A Plan for Preparing for a Test in Four Weeks

A Plan for Preparing for a Test in Four Weeks If youre preparing for a test thats one month away, it must a big one. Like the SAT or GRE or GMAT or something. Listen. You dont have too much time, but thank goodness youre preparing for a test one month in advance and didnt wait until you only had a few weeks or even days. If youre preparing for a test of this kind of magnitude, read on for a study schedule to help you get a good score on your test. Week 1 Make sure youve registered for your exam! Really. Some people dont realize they have to do this step.  Buy a test prep book, and make sure its a good one. Go for the big names: Kaplan, Princeton Review, Barrons, McGraw-Hill. Better yet? Buy one from the maker of the test.  Review the test basics: whats on the test, length, price, test dates, registration facts, testing strategies, etc.Get a baseline score. Take one of the full-length practice tests inside the book to see what score youd get if you took the test today.Map out your time with a time management chart to see where test prep can fit in. Rearrange your schedule if necessary to accommodate test prep.Review online courses, tutoring programs, and in-person classes if you think that studying on your own will not be ideal! Choose and purchase it, today. Like right now. Week 2 Begin coursework with your weakest subject (#1) as demonstrated by the test you took last week.Learn the components of #1  fully: the types of questions asked, amount of time needed, skills required, methods of solving types of questions, knowledge tested. Acquire the knowledge necessary for this section by searching on the Internet, going through old textbooks, reading articles and more.Answer #1 practice questions, reviewing answers after each one. Determine where youre making mistakes and correct your methods.  Take a practice test on #1 to determine the level of improvement from baseline score. You can find practice tests in the book or online many places, as well.  Fine tune #1 by going over questions missed to determine what level of knowledge youre missing. Reread information until you know it! Week 3 Move on to next weakest subject (#2). Learn the components of #2 fully: types of questions asked, amount of time needed, skills required, methods of solving types of questions, etc.Answer #2 practice questions, reviewing answers after each one. Determine where youre making mistakes and correct your methods.Take a practice test on #2 to determine the level of improvement from baseline.Move on to strongest subject/s (#3). Learn the components of #3 fully (and 4 and 5 if you have more than three sections on the test) (types of questions asked, amount of time needed, skills required, methods of solving types of questions, etc.)Answer practice questions on #3 (4 and 5). These are your strongest subjects, so youll need less time to focus on them.Take a practice test on #3 (4 and 5) to determine the level of improvement from baseline. Week 4 Take a full-length practice test, simulating the testing environment as much as possible with time constraints, desk, limited breaks, etc.Grade your practice test and cross-check every wrong answer with the explanation for your wrong answer. Determine what youve missed and what you need to do to improve.Take one more full-length practice test. After testing, figure out why youre missing what you’re missing and correct your mistakes before test day!Eat some brain food – studies prove that if you take care of your body, you’ll test smarter!Get plenty of sleep this week.Plan a fun evening the night before the exam to reduce your stress, but not too  fun. You want to get plenty of sleep!Pack your testing supplies the night before: an approved calculator if youre allowed to have one, sharpened #2 pencils with a soft eraser, registration ticket, photo ID, watch, snacks or drinks for breaks.Relax. You did it! You studied successfully for your test, and youre as ready as youre going to be! Dont forget these  five things to do on the day of the test!

Women And Traditional Roles In Girl Interupted. Essays - Free Essays

Women And Traditional Roles In Girl Interupted. Essays - Free Essays Women And Traditional Roles In Girl Interupted. Essay #2 Women and traditional roles in Girl Interrupted Films tell us stories and present us with values and messages about our society and what needs to be changed. In the film Girl, Interrupted, Susannas struggle with self-discovery and her fight to find a place in society illustrates the view that the women who do not fit into traditional roles should be ostracised from mainstream society given that they pose the threat of change. It is clear that women like Susanna, who have little ambition in becoming a carbon copy of their mother, are seen as a threat and therefore classified as crazy. Susanna is clearly misunderstood by her peers as well as the authority figures in her life. She is not a degenerate but a young girl frustrated with her limited options for the future. When Susanna is held after class by her teacher to discuss why she is the only senior not going on to college, she tries to reach out for support from her teacher by explaining that she's not a druggie but she is concerned about ending up like her mother. The teacher does not hear this and claims that there are more options for women today. Susanna is trying to open up and seek some guidance, but the only solution she gets is that she gets is to start acting like everyone else. This scene reveals how secluded and trapped Susanna feels, nobody seems to understand her even her parents don't know what to do with her. The people she is reaching out to, brush off her ambitions of being an artist, as something to do in her spare time, and place social pressure on her to do what is expected. Even her peers expect more from her; at the after-grade party the boy that is trying to pick her up is talking about his scholarship and future, but this does not impress Susanna. He sees this as strange and is willing to believe her when she jokes about joining the Krishna's because she seems to have no plan for the future. This scene demonstrates that Susanna is also faced with peer-pressure. Susanna is not attracted to the status quo; the fact that this guy is basically doing the same thing as everybody else is tiresome and uninviting. Her peers do not accept her because she is unlike them and crazy for having no interest in her future. Being institutionalised at Claymore, Susanna is faced once again with the choice of conforming or being labelled as insane because she is different. The definition of normal is set in stone; according to the institution, any one who does not act or react according to the text book definition is ''crazy. When Susanna is being shipped off to Claymore she gets a Taxi driver who asks her what she did to be going to an asylum. She tries to explain but the only answer she can give is that she is sad, he claims that everybody gets sad. She goes on to say that she smoked a little weed, he says that if thats so then they should put Bob Dylan away, Susanna answers that she is not Bob Dylan. This examines the fact that Susanna doesn't think she is crazy she is merrily a girl who has no choice but to do as they say. She thinks that she is different from the people who surround her, but the world is a bigger place. At Claymore she learns that the more you open up to the doctor the better her chan ces of being released. This is where Susanna has to decide if she should do what is expected or not. Val influences her to ride the system out and not to get trapped in Claymore like Lisa, she tells Susanna that she does not think she is crazy. Val sees Susanna as lost which she is, the fact that at least one authority figure is willing to understand, her encourages Susanna to break free of the system she is trapped under. Closed windows are a running theme throughout the film they symbolise Susannas closed window of opportunity; she can see out them but cannot

Productivity of Disabled People at Workplaces Essay

Productivity of Disabled People at Workplaces - Essay Example This document is set to discuss the major benefits associated with the hiring and employment of disabled qualified people in different business organizations. Productivity of Disabled People at Workplaces In Canada, an estimated 13% of the total population has a disability affecting their agility, mobility, vision, hearing, and or learning (Canadians in Context, 2006). This estimate is less other disabilities such as psychological, pain, speech, memory and developmental disabilities; which when included sums up to an estimated 4.4 million Canadians with disabilities, which is about 14.3 % of the population (Canadians in Context, 2006). No matter the number one decides to quote, the basic fact still remains that the fraction of the people living with disabilities across the globe has been on a constant increase down the years. Disability is not age conscious and can come at any stage in life, either being temporary or permanent, mild or severe. Once asked, an Ottawa business executive commented that: â€Å"disability is no longer a dirty word. Now we are trying to make the term disability acceptable and another part of business. In the next 10 years, when you say you have a disability, it will just mean that I work differently than you do† (Sobecki, 2007). A 2009 survey commissioned by Advancing the Inclusion of People with Disabilities pointed out that disabled adults are less likely to participate in the labor force. According to the report, only 52.1% of the total disabled women are employed as compared to the 70.1% of the women without disabilities. Furthermore, the ratio is similar in men where the percentage of the disabled men employed was 55.5 while that for men without disabilities stood at 80.2 (Advancing the Inclusion, 2009). Archaic times saw medical conditions such as diabetes and epilepsy perceived or rather viewed as disabilities which hindered the participation and succeeding of people in workplaces (Brightman, 2006). However, Brightman (2 006) asserts that much has been done to eliminate this notion via awareness campaigns, accommodation and accessibility, individuals with various different disabilities have emerged to form an integral part of the contemporary business world. The major reason behind this scenario is that major organizations, governments, employers and co-workers have come to look past such illnesses and are working together with disabled personalities helping them much in their quest for success (Sobecki, 2007). In the USA, the 1990’s Americans with Disability Act (ADA) presents employers with numerous opportunities to tap people with disabilities into their workforce (Barlow and Hane, 1992). According to the ADA, people with disabilities have the same and equal access to employment opportunities and their related benefits just as everyone else is. Other than prohibiting discrimination in employment of the disabled, it also covers other services like public transportation, state and local gove rnment activities, and telecommunications relay services as well (Barlow and Hane, 1992). In essence, the meaning of the ADA is that every person seeking employment is totally free to forward their applications to any job they feel qualified enough to carry on with. The ADA defines a