlantic offers only three travel classes namely Economy, Premium Economy and Upper Class. The first and major order winner for British airways is its luxuries quality services at no extra cost. BA is a market leader in offering classy in-flight services to passengers in various travel routes. British Airways unlike its competitors such as Easyjet and Ryanair has been categories under luxury travel based on the wide range of exotic in-flight services that the company offers its passengers (Mawer, 2011). BA is also recognised for offering a number of its flight services at no extra cost unlike its competitors such as Easyjet and Ryanair. For instance both the no frills airlines- Easyjet and Ryanair put extra charges on administration/Booking fee paid with debit cards, Airport check-in, breakfast, snacks, wines/beer/spirit and other meals (Mawer, 2011). These two competitor s of BA do not offer their passengers the luxury of baggage allowance considering that BA offers an allowance up to 23Kg checked bag. It is noteworthy that BA has significant higher rating compared to its competitors Easyjet according to Smart rating and Skytrax’s. This is a clear indication that BA is still a market leader in different areas of the airline’s products and services. In other words British Airways competitive edge lies in providing world class airline products and services at no extra cost. Other lucrative in flight services offered by BA are evident in airline’s leg room taking into consideration that the company offers its passengers luxury of comfort through an extra seat

Internet and Social networking Privacy Essay Example | Topics and Well Written Essays - 1500 words

Internet and Social networking Privacy - Essay Example The author of the essay "Internet and Social Networking Privacy" thinks that privacy concerns is one of the most troubling issues for users of social networking sites today, but this problem has been largely underresearched. Social networking sites are online communities that connect people through the Internet and Web 2.0.Facebook, MySpace, Tribe, the Classmates are just a few online social networking sites that attract thousands of people ever day worldwide. Whatever their real purpose, they enable users to upload lots of personal images, exchange messages, chat in chat rooms online, and actively share photos and files. Some sites allow informing the rest of the world about the individual’s movements. In conclusion, the specifics of social networking sites functioning (e.g. invite buddies function or openness of personal profile) often lead to undesirable exposure to the third parties. This, however, does not prevent most users from using the limitations on their profiles. Raising awareness among users about perceived dangers of excessive disclosure is one way to handle the situation. Some other ways should include enhancing the privacy policy of certain websites, legislative restrictions, etc. This is because studies show that users are so much willing to share that they may neglect the risks even being aware of dangers. Out of the studies discussed above, the first one seems most credible since it uses the largest sample of 4, 000 students. Besides, it has the strongest theoretical basis and a broader range of research.