Photoshop should be banned for models - 1535 Words

Digitally altering pictures or ‘Photoshopping’ is the norm of not only the fashion industry but any industry related to print media nowadays. Retouching pictures has not blossomed due to technology, we can trace it back to 1500’s when the period of high renaissance art was fading away a new form of art was emerging known as Mannerism which applauded the modified physic of the subjects over the regular ones(1). Setting impossible standards, models are made to look like virtual perceptions and nothing like their own selves. Being in the fashion industry, models that are already in perfect shape and in the pursuit of the ‘size 0’ are slimmed down to a point where the alteration is very apparent. Their faces enhanced, their curves made†¦show more content†¦Continuous dieting however can also result in other eating disorders, compulsive eating and its other form, bulimia nervosa, a disorder in which the victim, most commonly a women diets, experie nces rebound binge eating due to food deprivation and then purges to get rid of the excessive calories she had taken. Food restraint can sometimes directly cause compulsive eating, an act which can swiftly turn into a relentless habit. On the other hand is another disorder called Bulimia, which can be termed as an illness , can be initiated by one thinking it would work out as an effective way to control weight but it rapidly develops into an addiction which can overwhelm the victim and in turn becomes their way of coping up with emotional problems. Quite recently eating disorders induced by the physiological pressure of media with a big hand of digitally altered models has claimed lives. Ana Carolina Reston, 21 a model from her teenage years died after she took on a diet of only apples and tomatoes. Luis Ramos, 22 died from a heart attack due to her living on only diet coke and lettuce. (2). Prominent nose, ideal calves, thigh gaps, proper bust to waist ratio, pouty lips, enhanced cheek bones, wrinkle free smooth skin. These are some of the many digitally corrected phenomenons in the post photo shoot process. These are also some of the physical attributes that attract or seduce the average male. Waist to hipShow MoreRelatedMedia Has Too Much Pressure On Girls1169 Words   |  5 PagesMany believe it is the media (â€Å"Thought I Was Fat and Ugly†). That media could be television, advertising, or magazines. The media has put too much pressure on girls to have â€Å"perfect† bodies because of how much television we watch, companies using models that are much smaller than the average American woman, and many young girls are not satisfied with their bodies. Not only the images from television shows are unfair, but the advertisements on television and in other forms of media are influencingRead MoreThe Media Of A Middle School Student1486 Words   |  6 Pagesâ€Å"women.† The media is falsifying the appearance of, and ideals about, women; this negatively affects a man’s opinion about women, as well as a woman’s opinion about herself. Because unrealistic representation of women in the media is harmful, the media should instead portray realistic and positive ideals about women. Photo shopped images are seen on a daily basis. According to the Beauty Redefined Administration, â€Å"The average women sees 600 photo shopped images per day† (BR Admin). Even more frighteningRead MorePhoto Manipulation757 Words   |  4 Pagesmore rampant, whether its making Sarkozy look as good as Obama does on vacation (as Paris Match did when it airbrushed Sarkos love handles until they disappeared) or Prada smoothing the skin of models legs so they appear plastic or waxen in ads, like a mannequins. One could argue that the same should be the case for fashion photographs: No alternation beyond cropping, sharpening and a few basic saturation and contrast adjustments. How can we believe anything we see anymore? With todays technologyRead MoreHow The Media Creates Beauty Standards And Shine A Light On The Truth Essay2021 Words   |  9 Pages For many years, society has been told by the media that there a certain way that people should look. We are shown that true beauty in what we see in the media and advertisements. They celebrities and models in the media are beautiful, symmetric, flawless and perfect in all the right places. There is something that society needs to realize. Society is being fooled. The beauty shown in media is not realistic and it is not obtainable. For our public advocacy project, we want to dispel media’sRead MoreWhy Is Unhealthy Perceived As Sexy?1503 Words   |  7 Pagesinsecure about themselves, leading to the development of an eating disorder. â€Å"Eating disorders affect and kill many people every single year. Whether it is anorexia, bulimia, or an eating disorder not otherwise specified, they aren’t something that should be taken lightly.† (National Eating Disorder Association). Eating disorders affect everyone, from pre-teens to seniors. An eating disorder is a physiological disorder that causes somebody to think differently about their body, making them either starveRead MoreMedia s Effect On The Self Esteem Of The Girls1739 Words   |  7 Pagesto the use of airbrushing method, the editing, lighting, and also the process of the models achieving those ideal bodies, their self-esteem will be low and ways of extreme diet will result in eating disorders such as anorexia and bulimia. Consequently, to achieve those standards of physical appearance, there is a socially constructed idea that in order to be beautiful, that is, in order to be like those thin models and celebrities, it is necessary to be unhealth y (Serdar, n.d.). Moreover, media lowerRead MoreLimitations on BMI Model Bodies1084 Words   |  5 Pagesover the ultra skinny models on a Vogue magazine? They aren’t, most men are ogling over the centerfold of a Playboy magazine. So why do young girls and women all over the world struggle psychologically and physically to look like those models? And what effect does this have on our society? Should the use of models with a low Body Mass Index (BMI) be banned from fashion, media, and print? I will answer all of these questions and more, to support my view on why there should be changes placed onRead MoreShould Steroids Be Illegal For Athletes?900 Words   |  4 Pagesâ€Å"If steroids are illegal for athletes, then why isn’t photoshop illegal for models?†. Documented steroid usage has increased significantly over the past decade, however this paper contends that with the help of medical research, medical surveys and first hand experience, I will demonstrate steroids are n ot as hazardous as the general public perceives steroids to be. As steroid use continues to be identified in the news, a growing trend in America and all over the world right now seems to be askingRead MoreMedia s Effect On Society1496 Words   |  6 PagesMedia presents us with many types of negative messages. Mass media tells us how we should look and behave in society. Adds in the media sell more than product they are selling an image. Violence is persuasive and now a troubling aspect of the new world. Media shows us that women need to have the newest trends and ultra-thin bodies to be considered beautiful in society. It tells us that the most important thing is our image. Jean Kilbourne talks about how the image of woman has changed so much overRead MoreThe Image Of Children And Young Adults Essay2211 Words   |  9 Pagessociety that America is a part of is continually influenced by the advertisements within it. Children and young adults often determine a mold of who they asp ire to be simply through viewing a commercial on a television. The â€Å"Macho-man† and/or â€Å"Skinny Model† serve as the universal standard in contemporary advertising, and oftentimes even for products that are in no way related to the health or looks of an individual. Along with this, products and/or the appearance of people in advertisements are often

What Is Wrong With Descartes Causal Proof Of God

What is Wrong with Descartes’ Causal Proof of God ReneÃŒ  Descartes was born on 31 March 1596 in La Haye, France; a city which was later renamed as â€Å"Descartes† in his honor. his early life was not well documented until 1960, but it is known that he was familiar with mathematics and philosophy (Hatfield). Sometimes described as â€Å"The Father of Modern Philosophy†, not only considered a great philosopher, but also a great mathematician, contributed greatly for both areas – Cartesian geometry, for instance, was named in his honor (Norman 19). In his Meditations, Descartes uses a causal argumentation to prove the existence of a perfect being, who he considers to be God; these conclusions are controversial, since problems can be found in the arguments used (Hartfield). Based on the arguments used to draw his conclusions, this essay is going to discuss some apparent flaws in Descartes’s causal proof of God. In â€Å"Meditations,† Descartes discusses the false beliefs he held during his life, and in order to eliminate them, attempts to deconstruct all of his knowledge and reinvent it with a solid foundation made only with what is absolutely true. For this, he would deconstruct everything he perceived as true, starting from his senses (â€Å"A Posteriori†, or, according to Baehr, something that needs proper justification through experience), to mathematics (â€Å"A Priori†, or, according to Baehr, something that can be known without experiencing) and finally reaching the fundamental truth. AlsoShow MoreRelatedEssay on Descartes Proof of Gods Existence1247 Words   |  5 PagesThe existence of God has always been an arguable topic. Descartes’ however, believed that he had proof of God’s existence through an intense analysis of the mind. Throughout this paper I will discuss what he has provided as proof and some of the complications that arise throughout his argument. You can find Descartes’ proof of the existence of God in the Third Meditation. Although to understand this argument you have to look at his previous meditation where he begins to build his argument with theRead More How Descartes Tries to Extricate Himself from the Skeptical Doubts He Has Raised4647 Words   |  19 PagesHow Descartes Tries to Extricate Himself from the Skeptical Doubts He Has Raised [All page references and quotations from the Meditations are taken from the 1995 Everyman edition] In the Meditations, Descartes embarks upon what Bernard Williams has called the project of Pure Enquiry to discover certain, indubitable foundations for knowledge. By subjecting everything to doubt Descartes hoped to discover whatever was immune to it. In order to best understand how and why DescartesRead MoreEssay on David Hume On Empiricism1191 Words   |  5 PagesHume On Empiricism The ultimate question that Hume seems to be seeking an answer to is that of why is that we believe what we believe. For most of us the answer is grounded in our own personal experiences and can in no way be justified by a common or worldly assumption. Our pasts, according to Hume, are reliant on some truths which we have justified according to reason, but in being a skeptic reason is hardly a solution for anything concerning our past, present or future. Our reasoning accordingRead MoreEssay on The Proof of the Existence of God1423 Words   |  6 PagesThe Proof of the Existence of God There are many arguments that try to prove the existence of God. In this essay I will look at the ontological argument, the cosmological argument, empirical arguments such as the avoidance of error and the argument from design. There are many criticisms of each of these that would say the existence of God can’t be proven that are perhaps stronger than those saying it can be. The definition of God for which is being argued is the ChristianRead MoreNotes On Sherlock Holmes And The Scientific Community1791 Words   |  8 Pagescertain population (religious people only) (p. 72).2 When reasoning logically one most understand that not all things can be proven wrong or right. Sometimes things do not lend themselves to a right or a wrong answer. However a person can see where a line of thought leads too, which delivers a person to a certain conclusion even though it may not be a right or wrong. Every mystery and caper that Sherlock Holmes solved he credited it to deduction or elementary logic. However McGrath notes that SherlockRead MoreThe Strengths and Weaknesses of Dualism4580 Words   |  19 Pagescourse of addressing this question, the origins of the mind and body problem will be discussed, which will then permit a fully focussed evaluation of the strengths and weaknesses of Cartesian Interactionist Dualism. Whilst looking at the support for Descartes theory I will explore arguments from Madell, David Chalmers and T.H Huxley amongst others. Conversely, whilst addressing the criticism of Interactionist Dualism, I will explore the works of Ryle, Hume and Williams. Finally, the wider implicationsRead MoreDescartes Arguments for Substance Dualism2259 Words   |  10 PagesDoes Descartes provide a convincing argument for the claim that mind and matter are distinct substances Descartes’ Argument For Dualism In his Meditations Rene Descartes aimed to reconstruct the whole of science by trying to prove the distinction between mind and matter. He gives an argument from doubt, and another from conceivability. I will give a brief summary of the foundations Descartes builds his thesis on, and then looking at his arguments and whether they are capable of persuading usRead MoreThis essay will be examining the key arguments for the existence of God, in order to discuss the3100 Words   |  13 Pagesfor the existence of God, in order to discuss the claim that â€Å"it is wrong to believe in anything without sufficient evidence†- with reference to the non-existence of God. It will be exploring both a priori and an a posteriori argument for the existence of God. It will solely be concentrating on the Theological argument, Cosmological argument and the Ontological argument, in order, to analyse their significance and contribution in vindicating the claim for the existence of God. The essay will beginRead MoreAn Explanation Of An Argument Against The Absurdity Of Thinking Essay2369 Words   |  10 PagesThese sentences are also taken from the same Internet Encyclopedia of Philosophy entry. These sentences are in quotation marks, which is better than presenting them unquoted. But you don’t give the source for the quotation. Comment [JB4]: I don’t know what these sentences mean. hearsay is inarguable. Hearsay is a source, whether reliable or not depends on the source itself. The source of one’s own knowledge, sense data, and various other means of gaining relevant information to build a foundationRead MoreLogical Reasoning189930 Words   |  760 Pages............ 23 What is a Statement?............................................................................................................................ 23 What is an Argument?......................................................................................................................... 25 What is the Issue?................................................................................................................................. 28 What is a Proof?..................

Walmart Stakeholder Analysis - Solution is Just a Click Away

Question: Discuss about the Stakeholder Engagement of Walmart. Answer: Stakeholder Mapping: Figure 1: Stakeholder Identification (Source: Created by Author) Figure 2: Stakeholder Mapping (Source: Created by Author) Stakeholder Engagement: Figure 3: Stakeholder Engagement Approach (Source: Created by Author) Analyzing the stakeholders: Walmart first needs to understand that knowing all the stakeholders is not possible. The organization must take into consideration all the people and institute that directly or indirectly affect the business (Riordan Fairbrass, 2014). The requirement and engagement of different stakeholders are different. Some of the stakeholders will need to be informed and satisfied, some others are need to be engaged with the business. The community and stockholders are informed and consulted. The union labor union, government bodies, staffs are engaged directly. With the government regulation, political representatives and media, only the information are shared. Other stakeholder have low influence but high interest and those stakeholders involved within the organizational movement (Ntounis, Parker Quin, 2015). Defining Purpose: Different stakeholders are used for different purpose. In terms of developing policy, executives, stockholders, government and other stakeholders are used. Gathering product related feedback. Only the consumers are the source for this process. The organization will need to engage with the consumers for getting all the required information. Planning new outlets is a critical task. Involving consumers, employees, executives and government are essential for this purpose (Dawkins, 2015). Taking another example, refining the retail lines is one of the most crucial activity within a retail organization. Walmart will need to consider all the internal stakeholders along with the supplier for carrying out the task. From the above description it is clear that various stakeholders may involve in different projects or activities. Walmart must define each of the purpose correctly so that the stakeholders can understand their role in the activity clearly. It is not possible to control the stakeholder activities all the time (Ho, Yang Sung, 2014). Through defining the roles, it will be possible for Walmart to boost up the engagement of them as much as possible. Mapping tools to recognized stakeholders: After, the recognition of the stakeholder, and defining the purpose, the tool or method through which the stakeholder can be engaged is identified. The stakeholders will be using the tool either individually or in a group. As the rank of the stakeholder will increase, the number of users will decrease for each of the tool (Riordan Fairbrass, 2014). Taken as an example, the risk register will be used for storing the information regarding the potential risks associated with the project. Another example illustrates that the team management tool is used by the team leaders and management. No ordinary employee of the organization will be able to use this tool. Each of the tool will be accessed only by a valid id and password. This way the authorization to the tool can be established. Selection of most appropriate method and technology: Investing into a lot of methodology and technology is just loss of capital. Considering the size of the organization and its processes, selection of the minimum amount of method and technology is essential (Ho, Yang Sung, 2014). Incorporating sound technology for file and information sharing is essential for the tenement. References Dawkins, C. (2015). Agonistic pluralism and stakeholder engagement.Business Ethics Quarterly,25(01), 1-28. Ho, S. S., Yang, Y. F., Sung, T. J. (2014). Store image consistency: new insights into stakeholder engagement.Design Management Journal,9(1), 23-35. Ntounis, N. F., Parker, C., Quin, S. (2015). Stakeholder Engagement And Communicaton In UK Town Partnerships: An Empirical Study. ORiordan, L., Fairbrass, J. (2014). Managing CSR stakeholder engagement: A new conceptual framework.Journal of Business Ethics,125(1), 121-145.

Windows 3.0 Essay Example For Students

Windows 3.0 Essay Windows 3.0 With windows 3.0, you can unleash the power of your 286 or 386 computersprotected mode. Unlike earlier releases that made you purchase separate versionsof Windows for different hardware, Windows 3.0 integrates in one package threeoperating modes to derive maximum speed and functionality form your p.c. If you want to use a mix of DOS and Windows applications, you can loadseveral applications, then switch between them without returning to the DOSprompt. In fact, if youre using a 386-based computer, Windows will let DOSapplications execute simultaneously with your Windows applications.ProgramManager presents your applications as icons you can run with a click of yourmouse and allows you to set up additional icons to run DOS, as well as Windowsapplications. We will write a custom essay on Windows 3.0 specifically for you for only $16.38 $13.9/page Order now I think Windows 3.0 is an excellent jump in computer technology, buthopefully this will lead to further jumps as well!!

Dental Essay Writing Tips

Dental Essay Writing Tips For individuals interested in going to dental school, the admissions process can be a bear. From the written application to the dental essay, applying to dental school is just as difficult as applying to any medical program. Fortunately, I have a bit of experience in proofing dental statements and would like to offer some suggestions on how I believe you can write a stellar one. The biggest piece of advice I can offer towards writing dental papers is to get personal. The biggest mistake that you can make when composing a personal statement is to remain detached. A personal statement is called such because it is supposed to be about you! Write about specific personality traits that you possess use detailed life experiences to get your point across do whatever it takes to express your individuality. While it is important to be intimate in your essay, it is also crucial to deliver that intimacy in a professional package. While dental admissions directors want a glimpse into your personal life, they do not want to read a page that appears to have been ripped from your diary. Use discretion when writing your paper. Be real, be candid, but write it respectfully. A dental essay differs from other college admissions programs only in field. The same attention to detail, information, and individual voice is required. For more information about medical school essays or if you would like help in writing your nursing essay, please access the link provided. This link will direct you to an excellent personal essay resource where you can find help, tips, and info.

How to Order Greeting Cards From the White House

How to Order Greeting Cards From the White House The White House Greetings Office will send greeting cards signed by the President of the United States to commemorate special events, accomplishments or milestones free of charge to U.S. citizens. While the existence and basic function of the White House Greetings Office have remained largely unchanged over the years, each new  presidential administration may deal with greeting requests differently. However, the basic guidelines are rarely changed.   To request a greeting card from the President, just follow these guidelines from the White House Greetings Office. Trump Administration As part of the 2017 presidential transition, the White House website team has at least temporarily removed pages referencing the White House Greetings Office, including the online greeting card request form and instructions. Should the Donald Trump administration restore the online request function, the details will be posted here.  Ã‚   Alternatively, greeting cards signed by the President can be requested through the offices all U.S. Representatives and Senators. For details, either contact their offices or refer to the â€Å"Constituent Services† section of their websites. How to Submit Requests There are currently two  ways to request a presidential greeting: Requests may be submitted through the Constituent Services function of one of the U.S. Senators or U.S. Representatives from your state.Requests can also be mailed, at least six weeks in advance of the event to: White House, 1600 Pennsylvania Avenue, Washington, D.C. 20500. Guidelines for Submitting Requests U.S. Citizens Only:  The White House will send greetings to United States citizens only, for special occasions as outlined below. Advance action required:  Your request should be received at least six (6) weeks in advance of the event date. (Greetings are generally not sent after the event date, except for wedding congratulations and newborn acknowledgments.) Anniversary greetings: Anniversary greetings will be sent to couples who are celebrating a 50th, 60th, 70th or later wedding anniversary. Birthday greetings: Birthday greetings will be sent only to people turning 80 or older or veterans turning 70 or older. Other greetings: A limited number of special occasions other than birthdays and anniversaries exist for which the Greetings Office will send appropriate recognition to United States citizens. These occasions include important life events such as: Wedding (Do not  send your request until after the wedding.)Babys birth or adoption of a childRetirement after at least 30 years on the same jobEagle Scout AwardGirl Scout Gold AwardBar/Bat Mitzvah or equivalent religious occasion Required information: Please include the following in your request. Name and home address of honoree(s)Form of address (Mr., Ms., Mrs., Dr., Miss, etc.)Exact date of occasion (month, day, year)Age (birthdays) or number of years of marriageYour (the requestors) name and daytime phone numberAny specific mailing instructions if other than to honorees addressWedding (Include couples married names and current or new address) How Long Will it Take? Typically, signed greeting cards should arrive within six  weeks after being requested. The White House Office requires that requests be made at least six weeks before the date of the event to be commemorated. However, actual delivery times can vary greatly and requests should always be submitted as far in advance as possible. For example, at one point during the first term of the Obama administration, the Greetings Office announced it was â€Å"swamped† with requests and stated that it could take â€Å"several months† for requests to reach the Greetings Office and be mailed out. So, in all cases and no matter whos in the White House, the best advice is to plan ahead and order early.

Happiness Inherited or Gained (Nature vs Nurture) Essay

Happiness Inherited or Gained (Nature vs Nurture) - Essay Example There are hundreds and hundreds of things involved in the whole make up of the happiness. Your birth, your health, your parents, your achievements, your relationships etc. And as if all these things were not enough, now it is clear that your genes are also involved in the level of your happiness. responsible for your happiness [1] . The studies conducted on twins and animals show that genes matter a lot when it comes to happiness. However, at the same time these studies have also revealed that it is not just the genes but also the environment that is instrumental in shaping the personality of a human being [2] . This is a good news as it makes us hopeful that we do have a chance of being happy no matter what genes we are carrying. But it is not that easy. To achieve happiness, first of all, we have to understand what happiness is. Only after understanding what happiness actually means will we be able to be happy. Can happiness be taken out of the clutches of scientific studies and taken to a different dimension altogether? Isn’t happiness something beyond the understanding of science? And if not, then can we be courageous enough to be independent of the scientific studies and make our own way towards happiness, no matter what scientists say about our genes? Can we, in short, go beyond nature and nurture and be happy? The answer is ‘Yes’. The only need is to go beyond the strength of the genes and free ourselves of the environmental influence and take a courageous step to embrace the happiness. It is just a matter of decision, that’s it. To understand happiness, we have to understand the different aspects involved in it. We can divide

Triditional Care for Elders Research Paper Example | Topics and Well Written Essays - 2000 words

Triditional Care for Elders - Research Paper Example is a critical analysis of the health care intervention model researched by authors in the past over the effectiveness of procedures in caring for the elderly. The authors of the reference article present information from for the purpose of their research from the start. They begin by introducing the various sections of the article, such including what it covers, the objective and other key sections of the article. Further, they draw into the contents within the article to explore the sections creating the base knowledge and formulating an expectation in the readers’ mind of the features they expect to in within the context of the paper. The abstract additionally outlines the methodologies as discussed in the paper, the result presentations, findings and conclusions of the study. The others also introduce factors of keywords in the text, creating an expectation for discussion to lean along that direction as the reader explores the article. Thus, the introductory abstract is use ful in introducing the reader to the contents of the article. The growing scientific body suggests that older adults are remarkably vulnerable during the transition from hospital to home as they face a multitude of comorbid conditions as well as therapeutic regimens. From a past study, the research review, of 94 studies that occurred from 1985 to 2001 indicate that the elderly as they transit from hospital to home faced preventable poor discharge outcomes (Mary, Dorothy, Roberta, Greg, Kathleen, & Sanford, 2004). These studies provided both individual and system factors affecting the transition process. Personal factors include functional deficits, poor health behaviours, emotional and physical support and cognitive impairment. System factors include communication and follow up breakdown between providers and health agencies, inadequate caregiver education on patient and poor continuity of care (Mary et al., 2004). Thus, from the introduction, it is clear that the research has background

A bachelors degree Essay Example for Free

A bachelors degree Essay After obtaining a bachelors degree in marketing five years ago I never imagined myself going back to school and trying to pursue a masters degree in early childhood education. Every since I can think back to my childhood I have had so many great teachers. I have always value them not only as an educator but as a strong and compassionate individual. My interest in education began with my daughter, and spending a great amount of time as a parent volunteer in her classroom. In the classroom is where I developed a passion for working with kids, and helping them learn in a creative manner. I feel that children bring out the best in me. As a parent and educator I find myself not just a person who nurtures and cares for children, but someone who is excited to see children learn. I have taught my children how to be someone with good morals and ethics. I have helped them view education in most positive way. I strong believe that the early years of a childs life are crucial when it comes to education, and this is a time at which information can most effectively be absorbed. In order to ensure that our children the future of our society get the best education possible, it is vital that appropriately qualified, skilled, and knowledgeable educators are available to provide this knowledge and development. Two factors have contributed to my decision to pursue my education at the graduate level. First, by attending graduate school, I would have the opportunity pursue a position as director or admistative coordinator at a preschool. In addition, I seek further education in order to refine and improve my level of knowledge and skills educating young children. I feel that graduate school will enable me to discuss and research contemporary issues that are of chief importance to an educator practicing in todays society. 2. How do you perceive the process of graduate study in early childhood education helping you attain your personal and professional goals? The process of graduate study in early childhood education will strengthen my ability to lead as a director in quality programs in early childhood education. It will provide me with the tools and skills need to provide leadership and manage the day-to-day activities in schools, preschools, day care centers. Secondly, the process of graduate study will help me understand and perseve the importance of theories used in early childhood education. It will give me a chance to explore and apply those theories and practices used in a classroom setting. Third, the process of graduate study will help me gain knowledge so I can effectively conduct research studies pertaining to young children. Some studies which I am egger to conducted are studies concerning the long term benefits of children who attend preschool, how preschool can help in the development of children, and how teaching children though play can help children enjoy learnering. My personal benefits that I will gain from graduate study in early childhood education are, it will help me be able to understand and perceive social and cognitive development of my own children. It strengthen my relationship with my children and with children in general and, make it easier to perceive there way of thinking. 3. In what ways do you plan to make a contribution to the profession of early childhood education? As a profession of early childhood education a plan to make a difference though committing to enhancing the education, development, and well-being of young children. I will educate others about the importance of well-rounded preschool and the long term benefits it can have on a child. I plan to use what I have learned though graduate program and apply into the preschool environment. After completing graduate studies I plan to continue researching how we can continue to improve our early childhood education programs for the future generations. 4. What are your expectations from the Masters program in Early Childhood Education at California State University, Long Beach? First of all I think it would be not only an honor but a privilege for me to attend a graduate school that is so highly recognized professionally. My expectations from the Masters program in Early Childhood Education at CSULB are it will give me an opportunity to effectively communicate about theories and practices I have learned though out the program. It will give me a chance to conduct research and implement my research and incorporate that research into a preschool setting. It will broaden my understanding about the importance of cultural diversity in a classroom setting. It will give me a chance to further explore other areas which I can possible specialize in. The masters program will give me a chance to be a well recognized individual among peers and colleagues within my profession. Thinking back to my childhood, I have had many great teachers. I have always valued them not only as educators but as strong and compassionate individuals. I have helped them view education in the most positive way. I strongly believe that the early years of a childs life are crucial when it comes to education, and this is a time at which information can most effectively be absorbed. In order to ensure that our children, the future of our society, get the best education possible, it is vital that appropriately qualified, skilled, and knowledgeable educators are available to provide this knowledge and development. First, by attending graduate school, I would have the opportunity pursue a position as director or administrative coordinator at a preschool. It will provide me with the tools and skills needed to provide leadership and manage the day-to-day activities in schools, preschools, and day care centers. Secondly, the process of graduate study will help me understand and perceive the importance of theories used in early childhood education. Some studies which I am eager to conduct are studies concerning the long term benefits of children who attend preschool, how preschool can help in the development of children, and how teaching children through play can help them enjoy learning. The personal benefits that I will gain from graduate study in early childhood education include understanding and perceiving social and cognitive development in my own children, strengthening my relationship with my children and with children in general and, making it easier to perceive their way of thinking. This sounds rather repetitive; you are overusing perceive and being a little too general here. As a professional in early childhood education, I plan to make a difference though committing to enhancing the education, development, and well-being of young children. I will educate others about the importance of well-rounded preschool and the long term benefits it can have on a child. I plan to use what I have learned through my graduate program and apply it to the preschool environment. After completing graduate studies I plan to continue researching how we can continue to improve our early childhood education programs for the future generations. Again, this is rather vague. First of all, I think it would be not only an honor but a privilege for me to attend a graduate school that is so highly recognized professionally. My expectations from the Masters program in Early Childhood Education at CSULB are that it will give me an opportunity to effectively communicate about theories and practices I have learned throughout the program. It will give me a chance to conduct research and implement my research and incorporate it into a preschool setting. It will give me a chance to further explore other areas in which I can specialize. The masters program will give me the chance to be a well recognized individual among peers and colleagues within my profession. Try to come up with some more specific goals. When you are vague, it makes it sound as if you really dont know much about the field you want to specialize in. You might want to read some articles about issues in early childhood educationwhat is controversial in the field? what is cutting edge? and include some information you have gained from your reading, to show that you are well-versed in this area.

Conflict Between Efficiency and Sense of :: Philosophy Philosophical Essays

Conflict Between Efficiency and Sense of "Ludus" ABSTRACT: Efficiency is a highly considered virtue, especially in our contemporary technological society. It appears to be opposed to the sense of ludus (playfulness) that is greatly valued in Brazilian culture. Is this conflict real? Is it a definite impediment to modernization? This paper deals with this apparent conflict of values, trying to find a way toward a harmonious integration of them. Efficiency is shown as the virtue of a culture turned toward modernity. It is therefore highly prized in contemporary business administration theories. It is also shown that the whole of modern society is oriented toward technological advance and it consequently tends to value efficiency above all other values. Considering other values found in different cultures, there needs to be a better knowledge of them. This study establishes ludus as a typical value of Brazilian culture. An analogy is drawn between the sense of playfulness described and praised by Brazilian authors, and the sense of de tachment from technology proposed by Jacques Ellus as a condition for creating a real civilization with technological progress. Efficiency is a value highly considered, particularly in our contemporary technological society. It is apparently opposed to the sense of "ludus" that is greatly valued in Brazilian culture. "Ludus" comes from the Latin word meaning playfulness. Is the conflict between efficiency and sense of "ludus" a real conflict? Is it a definite impediment to technological development? This paper intends to show that the conflict is in fact apparent, the values being contrary and not contradictory. There is a way of integrating them. Efficiency is highly prized in a culture turned toward productivity. It is therefore cultivated in contemporary business administration theories. It also tends to be prized above all other values in modern society, as society is more and more oriented toward technological advancement. On the other hand, Brazilian writers have time and again described and praised the value of a sense of "ludus", playfulness, therefore indicating that it is a value of their own culture. It might be said that a strong sense of playfulness, "ludus", would be an impediment towards fully entering modern society and assimilating modern values. To solve the problem, an analogy is drawn between the sense of playfulness, "ludus", described and praised by Brazilian authors, and the sense of detachment proposed by Jacques Ellul as a condition for bringing about real civilization with technological progress. Thus, a claim is made that a "ludical" sense, rather than being an impediment to modernization, is a way to overcome the dangers of uncritical technological development. Conflict Between Efficiency and Sense of :: Philosophy Philosophical Essays Conflict Between Efficiency and Sense of "Ludus" ABSTRACT: Efficiency is a highly considered virtue, especially in our contemporary technological society. It appears to be opposed to the sense of ludus (playfulness) that is greatly valued in Brazilian culture. Is this conflict real? Is it a definite impediment to modernization? This paper deals with this apparent conflict of values, trying to find a way toward a harmonious integration of them. Efficiency is shown as the virtue of a culture turned toward modernity. It is therefore highly prized in contemporary business administration theories. It is also shown that the whole of modern society is oriented toward technological advance and it consequently tends to value efficiency above all other values. Considering other values found in different cultures, there needs to be a better knowledge of them. This study establishes ludus as a typical value of Brazilian culture. An analogy is drawn between the sense of playfulness described and praised by Brazilian authors, and the sense of de tachment from technology proposed by Jacques Ellus as a condition for creating a real civilization with technological progress. Efficiency is a value highly considered, particularly in our contemporary technological society. It is apparently opposed to the sense of "ludus" that is greatly valued in Brazilian culture. "Ludus" comes from the Latin word meaning playfulness. Is the conflict between efficiency and sense of "ludus" a real conflict? Is it a definite impediment to technological development? This paper intends to show that the conflict is in fact apparent, the values being contrary and not contradictory. There is a way of integrating them. Efficiency is highly prized in a culture turned toward productivity. It is therefore cultivated in contemporary business administration theories. It also tends to be prized above all other values in modern society, as society is more and more oriented toward technological advancement. On the other hand, Brazilian writers have time and again described and praised the value of a sense of "ludus", playfulness, therefore indicating that it is a value of their own culture. It might be said that a strong sense of playfulness, "ludus", would be an impediment towards fully entering modern society and assimilating modern values. To solve the problem, an analogy is drawn between the sense of playfulness, "ludus", described and praised by Brazilian authors, and the sense of detachment proposed by Jacques Ellul as a condition for bringing about real civilization with technological progress. Thus, a claim is made that a "ludical" sense, rather than being an impediment to modernization, is a way to overcome the dangers of uncritical technological development.

Learning Coaching Supporting Young people Essay

1. Understand and implement the mentoring process My experience as a Learning Coach has led my sessions to move on from one to one with each student and can now include Group sessions. Group sessions involving a small group can be as effective when compared to one to one interaction. Before the group is brought together I can decide on which students might interact better with each other, for example a group I have worked with included 2 boys and 2 girls who didn’t know each other well in the school but were all studying the same subject, I considered if any prejudgement would prevent the group from bonding so chose this setup. The first session involved planning the steps that would be involved and purpose for having them in a group environment. I set goal deadline to meet within the group so they were aware of how long the time period would be, in this case 4 sessions over 4 weeks. The goal I had set was to discuss revision techniques and different Learning styles with, by the fourth week I hoped to have achieved an understanding for how they can motivate each other while learning from each other. As a group they had all been properly introduced to one another and indentified key areas they were struggling in with the particular subject they had in common. I used a group exercise where they created two spider diagrams labelling the parts they like and didn’t like in the subject, they were quick to indentify similar areas they were either stronger or weaker in as a group. Following the previous session I had each member of the group complete a VAK (Visual Auditory Kinesthetic) Questionnaire to indentify their own Learning Style. They all came out stronger in the Visual/Auditory side of learning and I showed them techniques such as using diagrams and bright colours, discussing topics as a group and making short notes that can be revisited. Each member of the group seemed keen to get involved and contribute their own ideas as we went along. To keep motivation high I always used positive comments as they worked, having the understanding and deadline established at the beginning helped them reach the goal and work together As the group reached the final session we reviewed the work involved and how they had achieved the understanding of what was set out. I asked them to explain by each of them writing 3 key points they had learned that could involve either what they had learnt about Learning styles or about the subject they had applied them in. Although each member had remembered a different point they realised the potential in working as a group. 2. Be able to organise and initiate mentoring support in group settings For a group to come together efficiently you have to consider how they will function as a whole. Will the members of the group bond immediately or will it take some time to reach a normality. You can help this process come together by developing techniques such as creating a Poster or Spider Diagram together about something in common. This will help ease any tension and allow you to see the more dominant members in the group and who might sit back during the process. Bruce Tuckman developed a model that looks at the stages of group development (Web Ref 1) 1. Forming: The group comes together and gets to initially know one other and form as a group. Can be a very important stage as it allows the group to see who is more dominant and how they will work together. 2. Storming: A chaotic Vying for leadership and trialling of group processes This can lead to confrontation in the group if somebody is seen not to get along with the others. Problems in this area would arise from individuals giving a different opinion or idea on how to do the task set before them. 3. Norming: Eventually agreement is reached on how the group operates (norming) Possibly a leader in the group is set out who takes charge. The group might have specific tasks that each of them are focusing on. 4. Performing: The group practices its craft and becomes effective in meeting its objectives. Now that the group can work together they focus on the tasks and perform what they grouped together to achieve. 5. Adjourning: The process of â€Å"unforming† the group, that is, letting go of the group structure and moving on. As it was important for each of them to get together and understand it’s important to leave the process effectively. They each need to recognise what they have done and hopefully be proud of their achievements. Coming away from a group badly can affect future group processes. (Web Ref 1) This model of how a group evolves with each other briefly describes how they operate from the beginning to the end of the group process. Being the Learning Coach allows you to have a unique position in the group allowing you to take on any position you see suitable. It’s advisable to set ground rules for them to follow, these could be to be open and honest, keeping confidentiality within the group, not letting each other down or just respecting each other. With these sort of ground rules in place you can take a position of just watching the group or be a member of the group, if you feel they need some guidance raise the issue they are concerned with and put them on the right path. It is important to consider what differences might be there for the group, so with the ground rules and having them focus on themselves as a whole and trust and respect each other can be a main focus. With some students coming from different backgrounds and diversity’s or having issues they might not want to talk about in a group environment can put a block on the groups progress. Don’t pressure them into these kind of topics and let the group flow naturally. 3. Analyse the mentoring skills, experience and qualities you used in this group setting. When I deal with any students I always try to be friendly and make them feel comfortable to talk in front of me while being professional. I understand that the students will often look to me for guidance so I make sure not to be judgemental towards any of the group members and give everyone a fair chance. Hopefully this will promote them in doing the same to each other. While my role in the group was more observational I did question them from time to time, making sure they were on the right path and understood what they had said. While talking with them I did try and avoid using questions that lead to a yes or no answer, asking them to explain, once they explained it to me I would try and relate to them personally. My observation in the group kept them disciplined and focused more on the task. I didn’t have to be talking for them to know I was there. I didn’t want to be intimidating them either, I would occasionally agree and give my opinion on something they said to see if I was following correctly and more importantly they knew I wasn’t ignoring them. At the beginning of the time together we set out a goal that they all had in common. Something they all felt they could benefit from. I picked them all for this group originally because of that reason. The goal deadline was set out from the start for them to know when it would definitely be coming to an end. I hoped that from the sessions they would have learned everything they needed to and not need to come back to me. I have always said I keep an open door policy and if they needed to see me individually I would open it up as a new session time and new goal, this way they can understand that it’s not being dragged on from the previous time. 4. Be able to review the outcomes of the mentoring process With my Learning Coach group sessions what went well was discussing the matters with them and being a guide to keep them on the right track. The discipline was always fair and I never had to take any real precautions just focus them on the goal in sight. With future groups I will try to focus more on achieving a greater goal. I possibly set the goal to easily for them to achieve but this is hard to see when you don’t know how the group will work with each other. I would also try and give some kind of reward incentive to give them more of a morale boost throughout the sessions. I didn’t present them with anything that could give them real pride in what they did other than knowing themselves what they achieved. I will consider giving them achievement points on the school system to acknowledge how well they have done. My overall support I felt was just the right amount. I didn’t want to take total control of the group so I focused more on guidance to push them in the right direction. I may possibly in the future take more control of a group if I feel they are not going to achieve their goal within the deadline or not focusing on the task in hand. I would like to involve a different group activity for them to start with. The activity I have given them may not appeal to everyone. I would like to arrange a few activity’s they could pick from. I asked the group afterwards how they felt the process went. They were generally happy with the result but were not sure if they would bother to use it when not in these group sessions. One individual was not happy with not being listened to and felt she would have directed her time in a different area to what the group decided on. I might consider making the groups smaller so that others get a chance to say something rather then just listening to others.

The Blue Sword CHAPTER TWO

Harry and Lady Amelia took their leave, and the older woman closed the breakfast-room doors with a sigh. Harry smiled. Lady Amelia turned back to her in time to see the smile, and returned it ruefully. â€Å"Very well. We will leave the men to do their uncomfortable waiting alone. I am going to visit Mrs. McDonald, you are going to go riding with Beth and Cassie and bring them back here for luncheon.† â€Å"Perhaps under the circumstances – † began Harry, but Lady Amelia shook her head. â€Å"I see no reason why you should not. If he is here, those girls have very pretty manners, and are just whom I would invite if we were to give a formal dinner. And – † here her smile broadened and became as mischievous as a girl's – â€Å"if he has brought his thousand best men, we shall be terribly short of women, and you know how I dislike an unbalanced table. I shall have to invite Mrs. McDonald as well. Have a pleasant ride, dear.† Harry changed into her riding-clothes, mounted her placid pony, already bridled and saddled and held for her by one of the Residency's many servants, and rode off in a thoughtful mood toward her meeting with her two friends. She wondered first what and how much she should tell Cassie and Beth; and, second, found herself hoping that this Corlath would stay at least long enough for her to see him. Would a witch-king look any different than any other man? The sun was already hot. She pushed her hat back long enough for a cautious squint at the sky. It was more dun-colored than blue, as if it, like everything else near Istan, were faded by the fierceness of its sun. It looked as hard as a curved shell overhead, and brittle, as if a thrown lance might pierce it. The placid pony shuffled along, ears flopping, and she stared out over the sands. The woods to the west of her father's house were old, hundreds of years old, tangled with vine and creeper. Ancient trees had died and, not having room to fall, crumbled where they stood. No landlord had thought the old forest worth clearing and the land put to use; but it had made a wonderful jungle for herself and Dickie as children, to be bandits in, and hunt dragons through. Its twisted shadows had always been welcome to her; when she grew older she liked the feeling of great age that the forest gave her, of age and of a vast complicated life that had nothing to do with her and that she need no t try to decipher. The desert, with the black sharp-edged mountains around it, was as different from what she was accustomed to as any landscape could be; yet she found after only a few weeks in Istan that she was falling by degrees in love with it: with the harsh sand, the hot sun, the merciless gritty winds. And she found that the desert lured her as her own green land never had – but what discovery it lured her toward she could not say. It was an even greater shock to realize that she was no longer homesick. She missed her occupation; and even more she missed her father. She had left so soon after the funeral that it was difficult to believe that he was dead, that he was not still riding around his estate in his shabby coat, waiting for her to return. Then she found that she remembered her parents together again; as if her mother had died recently, or her father five years ago – or as if the difference, which had been so important, no longer mattered. She didn't dream of honeysuckle and lilac. She remembered them with affection, but she looked across the swirled sand and small obstinate clumps of brush and was content with where she was. A small voice whispered to her that she didn't even want to go Home again. She wanted to cross the desert and climb into the mountains in the east, the mountains no Homelander had ever climbed. She often speculated about how other people saw the land here. Her brother never mentioned it one way or another. She was accustomed to hearing the other young people refer to â€Å"that hateful desert† and â€Å"the dreadful sun.† Beth and Cassie didn't; they had lived in one part or another of Daria for most of their lives – â€Å"except the three years our mother took us Home, to acquire polish, she said† – and to both of them, Darian sun and Darian weather, whether it be on the fertile red earth of the south, with the eternal fight against the jungle to keep the fields clear, or the cool humid plateaus of the orange plantations, or the hot sand of the northeast Border, were simply things that were there, were part of their home, to be accepted and adjusted to. Harry had asked them how they liked the Homeland, and they had had to pause and think about it. â€Å"It was very different,† Cassie said at last, and Beth nodded. Cassie started to say something else, stopped, and shrugged. â€Å"Very different,† she repeated. â€Å"Did you like it?† pursued Harry. â€Å"Of course,† said Cassie, surprised. â€Å"We've liked all the places we've lived,† said Beth, â€Å"once we made some friends.† â€Å"I liked the snow in the north,† offered Cassie, â€Å"and the fur cloaks we had to wear there in the winter.† Harry gave it up. The older people at the station seemed to put up with the land around them as they would put up with any other disadvantage of their chosen occupation. Darian service, civilian and military, bred stoicism in all those who didn't give up and go Home after the first few years. The Greenoughs' making-the-best-of-it attitude was almost as tangible as mosquito netting. Harry had once won an admission from Mr. Peterson, Cassie and Beth's father. There were several people to dinner at the Residency that evening, among them the Petersons. Mr. Peterson had been seated across from her at dinner, and had not appeared to pay any attention to the conversation on the other side of the table. But later in the evening he appeared at her side. She was surprised; he spoke rarely enough at social gatherings, and was notorious around the station for avoiding young unattached ladies, including his daughters' friends. They sat in silence at first; Harry wondered if she should say anything, and if so, what. She was still wondering when he said: â€Å"I couldn't help hearing some of what that young chap next to you was saying at dinner.† He stopped again, but this time she waited patiently for him to continue and did not try to prompt him. â€Å"I wouldn't pay too much attention, if I were you.† The young chap in question had been telling her about the hateful desert and the dreadful sun. He was a subaltern at the fort, had been there for two years and was looking forward to his escape in two more. The subaltern had continued: â€Å"But I wouldn't want you to think we have no change of seasons here. We do: we have winter. It rains steadily for three months, and everything gets moldy, including you.† Mr. Peterson said: â€Å"I rather like it here. There are those of us who do.† He then stood up and wandered away. She had not spoken a word to him. But she remembered what he said later as she realized that she too was becoming one of those who liked it here. She pondered who else might belong to their select club. It was a game, and she amused herself with it when she ran out of polite conversation. She took mental note of all those who did not complain of the heat, the wind, the unequal rainfall; and then tried to separate those like herself who actually enjoyed being scratchy with blown sand and headachy from glare, from those like Cassie and Beth who were merely cheerfully adaptable. Harry at last settled on Colonel Dedham as the most likely member of her club, and began to consider if there was any way to broach the subject with him. She thought that perhaps there was a club rule that read, Thou shalt not speak. But her chance came at last, less than a fortnight before Corlath's messenger arrived at the Residency at four a.m. It was at another small dinner party at the Greenoughs'. When the gentlemen brought themselves and an appalling reek of Sir Charles' finest cigars into the drawing-room to join the ladies, Colonel Dedham came across the room and tossed himself down on the window-seat beside Harry. She had been looking out at the mysterious white pools the moon poured across the desert. â€Å"Open the window a bit,† he said, â€Å"and let some of this smoke out. I can see poor Amelia being brave.† â€Å"Cigars should be like onions,† she said, unfastening the catch and pushing back the pane. â€Å"Either the whole company does, or the whole company does not.† Dedham laughed. â€Å"Poor Melly! She would spoil many a party, I fear. Have you ever smoked a cigar?† She smiled, with a glint in her pale eyes, and he reflected that some of the young men had labeled her cold and humorless. â€Å"Yes, I have: that is how I know. My father was used to giving dinners for his hunting friends, and I would be the only woman there. I was not going to eat in my room, like a punished child, and I liked to stay and listen to the stories they told. They permitted themselves to become accustomed to my presence, because I could ride and shoot respectably. But the smoke, after a few hours, would become unbearable.† â€Å"So your father – ?† prompted Dedham. â€Å"No, not my father; he taught me to shoot, against his better judgment, but he drew the line at teaching me to smoke. It was one of his friends – Richard's godfather, in fact. He gave me a handful of cigars at the end of one of these very thick evenings and told me to smoke them, slowly and carefully, somewhere that I could be sick in private. And the next time the cigars went around the table, I was to take one for myself – and he'd help me stand up to my father. It was the only way to survive. He was right.† â€Å"I shall have to tell Charles,† said Dedham, grinning. â€Å"He is always delighted to find another cigar-lover.† Her gaze had wandered again to the moonlight, but now she turned back. â€Å"No, thank you, Colonel. I am not that. It was the stories that made it worth it. I only appreciate smoke when I'm seeing things in it.† â€Å"I know what you mean, but you must promise not to tell Charles that,† he replied. â€Å"And for heaven's sake call me Jack. Three months is quite long enough to be called Colonel more often than business demands.† â€Å"Mmm,† she said. â€Å"Cassie and Beth do it very nicely. Say ‘Jack.' â€Å" â€Å"Jack,† she said. â€Å"There, you see? And for your next lesson I will walk across the room and ask you to say it again, and you will see how quickly I turn around and say ‘Yes?' â€Å" She laughed. It was hard to remember that Dedham was a few years older than Sir Charles; the latter was portly and dignified and white-haired. Dedham was lean and brown, and what hair he had left was iron grey. Sir Charles was polite and kind; Dedham talked to one like a friend. â€Å"I see you staring out of the windows often, at our Darian wilds. Do you see yew hedges and ivy-grown oak and, um, cattle and sheep in green pastures?† She looked down at her lap, a little uneasily, because she had not thought she was noticed; but here was her chance. She looked up. â€Å"No. I see our Darian wilds.† He smiled a little at the â€Å"our.† â€Å"You're settling in, then? Resigned to too much sun all of the time – except for when there is too much rain? But you haven't seen our winter yet.† â€Å"No – no, I haven't. But I'm not resigned.† She paused, surprised at how hard it was to say aloud, and her club's first law floated across her mind. â€Å"I like it. I'm not sure why, but I like it here.† The smile disappeared and he looked at her thoughtfully. â€Å"Do you?† He turned and looked out of the window himself. â€Å"There aren't many of us who do. I'm one – you must have guessed that I love the desert. This desert. Even in winter, and the three weeks of jungle after the rain stops and before the sun gets a good hold again. Quite a lot of my griping about being the oldest colonel still active is noise only; I know that if they promoted me they'd almost certainly promote me away from here – to one of the more civilized parts of this uncivilized land. Most of Daria is not like this, you know.† He paused. â€Å"I don't suppose that means very much to you.† â€Å"But it does.† He frowned a little, studying her face. â€Å"I don't know whether to say you're very fortunate or very unfortunate. We're strangers here, you know – even I, who've been here forty years. This desert is a little piece of the old Damar. It's not even really under our jurisdiction.† He smiled wryly. â€Å"Not only can we not understand it, we are not able to administer it.† He nodded toward the window. â€Å"And the mountains beyond. They stand there, looking at you, and you know you'll never climb them. No Homelander ever has – at least to return to tell the tale.† She nodded. â€Å"It is not a comfortable passion.† He chuckled. â€Å"No; not a comfortable passion.† â€Å"Is that why no one ever mentions it? One hears enough for the other side.† â€Å"God! Don't I know it. ‘Only four hundred and ninety-six days till I get out of this sand pit.' Yes, I suppose so. It's a strange country, especially this corner of it, and if it gets too much in your blood it makes you strange too. And you don't really want to call attention to it.† She recalled that conversation as she rode; and now she saw Cassie and Beth jogging toward her. She was thinking again of Corlath, and trying to recall what little she knew of the Free Hillfolk. Jack had been reluctant to talk about them, and his evasiveness led her to believe that he knew quite a lot about them, because he was always open about saying he didn't know something. He was trying to spare her, perhaps, from her uncomfortable passion. Oh, glory, she thought, and with a quick leap her curiosity transformed itself into excitement: I do hope he's there when we get back. The question of what to tell her friends died painlessly. As soon as their ponies came abreast Beth said: â€Å"Is he here yet?† Harry was expecting a good-morning-and-how-are-you and for a moment didn't know who was meant. â€Å"Corlath,† said Cassie. â€Å"Jack came to our house to see Daddy before breakfast, told him to go up to the Residency, that they would need him there.† Mr. Peterson and Jack Dedham were the only people in the station who knew Hill-speech even passably fluently. Most Darians who had much contact with Homelanders learned Homelander. Harry had picked up a few Darian words, but only a few; no Homelander had thought to write a Darian grammar for general use, and when she inquired further was told that there was no need for her to learn it. The only person who encouraged her, and who had taught her the words she did know, was Jack Dedham, and he had not the time to spare for more. Sir Charles was reasonably articulate in Darian speech, but uncomfortable about it. He felt a responsible commissioner should know the language of those he oversees, but it made him no happier to fulfill his own expectations. He kept an interpreter near at hand. â€Å"Corlath,† breathed Beth, as if the name were a charm. â€Å"Daddy says that the Hillfolk have never liked us much – â€Å" â€Å"We've always known that,† put in Cassie. † – so he'll probably slip in and out again and we'll never even see him.† â€Å"I've permission to invite you to lunch,† said Harry. â€Å"If he's there at all, we'll see him.† â€Å"Oh, how wonderful!† said Beth. â€Å"Surely even he won't have finished his business before lunch. Let's not ride far; we should see something when he comes, and then we'll know when to ride back. It's very tiresome to have a real king come to visit and not even have an excuse to meet him.† â€Å"Do you know anything of the Free Hillfolk?† said Harry. They rode at an angle away from the Residency, where they could keep an eye on it over their shoulders. â€Å"I don't. No one will tell me anything.† They both laughed. â€Å"The Hillfolk are the best-kept secret in Daria,† said Cassie. â€Å"I mean, we know they exist. Some of them come here – to the station, I mean – for the spring Fair.† Harry looked at her. â€Å"Oh, surely Lady Amelia has told you about our pair,† Cassie said. â€Å"After three months of the rains we come out of hiding and work off our foul temper by holding a Fair – â€Å" † – where we sell to each other all the ridiculous little bags and bonnets and dolls and footstools that we've made during the rains to keep from going mad because we couldn't go out,† Beth continued. â€Å"Yes, most of it is nonsense. But everyone is very gay for the first two or three weeks after the rain stops. The weather is cool enough – the only time all year you can go out even at midday; and there're green things growing up from the ground, and everything you own is spread on the roofs and hanging from the windowsills, and they're green too,† Cassie added with a grimace. â€Å"We decorate the streets and the square with paper flowers and real flowers, and banners and ribbons, and the whole town looks like it's on holiday, with the dresses and blankets hanging out everywhere. We do have real flowers here – besides the eternal pimchie – although nothing like what you're used to at Home, I daresay. Everything grows tremendously for two weeks, so for the third week, Fair week, everything is green and blossoming – even the desert, if you can believe it.† â€Å"Then of course the sun kills everything again. That's the fourth week. And you know what it's like here the rest of the time.† â€Å"Yes, but the Fair – everyone comes to the Fair. The Hillfolk too, a few of them, although never anyone very special. Certainly never the king. And it's not all the bead purses that our sort has been making in despair. There are always some really lovely things, mostly that the Darians themselves have made. Even the servants aren't expected to do as much, you know, during the rains. After the first few weeks you're far too cross yourself to give many orders to anyone else.† â€Å"But mostly the best things come up from the south. It's only Way up here that the weather's so ridiculous, but the south knows about our Fair, and the merchants know that when we break out of winter prison we're so mad with our freedom that we're fit to buy anything, so they come up in force.† â€Å"There are Fairs, or celebrations of spring of one kind or another, all around here, but ours is the biggest.† â€Å"Well,† said Beth, â€Å"we've the biggest in things to buy and so forth; and we're the only Homelander station up here. But there're quite a number of Darian villages around here, and they take spring very seriously. Lots of singing and dancing, and that kind of thing. And they tell the most beautiful stories, if you can find someone to translate into Homelander. Which isn't often.† â€Å"We have singing and dancing too,† said Cassie. â€Å"Yes, I know,† said Beth slowly; â€Å"but it's not the same. Our dancing is just working it off, after being inside for so long. Theirs means something.† Harry looked at her curiously. â€Å"You mean asking the gods for a good year – that kind of thing?† â€Å"I suppose so,† said Beth. â€Å"I'm not quite sure.† â€Å"No one will talk about anything really Darian to Homelanders,† said Cassie. â€Å"You must have noticed it.† â€Å"Yes – but I'm new here.† â€Å"You're always new here if you're a Homelander,† said Cassie. â€Å"It's different in the south. But we're on the Border here, and everyone is very aware that Freemen live in those Hills you see out your windows every day. The Darians that do work for you, or with you, are very anxious to prove how Homelander they really are, and loyal to all things Homelander, so they won't talk; and the others won't for the opposite reasons.† â€Å"You're beginning to sound like Daddy,† said Beth. â€Å"We've heard him say it all often enough,† Cassie responded. â€Å"But the Hillfolk,† said Harry. â€Å"Yes. The one thing I suppose we all have in common is a joy in those three short weeks of spring. So a few Hillfolk come to our Fair.† â€Å"They don't act very happy, though,† said Beth. â€Å"They come in those long robes they always wear – over their faces too, so you can't see if they're smiling or frowning; and some of them with those funny patched sashes around their waists. But they do come, and they stay several days – they have the grandest horses you've ever seen. They pitch camp outside the station, and they always set guards, quite openly, as if we weren't to be trusted – â€Å" â€Å"Maybe we aren't,† murmured Cassie. † – but they never sell their horses. They bring the most gorgeous tapestries, though, and embroidered sashes – much nicer than the cut-up ones they wear themselves. These they sell. They stalk around the edge of the big central square, the old marketplace, carrying all this vivid stuff, while the rest of us are laughing and talking and running around. It's a bit eerie.† â€Å"No it's not,† said Cassie. â€Å"You listen to the stories too much.† Beth blushed. After a pause she said, â€Å"Do you see anything at the Residency?† â€Å"No,† said Harry. â€Å"What stories?† There was another pause while Cassie looked at Beth and Beth looked at her pony's mane. â€Å"My fault,† said Cassie presently. â€Å"We're not supposed to talk about them. Daddy gets really annoyed if he catches us. The stories are mostly about magic. Corlath and his people are supposed to be rotten with it, even in this day and age, and Corlath himself is supposed to be more than a little mad.† â€Å"Magic?† said Harry, remembering what Dedham had said earlier. â€Å"Mad?† He hadn't said anything about madness. â€Å"How?† They both shrugged. â€Å"We've never managed to find out,† said Cassie. â€Å"And we can usually wring what we want to know out of Daddy eventually,† said Beth, â€Å"so it must be something pretty dreadful.† Cassie laughed. â€Å"You read too many novels, Beth. It's just as likely that Daddy won't talk about it because he refuses to admit it might be real – the magic, I mean. Jack Dedham believes it – he and Daddy argue about it sometimes, when they don't think anyone else is around. The madness, if that's what it is, is tied up somehow in the king's strength – in return for having power beyond mortal men or some such, he has to pay a price of some kind of mad fits.† â€Å"Who reads too many novels?† said Beth, and Cassie grinned. â€Å"It does rather catch the imagination,† she said, and Beth nodded. â€Å"No wonder you're so eager to set eyes on him,† said Harry. â€Å"Yes. I know it's silly of me, but I feel maybe it'll show somehow. He'll be eight feet tall and have a third eye in the middle of his forehead,† said Beth. â€Å"Heavens,† said Harry. â€Å"I hope not,† said Cassie. â€Å"Well, you know how the legends go,† said Beth. â€Å"No, not really,† said her sister repressively. â€Å"Even when Daddy is willing to translate some, you can tell by the pauses that he's leaving a lot out.† â€Å"Yes, but even so,† persisted Beth. â€Å"The old kings and queens were supposed to be taller than mortal – â€Å" â€Å"The Darians are mostly shorter than we are, at least the ones we see,† interrupted Cassie. â€Å"A king could look quite ordinary to us and be very tall for them.† † – and you can tell the royal blood by something about the eyes.† There was another pause. Harry said, â€Å"Something?† Again they both shrugged. â€Å"Something,† said Beth. â€Å"That's one of the things Daddy always leaves out. Like the madness.† â€Å"You're hoping he'll froth at the mouth,† said Cassie. Beth threw a peevish look at her sister. â€Å"No. I'll settle for the third eye.† This conversation had taken them well away from the outlying houses of the station, and the dust kicked up by their ponies' feet was giving up even the pretense of being anything other than desert sand. A silence fell; Cassie suggested a canter, which was duly accomplished. The sun was hot enough that when they pulled up again, after only a few minutes, the ponies' shoulders were dark with sweat. Harry sent another of her long looks across the desert, and had to squint against the shivering light. â€Å"Do you think we might turn back now?† Beth asked wistfully, shading her eyes with an elegantly white-gloved hand. Harry grinned. â€Å"We can spend the rest of the morning in my sitting-room, if you like. It overlooks the front door, you know.† Beth gave her a grateful look, Cassie chuckled; but they all three turned their ponies' heads with dispatch and sent them jogging homeward as quickly as the heat would allow. By the time they reached the suggestion of shade offered by the thin determined trees marking the outskirts of the station proper, Harry was hot and slightly headachy, and cross with herself for rushing back for no reason. Nothing could have escaped their notice; the Residency stood a little apart from the rest of the station, in its own grounds, and the road that ended at its front door had been under their eyes for the entire ride. They had been gone only a little over an hour. Harry considered suggesting that they meet again after another hour, time enough to change and have a bath; in her present condition she didn't feel like meeting any kings, mad or otherwise. But she stole a glance at Beth and saw how anxious she was not to miss anything; and she thought, Oh well, I can wash my face at least, and we can all have some cold lemonade, and watch the front door in comfort. The horses walked slowly up the street to the Residency. Cassie pulled off her hat and fanned herself with it. Harry shut her eyes for a moment. An execrable habit, she told the insides of her eyelids. What if this fat sleepy fourposter with ears and a tail should bolt, or shy suddenly? What if the sky should fall? responded the insides of her eyelids. The fourposter stopped dead in the road and raised its head a few inches just as Beth said in a strangled whisper: â€Å"Look.† Harry and Cassie looked. They had come nearly to the end of the road; what was left was the broad circle in front of the Residency, suitable for turning carriages in, or forming up half a regiment. Off to one side, where the tall house cast a little shade, seven horses and one man stood. The horses stood in a little semicircle around the man, who sat cross-legged near the wall of the house. They stood quietly, stamping a foot now and then, and occasionally one would put out its nose to touch the man; and he would stroke its cheek a moment, and it would raise its head again. The first thing Harry noticed was the beauty of these animals; not a one was less than sixteen hands high, with long clean legs and tails that nearly touched the ground. Three were chestnuts, their coats shining even in the dusty shadow; one grey, one dark bay, one golden dun; but the finest horse stood farthest from three fat ponies standing foolishly in the carriage drive. He was a blood bay, red as fire, with b lack legs and tail; he stood aloof from the other horses and ignored the man at his feet. He stared back at the newcomers as if it were his land he stood on, and they intruders. As the other horses slowly swung their heads around to see what their leader was looking at, Harry noticed something else: they wore no bridles. â€Å"He's here,† said Cassie flatly. Beth drew a deep breath. â€Å"How?† she said. â€Å"Look at those horses,† said Harry, and the longing in her voice was so clear that even she heard it. Cassie looked away from the impossible sight of seven horses that had made their way invisibly across a bleak desert right in front of three people who were looking for them, and smiled with sympathy at her friend. â€Å"Haven't you ever seen a Hill horse before? They're supposed to be the finest in Daria.† â€Å"And they never sell them,† said Harry, remembering. Cassie nodded, although Harry's eyes never left the horses. â€Å"Jack Dedham would give an arm even to ride one once.† â€Å"No bridles,† said Harry. â€Å"No stirrups, either,† said Cassie, and Harry saw that this was true. They wore saddles that were little more than padded skins, cut and elegantly rolled; and she could see the gleam of embroidery on girths and pommels. Not a horse moved from its place in the semicircle, although all now, with the man, watched the three ponies and their riders. â€Å"Horses,† said Beth disgustedly. â€Å"Don't you understand what they mean? They mean that he's here already, and we never noticed a thing. If that's not magic, what is?† She prodded her pony forward again. Cassie and Harry followed slowly and stopped before the steps. Three stable boys appeared, ready to take the ponies back to the stable behind the house. Harry's feet had only just touched the ground – the boy hovering anxiously to one side, since he had learned through bitter experience that this Homelander did not wish to be assisted while dismounting – when there was a commotion at the entrance to the house. Harry turned around in time to see the heavy door thrown violently open, so that its hinges protested; and out strode a man dressed in loose white robes, with a scarlet sash around his waist. Several more figures darted out in his wake, and collected around him where he paused on the verandah. He was the axis of a nervous wheel, moving his head slowly to examine the lesser people who turned around him and squeaked at him without daring to come too near. With a shock Harry recognized four of these small mortals: Sir Charles and Mr. Peterson, Jack Dedham and her own brother, Richard. The man in white was tall, though no taller than Richard or Sir Charles. But there was a quivering in the air around him, like the hea t haze over the desert, shed from his white sleeves, cast off by the shadows of his scarlet sash. These who stood near him looked small and pale and vague, while this man was so bright he hurt the eyes. More men came quietly out behind the Homelanders and stood a little to one side, but they kept their eyes on their king. He could be no one else. This must be Corlath. Harry took a deep breath. He didn't look insane or inhuman. He did look uncooperative. He shook his head and frowned at something someone said, and Sir Charles looked very unhappy. Corlath shrugged, and made a sweeping movement with his arms, like a man coming out of a forest gratefully into the sunlight. He took a long step forward to the edge of the verandah. Then Dedham took two quick steps toward him and spoke to him, a few words only, urgently; and Corlath turned again, as it seemed unwillingly, and looked back. Dedham held out his hand, palm down and fingers spread; and so they stood for a long minute. Corlath dropped his eyes to the hand stretched toward him, then looked into the face of its owner. Harry, watching, held her breath without knowing why. With a nasty feeling in the pit of her stomach she saw a look of terrible strain cross Dedham's face as the Hill-king held his gaze; and the outstretched hand trembled very slightly. Corlath slowly reached out his own hand and touched the back of Dedham's wrist with two fingers; the hand dropped to Dedham's side once more, but as if it were heavy as stone, and the man slumped in relief like a murderer reprieved at the scaffold. The look of strain slid off his face to be replaced by one of great weariness. Corlath swung around again, and set his foot on the top stair, and no one moved to stop him. Five men in the loose robes of the Hillfolk separated themselves from the verandah shadows and made to follow. Harry found she could not take her eyes off the king, but from the corners of her eyes she noticed that the other men too wore vivid sashes: gold and orange and green and blue and purple. There was nothing to indicate the king but the glitter of his presence. Harry stood only a few feet from the bottom step, holding her pony's bridle. Cassie and Beth were somewhere behind her, and the stable boy stood frozen a few steps from her elbow. Corlath still had not noticed them, and Harry stared, fascinated, as he came nearer. There seemed a roaring in the air that beat on her eardrums and pressed against her eyeballs till she blinked. Then he looked up abruptly, as if from some unfathomable depth of thought, and saw her: their eyes met. The man's eyes were yellow as gold, the hot liquid gold in a smelter's furnace. Harry found it suddenly difficult to breathe, and understood the expression on Dedham's face; she almost staggered. Her hand tightened on the bridle, and the pony dropped its head and mouthed the bit uncomfortably. The heat was incredible. It was as though a thousand desert suns beat down on her. Magic? she thought from inside the thunder. Is this what magic is? I come from a cold country, where the witches live in cool green forests. What am I doing here? She saw the anger the man was holding in check; the anger stared at her through the yellow eyes, and swept through the glistening white robes. Then it was over. He looked away; he came down the last steps and past her as if she did not exist; and she cowered out of his way so that no corner of his white sleeve should touch her. The man with the horses emerged from the shade, riding one of the chestnuts; and the six others went up to their riders and nuz zled them. The blood bay reached the king first, and greeted him with a low whinny. Corlath mounted with an easy leap Harry could not even follow with her eyes, although she could see anger informing the set of his legs against the great stallion's sides. The horse felt it too; without moving, all its muscles were suddenly taut, and its stillness was the quiet before battle. The other men mounted. Corlath never looked at them, but the red stallion plunged forward at a gallop, and the other men followed; and the sound the horses' hooves made on the hard earth suddenly reminded Harry how unnaturally silent everyone had been since Dedham's last words. The inaudible thunder faded with the sight of the colored sashes and the bright flanks of the Hill horses. Harry woke up to who she was, and where; Sir Charles and Jack and Mr. Peterson looked their normal size again, and she had a raging headache.

When Should I Take the ACT for the First Time

When Should I Take the ACT for the First Time SAT / ACT Prep Online Guides and Tips Are you starting to ask yourself, When should I take the ACT for the first time?The answer to this is a little more complex thanthe question. There are several factors to consider here, so let's review them so you can make an informed decision. First, when do most students take the ACT for the first time? Typical ACT Schedule Many students take the ACT two or three times to try to improve and hit their target scores. They take it for the first time in the fall of junior year, again in the spring, and for the final time in the fall of senior year. This schedule is a solid plan for a lot of students and gives them a good balance between schoolwork, test prep, and college applications. Apart from the pros of this typical schedule, there are a few cons to consider. The first and foremost is that it limits your available test dates. While the ACT is offered 6times throughout the year, in September, October, December, February, April, and June, realistically you'll need time between each test sitting to prep effectively and see score improvements. Taking the ACT in the fall of junior year leaves most studentswith about three test dates to hit their target scores. This might be totally sufficient for some students, but others might benefit from having more chances to take the ACT. Having more test dates protects you if you have a fluke testing day and get sick or can't sleep the night before. Starting earlier so you have more test datesmight also take off some of the pressure, because you won't feel like you're running out of time to achieve your scores. Let's look closer at some reasons why many students step outside this typical test-taking schedule and sign up to take the ACT earlier than the fall of junior year. Why Would You Take the ACT Early? As I touched on briefly above, one major motivation for signing up your first ACT earlier than junior year is simply to give yourself more test dates, and thus more opportunities, to hit your target scores. More Test Dates Let's say you take the ACT in the fall of sophomore year. Your scores are okay, but you think you can make them even better. You have a sense of what you need to study to improve and focus your test prep on those sections or question types. Then you take it again in the spring of sophomore year. If you're still not satisfied, you still have a bunch more test dates to choose from and over a year to keep prepping. Just starting a year earlier could double your opportunities to take the ACT. This could help relieve stress and safeguard you in case anything unexpected comes up and interferes with testing day. Rather than pushing your test dates up against your college application deadlines, you can separate these two pursuits and give yourself more space to breathe and take your time. At the same time, you only want to sign up for and take the ACT if you've put in some test prep first. You want to study for at least 10 hours to familiarize yourself with the format, timing, and instructions of the test. However, in our experience, something like 100 hours of total study time is better to gain expertise and see a real improvement in your approach, understanding, and scores. If you're taking the ACT early, you also should prep early. While taking the real test is valuable experience, you also shouldn't take any real tests with absolutely zero preparation. In rare cases, a huge score change between your first and second test could alert ACT scorers and lead to them withholding or even canceling your scores. So moving your first ACT test date up a year or two should also coincide with moving your prep schedule up. Another reason you might take this approach is if you're "superscoring" the ACT and building up your scores one section at a time. You're Superscoring the ACT Many colleges superscore the ACT, or take your highest section scores across all test dates and recombine them into a new, highest composite score. Not a lot of students know that theycan actually use this policy to their advantage by "superscoring" their tests, just like the colleges. What I mean by superscoring your tests is that you can strategically build up your ACT superscore section by section. On one test date, for example, you could focus a lot of your prep and energy on getting a high Reading score. The next you could focus intensively on English, then on math, and then on science (or focus on two or three sections at a time). As long as your colleges take your highest section scores, and not your highest "sitting" score on one date, then you might get a high ACT score gradually, rather than all at once. Just as I mentioned above, you don't want to treat any test date or section as a "throwaway," because huge fluctuations could be a red flag to colleges or the ACT scorers. For the most part, you can choose which score reports to send to colleges, but some require that you send all your scores across all testing dates and expect you to be honest and comply with this policy. When designing your testing schedule, you want to be aware of your colleges' policy towards standardized tests and countit in as an important factor. If your collegesdon't require all scores, then really you could take the ACT as many times as you want (well, technically you can take it a maximum of 12 times). But I wouldn't suggest going past 6 times, as it could start to be a waste of time and money. Plus if you're finding yourself dissatisfied with your scores over and over, you probably should rethink your test prep strategy and figure out how to make it more productive and effective. Besides being strategic about raising your ACT scores, you might also want to take the ACT earlier just to gain valuable real test experience. Real Test Experience While timing yourself and taking practice tests (and analyzing your results) is a key part of test prep, no practice test can truly mimic the experience of sitting for the official ACT. You might want to sign up for the test just to get this valuable experience, so you know exactly what to bring, when to arrive, and what snacks will boost your energy during the breaks. If you're worried about all the other factors around taking the test, like logistics of getting to your testing center and how exactly to fill out and proofread your bubble sheet, then you might benefit from taking the official ACT. You'll learn how you handle the whole experience and be prepared to improve on any weaknesses for the next time. You might also be pleasantly surprised that you have the content knowledge and skills to do well on the ACT early on, like in freshman or sophomore year. Prepared for anything. You're Prepared Enough to Take the ACT Early While the ACT covers more advanced math than the SAT and has a science section, it does not require very advanced content knowledge that only upperclassmen have. Instead, you might be well prepared with the skills and knowledge in English, Reading, Math, and Science to do well on the ACT in your freshman or sophomore year. You might even surpass the content once you move into junior and senior year, like by taking pre-calculus or calculus, and have to look back and review concepts from past years, like algebra and geometry, that have gotten rusty. Prepping early could be beneficial both for reinforcing class concepts in the context of the ACT and developing the study habits that will help you get good grades in school. You might have more time in freshman and sophomore year, before you're busy with college applications, AP classes, varsity sports, community service, or any of the other activities in which you get involved. If you're prepared with class and have the time, then putting in the effort to prep and take the ACT in 10th or even 9th grade might let you finish taking the ACT early and free up your time in junior and/or senior year. Finally, some students take the ACT even earlier, like in middle school, to qualify for special academic and talent programs. You're Competing in Talent Search Programs While the ACT is mainly a college entrance exam, some students take it earlier to qualify for talent competitions and academic programs. These programs includeBESTS at the University of Iowa, CTY at Johns Hopkins University, JBA at Truman State University, MATS at Northwestern University, and TIP at Duke University. All of these reasons described above are good ones for signing up for your first ACT earlier than the typical junior year test date. As I mentioned,there are also a few reasons to be cautious when answering the question, When should I take my first ACT? Why Might You Not Take the ACT Earlier? I touched on some reasons why you want to be careful about taking the ACT before you're ready and will elaborate on them in some more detail here. The main reason would simply be lack of preparation. While sitting for the real test is really helpful experience, it's not a good idea to go into the ACT with zero studying. Here's a more extreme case. I actually worked with a student who took the ACT just as a trial run. His scores weren't that great, so he studied for several months and then took it again. He did much better. So much better, in fact, that the ACT withheld his scores and made him go through a long process ofappeal that involved gathering letters from teachers and making a dozen phone calls to all different departments. In the end, the ACT never released his scores. This situation is very rare, but it can happen if the ACT sees a huge jump or senses inconsistencies in your test scores. Especially with recent security breaches around the ACT and SAT, these organizations carefully monitor any hint of foulplay. The moral of this story is that you don't want to take the ACT with absolutely no preparation just to see what it's like, becausethis could not only look strange to ACT, Inc, but could also just be a wasted opportunity to test. The other consideration is that some colleges want you to send all your scores from all test sittings. I would say taking the ACT up to 6 times is fair game, but any more than that might start to send the message that you're not putting in the effort to prep and have a hard time achieving your scores. To sum up, preparation is the name of the game with the ACT, so you want to find a balance between test prep and leaving yourself enough test dates to hit your target scores, line up the test with school, and design a productive schedule for you. Ask yourself these questions. Questions to Ask Yourself Along with asking, when should I take the ACT for the first time, you can ask yourself these key questions: Have I done some test prep? If you answer yes, then you can likely go ahead and register for the ACT. If no, then make some time to study before signing up. Even 10 hours of prep can make a big difference in familiarizing yourselfwith the test. What are my target scores? If you have defined your target scores, take a practice test and see how close you are to achieving them. If you are scoring much lower than your goals, then you might want to prep some more before signing up for your first ACT. How many test dates do I think I need to achieve my target scores? If you think you need more than two or three test dates to reach your target scores, or feel uneasy aboutthe idea of testing in the fall of senior year, then you probably should sign up to take the ACT as a sophomore. What are my colleges' policies regarding superscoring and sending score reports? If your colleges superscore your results, then this might be part of your testing strategy, as described above. If they want you to send all your score reports, then you might be more cautious in your approach. How can I fit test prep into my current and future schedule? If you are planning to take three AP courses junior year or are joining a varsity sports team, you might consider doing Future You a favor and prepping earlier rather than later, when you have more time and flexibility in your schedule. Once you've answered these questions, you should have a clearer sense of what prep and testing schedule work best for you. Rather than simply following the typical schedule, you should make sure you make a plan that works best with your schedule, classes, and personal goals. What's Next? Are you taking the ACT in 9th grade? What about in 10th grade? Read aboutwhat makes a good score for freshmen and sophomores on the ACT and how you can improve for next time. The best way to prepare for the ACT is with official practice questions. Download official ACT practice tests here. Time yourself, score your tests, and make sure you really analyze and understand your strengths and weaknesses. 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.