How to Cram for the ACT 10-Day, 4-Point Prep Plan

How to Cram for the ACT 10-Day, 4-Point Prep Plan SAT / ACT Prep Online Guides and Tips If you’ve found this article, I assume it’s crunch time, and your ACT test date is in the next couple weeks. If you do not fall into this category (you have a bit of time- one month or more- before your test date), you can still read this guide for some study strategies, but I recommend you take advantage of all the time you have by spreading your ACT preparation out. Don'twaituntil the last 10 days to cram. Thoughquality matters in your ACT prep, quantity is also important: you have to invest a lot of time if you want to see big improvements. You can make a lot of progress in 10 days, butyou need to dedicate the necessary time to improve your ACT score.In this guide, I’ll walk you through the steps to raiseyour score by up to four points in just 10 days. WARNING:Don't use this rushed studyprogramunless absolutely necessary. If you have time to take the ACT again,doquick basic preparation for this test date and then follow a more extensive study program for the next test date. Consider trying PrepScholar or another ACT preparation program before your next ACTtest date. This guide on how to cram for the ACT outlines a very challengingplan that requires a lot ofdedication to work. You'll have to be seriously committedto see major improvements. All that being said, if you do decide to follow this plan, I've outlined two preliminary steps below, followed by the ACTcram plan itself. Get Your ACT Practice Materials Make sure to order a copy of The Official ACT Prep Guide, also known as the Red Book. It’s relatively inexpensive (around $20) and vital to your preparation. You should probably get it overnight shipped to you. The book has three real ACT tests for your practice. If you can’t afford the book (and even if you can), then you should print yourself copies of these free ACT PDFs. I’ll tell you how and whento use them below. Create an ACT Study Schedule Make a strict study schedule and don’t stray from it. You only have 10 days to jump four points, so 30 minutes per day of preparation is not going to be enough. At PrepScholar, we recommend fitting in about 40-80 hours of ACT preparation for a four-point score improvement. You need to fit that study schedule into 10 days. While completing 80 hours of preparation in 10 days will be basically impossible (even more so if school’s in session), you also won’t need 80 hours of studying since, in this shortened time frame, you’ll have the advantage of not forgetting any test technique. I’ve created a sample ACT study schedule below that fits in about 60 hours of prep into the 10 days before the test. Day # of Hours to Study Wednesday 5.5 Thursday 5 Friday 5 Saturday 10 Sunday 10 Monday 5 Tuesday 5 Wednesday 5 Thursday 5 Friday 5 Saturday 0- Take the Test! If you’re doing this ACT cram plan during summer break, great! You’ll have tons of time to dedicate to this schedule. If you’re attempting this schedule during the school year, you’ll need to put your ACT preparation before all else. Remember, it’s only 10 days! I’ve outlined the ACT study plan for each day below. 10-Day ACT Study Plan Before you dive into the waters of ACT cramming, look over each day of this plan to make sure you have all the materials you'll need handy for each day. There's nothing worse than sitting down for an intense study section only to realize you needed to print something out and you're out of paper. Note: This study plan is designed for students who are taking the Saturday ACT. If you're taking the ACT on Sunday or during the week, you may have to adjust some of the timing a little bit so that the 10-hour study days fall on weekends and not weekdays. Day 1: Wednesday- 5.5-6 Hours Learning Objectives: Get familiar with the test format, pick an ACT target score, and take a practice test. Get Familiar With the ACT Format- 20-30 Minutes If you’re familiar with the test format, you’ll have a huge advantage over other test-takers. Read these guides for an overview of ACT format: What is the ACT? A Complete Explanation of the Test What Is the ACT Out Of? How Do You Calculate ACT Score? Raw and Scaled ACT Rules and Regulations: What You HAVE to Know You should read these guides so that you’ll know what’s tested on each section of the test and how your final score is calculated. Both of which are important to know so you understand ACT strategy. Pick Your ACT Target Score- 30 Minutes If you don’t already have an ACT target score, you need to pick one. I won’t go into depth about this process here because we’ve already got another great article on determining the right target score for your dream school. However, the brief summary of how to choose a target score is to aim for a number at or above the 75th percentile score for admitted students at your target college. Why pick a target score? Picking a specific score will help you stay motivated during your ACT cram session. Write down your target score somewhere you’ll see it every day (like on your desk), and tell your parents the number. Seeing it every day and telling other people your target score will make you more motivated to reach it. Take a Practice Test- 3 Hours and 35 Minutes If your copy of The Official Prep Guide hasn’t arrived, you can take a practice test using these free ACT PDFs.Read the rules on how to get the most realistic practice test experience before getting started. You want realistic practice so that you’re prepared for what the conditions will be the day of the test. You don’t want to be surprised the day of the test. Review and Analyze Your Practice Test- 1 Hour When you’re done, review your practice test following the steps outlined in our other guide and review your essay using the ACT Writing rubric. NOTE: I’m having you take and review your ACT Essay for this first practice test. After this test, if you scored an 8 or better, I’d encourage you notto waste your time with any more practice essays. Your ACT Essay is not factored into your overall composite score. Your composite score is what colleges typically look at on your application. Since the ACT Essay does not affect this score, it’s a waste of your limited time to keep practicing it. However, if you’re not getting your score up to 8 or above, you may want to keep practicing it. While it doesn’t affect your composite, a very low essay score (at or below 4 or 5) may worry admissions officers that your writing skills aren’t up to their standards. Once you’ve completed your basic review, analyze your results: Which section was your weakest? Why was it your weakest? Were your issues mainly not understanding the content or did you make more careless errors? Did younot understand the questions? Did you run out of time? If you can’t easily determine which is your weakest section (if your four section scores- English, Reading, Math, and Science- were all similar), try to pick the section in which you answered the most questions incorrectly because you didn’t understand the information necessary to answer the question (e.g. youdidn’t know the formula you needed for a Math question). I suggest this method to determine which is your weakest section because information issues are impossible to fix without studying. However, they’re also the easiest kind of problem to fix because all you need to do is learn the necessary material. Determining your weakest section is important because it tells you what to prioritize in your prep. Don’t worry: you’ll still learn the techniques/strategies for the other sections, but you’ll start with your weakest section. Day 2: Thursday- 5 Hours Learning Objectives: Learn the strategies for your weakest section and apply them to a practice test. Now that you’ve determined which section is your weakest, you’ll learn the strategies for that section and practice applying them. NOTE: I’m providing links to all of the guides you should read to help with strategy and content knowledge for your weakest section. It’s a lot of material, so try to prioritize the topics within each section that you need the most help in. If there's a topic you aren't missing any questions on, don'tworry aboutreading that guide. For instance, if youaren't missing any inferencequestions, you should notread theinference questionguide. Prioritize the guides: start with the overall strategies, then check out guides on your weakest content areas (forinstance, if you got all of the slopequestions wrong in the Math section, start by reading the guide to slopes). Try to read the guides for all of the topics within each section if you have time. If you don’t have time to read it all in these two hours, don’t worry, simply bookmark the articles you didn’t get to read. I set aside time another day in the schedule to review the rest of the articles. Learn the Strategies- 3 Hours NOTE: The Ultimate Guide articles below reference other articles you should be reading. You should read every article mentioned within each Ultimate Guide. However, I've also highlighteda few key articles that youcannot miss. Reading The Ultimate Prep Guide to ACT Reading: Strategies, Tips, and Practice ACT Reading: The #1 Critical, Fundamental Rule The Best Way To Approach The Passage On ACT Reading Stop Running Out Of Time On ACT Reading 4 Top ACT Reading Strategies English The Ultimate Study Guide for ACT English: Tips, Rules, Practice, and Strategies The Top 9 ACT English Strategies You Must Use ACT English Prep: The Best Methods and Strategies The 8 ACT English Tips You Must Use in Your Prep Full Analysis of ACT Grammar Rules: Which are most important? Math Overall Strategy How to Actually Use Your ACT Math Formulas The 31 Critical ACT Math Formulas You MUST Know Plugging in Numbers: A Critical SAT/ACT Math Strategy Plugging in Answers: A Critical SAT Math/ACT Math Strategy Pre-Algebra/Elementary Algebra Complete Guide to Integers on ACT Math (Advanced) The Basic Guide to Integers on ACT Math Complete Guide to Fractions and Ratios in ACT Math Single Variable Equations in Algebra: ACT Math Strategies Probability Questions on ACT Math: Strategies and Practice Statistics on ACT Math: Strategies for Mean, Medium, Mode Intermediate Algebra/Coordinate Geometry Algebra Functions on ACT Math: Lesson and Practice Questions Lines and Slopes: ACT Math Geometry Review and Practice Systems of Equations on ACT Math: Algebra Strategies and Practice Problems Sequences on ACT Math: Strategy Guide and Review Algebraic Operations on ACT Math: Strategies and Formulas Plane Geometry/Trigonometry Triangles on ACT Math: Geometry Guide and Practice Problems Circles on ACT Math: Geometry Formulas and Strategies Lines and Angles in ACT Math: Review and Practice Reflections, Rotations, and Translations: ACT Geometry Strategies and Practice Polygons on ACT Math: Geometry Formulas and Strategies Solid Geometry on ACT Math: The Complete Guide Science The Ultimate Study Guide for ACT Science: Tips, Practice, and Strategies The Best Strategies for Reading ACT Science Passages The Only Actual Science You Have to Know for ACT Science Time Management Tips and Section Strategy on ACT Science The 9 Reasons You Miss ACT Science Questions Essay How To Attack ACT Essay Prompts and Raise Your Score ACT Writing Rubric: Full Analysis and Essay Strategies Take and Review a Practice Section- 2 Hours Whichever your weakest section, sit for a 35 to 60-minute practice section (varies by section). You can either print out one of the sections from these free ACT PDFs or use the Official ACT Test #1 if the book has arrived. After you’ve taken the section, review usingthe steps outlined in our other guide that you used for your first practice test.See what areas you’ve improved in and what still needs work. Day 3: Friday- 5 Hours Learning Objectives: Learn the strategies for another section and try to apply them to a practice test. Learn More Section Strategy- 3 Hours Pick between your other three sections (English, Math, Reading, or Science) and read all of the articles listed above for that section. If you’re doing extremely well in the section you’re choosing to focus on today (you scored at or above 32 on your first practice test), I’d encourage you to use one of the following guides for your study instead of the other guides: How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer How to Get 36 on ACT Reading: Strategies from a Perfect Scorer How to Get 36 on ACT English: 9 Strategies from a Perfect Scorer The Hardest ACT Science Questions and Strategies to Solve Them Take and Review a Practice Section- 2 Hours For the section you’ve chosen, sit for a 35-minute to 1-hour practice section (varies by section). Use the corresponding section from the same test (Red Book test #1) you did a section from yesterday, so you can save your complete practice tests for use later on. After you’ve taken the section, review using the steps outlined in our other guide. Day 4: Saturday- 10 Hours Learning Objectives: Complete your strategy learning by studying the remaining two sections that you haven’t covered. Take and review practice sections for each. Learn the Third Section Strategy- 3 Hours Choose between your remaining two sections (English, Math, Reading, or Science), and read all of the articles listed above for that section. As I said above, if you’re doing extremely well in the section you’re choosing to focus on today (you scored at or above 32 on your first practice test), I’d encourage you to use one of the following guides for your studyinstead of the other guides: How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer How to Get 36 on ACT Reading: Strategies from a Perfect Scorer How to Get 36 on ACT English: 9 Strategies from a Perfect Scorer The Hardest ACT Science Questions and Strategies to Solve Them Take and Review a Practice Section- 2 Hours Take a 35-minute to 1-hour practice section with realistic testing conditions. Again, use the corresponding section from the same test you did a section from yesterday and the day before (Red Book test #1). Conserve your full-length practice tests for later in the week. Again, review using the steps outlined in our other guide. Learn the Final Section Strategy- 3 Hours Whatever remaining section you haven’t covered (English, Math, Reading, or Science), and read all of the articles listed above for that section. As I said above, if you’ve scored high in that section (at or above 32 on your first practice test), use one of the following articles for your studyinstead of the other guides: How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer How to Get 36 on ACT Reading: Strategies from a Perfect Scorer How to Get 36 on ACT English: 9 Strategies from a Perfect Scorer The Hardest ACT Science Questions and Strategies to Solve Them Take and Review a Practice Section- 2 Hours Take a 35-minute to 1-hour practice section with realistic testing conditions. Again, use the corresponding section from the same test you did a section from yesterday and the day before (Red Book test #1). Conserve your full-length practice tests for later in the week.Again, review using the steps outlined in our other guide. You’ve now completed a second entire practice test (broken up over a few days).Compare your second test scores to your scores from your first test. Where did you improve? Where did you make the same mistakes? If you have time, go back and re-read the appropriate articles to help you learn from your mistakes (for example, if you got a few ACT Math Triangle questions wrong, make sure to reviewthat article). Day 5: Sunday- 10 Hours Learning Objectives: Complete your second practice test, review, and determine where you still need improvement. Take Your Second Full-Length Practice Test- 3 Hours and 45 Minutes Make sure to use a new (not partially used) full-length practice test from the ACT Red Book or these free ACT PDFs. If you have the Red Book, use test #2.As you did for the first test, copy the real testing conditions. Review and Analyze Your Second Practice Test- 2 Hours As always, review your answers and your mistakes. Take the time to compare the results to your other tests. Did you improve? In which areas are you still struggling? Topic Refresher- 4 Hours Go back to the articles listed above and re-read those for the topics withwhich you’re still struggling.Create flashcards if you need more help learning grammar rules or math formulas and test yourself with them. If you’re close to mastering all of the sections (scoring at or above a 32),and you haven’t read the below guides yet, checkthem out now: The 21 Hardest ACT Math Questions Ever The Hardest ACT Reading Questions Ever The Hardest ACT Science Questions and Strategies to Solve Them The Most Common Mistakes You Make on ACT English Day 6-10: Monday-Friday- 5 Hours Per Day Learning Objectives: Take and review a practice test each day. If you have the Red Book, use test #3 on Monday, then use the free ACT PDFs for Tuesday-Friday.Keep using the real testing conditions. Spend three hours taking the practice test (without the essay) As always, do detailed reviews using our other guide. Spend about two hours reviewing and referring back to our other articles listed above if you’re not seeing improvement in certain areas. Your race is over! Day : Saturday- 0 Hours It’s ACT test day! Go to bed early the night before, so you get a full eight hours. Pack your test ticket, calculator, pencils, erasers, extra batteries, snacks, water, etc. the night before, so you’re not rushing to find it all in the morning. Set your alarm for at least an hour before you need to leave for your testing center. That’ll give you time to eat a big breakfast and wake up. Read a newspaper article or chapter from a novel to get your brain going. Relax! You’re going to do great! What’s Next? Not sure where you want to go to college? We willhelp you do college research the right way. Do you know where you want to go to college? Figure out what ACT score will give you the best chance of admission. Trying to figure how you will afford college? Check outour complete guide to paying for college. Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Thank You, M’am Essay Essays

Thank You, M’am Essay Essays Thank You, M’am Essay Paper Thank You, M’am Essay Paper Indirect word picture is when the writer makes the reader utilize his ain judgement to make up ones mind what a character is like. In â€Å"Thank You. M’am† . by Langston Hughes. Mrs Jones was described as a big black adult females with a big bag. She was decoded as really austere by keeping him tightly and stating â€Å"Pick up my pocketbook† ( Hughes 86 ) . Besides an illustration from the short narrative was when â€Å"Mrs Jones stopped. jerked him around in forepart of her. set a half Nelson about his cervix. and continued to drag him up the street† ( Hughes 86 ) . In â€Å"Thank You. M’am† . by Langston Hughes. the writer uses indirect word picture to demo Mrs Jones’ attitude and personality in the short narrative. Mrs Jones visual aspect and personality is revealed by utilizing indirect word picture. For illustration. â€Å"She was a big adult females with a big bag that had everything in it but a cock and nails† ( Hughes 86 ) . This quotation mark describes the visual aspect of Mrs Jones by stating she was a big adult females. This means that she was a really prepared and was really organized. â€Å"Now here. take this 10 dollars and purchase yourself some bluish suede shoes† ( Hughes 86 ) . This shows that she is really sort hearted even thou she appeared mean. She really had trust in him non to steal anything and so gave him 10 dollars. about like a wages. By utilizing indirect word picture. you are able to happen Mrs Jones visual aspect and personality in the narrative without the writer straight stating you!

15 Foreign Words and Phrases People Spell Incorrectly

15 Foreign Words and Phrases People Spell Incorrectly 15 Foreign Words and Phrases People Spell Incorrectly 15 Foreign Words and Phrases People Spell Incorrectly By Mark Nichol Here are some problematic frequently misspelled words and phrases of foreign extraction: 1. A capella: The Italian phrase, literally â€Å"in chapel style† but meaning â€Å"without instrumental accompaniment,† is two words. 2. Apropos: The French phrase for â€Å"to the purpose,† and meaning â€Å"with regard to† or â€Å"opportune† or timely,† is treated as two words in the original language but as one in English. It’s sometimes erroneously split into two in English, which is not appropriate. 3. Capisce: This formal Italian term meaning â€Å"understand† is employed in English as a slang interrogative equivalent to â€Å"You know what I mean?† (Notice that capisci is also correct, as its the equivalent of capisce in the second person). 4. Chaise longue: This phrase, literally â€Å"long chair† in French, is often mispronounced â€Å"chase lounge† (the correct French pronunciation is â€Å"shez long,† though the vowel sound in the first word is in English closer to â€Å"shayz†) and, by association, the second word is sometimes misspelled like â€Å"lounge.† 5. Coffee klatch: This half-translation of the German word Kaffeeklatsch (â€Å"coffee gossip†) is an open compound (or, in a variant, more faithful spelling, a hyphenated compound: coffee-klatsch). 6. De rigueur: This French word for â€Å"proper,† adopted into English, is (like liqueur) properly spelled with two us. 7. En masse: This French phrase for â€Å"as one† is one of several adopted into English as is. 8. Flak: This German acronym derived from Fliegerabwehrkanonen, or antiaircraft guns, and, by extension, the shells fired from them, and used in English to refer to criticism or opposition has so often been misspelled flack that this second spelling is now an accepted variant, though the direct borrowing is preferred. 9. Hors d’oeuvres: The jumble of vowels following the article d’ in this direct borrowing from the French phrase meaning â€Å"apart from the main work† stymies many writers. 10. Laissez-faire: This direct translation of the French phrase translated roughly as â€Å"let do† and referring to minimal government interference in economic or other affairs is always hyphenated, even when used as a noun. 11. Mano a mano: This Spanish phrase for â€Å"hand to hand† refers, in English as well, to two people going up against each other in competition or conflict. 12. Oeuvre: The French term for â€Å"work,† most often used in the sense of the sum total of an artist’s output, consists of a bewildering sequence of letters. 13. Per se: People unfamiliar with the origin of this phrase (it’s borrowed directly from the Latin phrase meaning â€Å"in itself†) sometimes misspell it â€Å"per say† (perhaps as if to write â€Å"as said†). 14. Segue: Confusion with the name of the vehicle called the Segway may be responsible for the occasional misspelling of this word to resemble the brand name, though that error may just be the result of a phonetic attempt to produce the borrowed French term meaning â€Å"to make a close or smooth transition.† 15. Tchotchke: This improbably spelled alteration of a Yiddish word meaning â€Å"trinket† is a spelling bee competitor’s nightmare. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:The Royal Order of Adjectives Disappointed + Preposition35 Synonyms for Rain and Snow

Andrew Jackson's attitude toward the Indians Essay

Andrew Jackson's attitude toward the Indians - Essay Example His past involvement, in the defeat of the Creek Indians, could have been his motivation to champion the removal of Cherokee Indians to avoid a repeat of what happened with the Creeks. This essay aims to determine the reasons behind his support for the Removal Act and establish if there were any other underlying factors or ambitions to encourage this. Andrew Jackson’s attitude towards the Indians was based on his past encounters with the Indians in war and peaceful negotiations. He was the commanding general in the defeat of the Creek Indians, and he experienced the devastation the war brought to the Indian tribes. He wanted to help the Cherokee Indians avoid the ravages of war (Stewart 11). Jackson addressed the congress in the first Annual Message of 1829, elaborating his stand on the Indian issue by castigating the congress over their support of the idea of assimilating the tribes. He instead promoted the idea of relocating the Cherokee Indians to the West of the Mississippi from the Eastern side. The reason for Jackson’s support of the Removal Act was because, as the leader of the Tennessee militia he had tried along with his troops, to make sure that the whites and the Indians respected each other’s rights. This endeavor proved to be a losing battle because white civilization had a greater, impact on the native Indian’s lifestyle, than they had on the white population who saw them as savages. His deployment of hundreds of soldiers to quell the friction between the settlers and the natives led to more casualties than was projected. As president, Andrew Jackson proposed to congress that the best way to deal with the Indian situation; as he considered it, was to offer them more treaties; guaranteeing their rightful ownership of land that they occupied west of the Mississippi. He did this by rooting for the dissolution of the American Bank that gave him powers to control the finances of the state’s largest sole source of revenue. He used this monetary power to issue incentives to Indians who were willing to leave on their own accord. He promised compensation to every woman, child, and man, who voluntarily left the Eastern Mississippi territory for the Western Mississippi frontier (Stewart 23). Jackson’s ethical grounding was based on the fact that his administratio n wanted to save the Cherokee Indians, of the humiliation of going against the United States, which would eventually lead to their defeat as witnessed by the Indian Creek war. The Cherokee Indians would not prosper under the Georgian laws because they had a different way of life and their customs did not rhyme with those of the white settlers. Their youths, especially the young men were already used to frequenting the local bars and getting intoxicated, and their response to this new found past time was a reaction that was not tolerated by the then laws. He thus offered the Cherokee Indians a better alternative of the leaving the Eastern banks of the Mississippi. The Jackson administration offered to compensate the Indian Cherokees for whatever land they had occupied in the Eastern banks (Stewart 31). Jackson reiterated to the people that his sole ambition was to protect the Cherokee Indians from extinction as other Indian tribes had perished The discovery of gold in the state of Ca rolina could have been an underlying factor to Jackson’s increased zeal to get rid of the Cherokee Indi

Project 2 Essay Example | Topics and Well Written Essays - 750 words

Project 2 - Essay Example Therefore in order to save the ecology of our environment it’s essential to keep a limit on the deforestation operations, even if it leads to losses for the business and corporate sector. Deforestation Deforestation takes place when a large area of the forest is cleared for the purpose of construction of new residential buildings, industrial hubs or for other business purposes. Once the area gets deforested, trees are never re-planted. This results in gradual reduction of forests which has now become an important global issue. If the current rate of deforestation is continued, the world’s rain forests would completely disappear within hundred years. One of the major reasons of deforestation is agriculture. The second most accepted reason includes the logging operation that supplies the wood and paper to the whole world. Rapid urbanization and increased number of constructions can be regarded as the third most logical reason of deforestation. The other minor reasons incl ude wildfires and overgrazing. The effects of deforestation can have various negative effects on the society. The most crucial one is the loss of habitat for innumerable species. Data says that around 70% of the earth’s animals and birds live in forests, which won’t be able to survive when deforestation would take place. Deforestation also causes climatic changes giving rise to soil erosion, decrease in rainfall and temperature swings. Also trees are known for absorbing greenhouse gases that supports global warming. Fewer trees means huge amount of greenhouse gases entering the environment which in turn fuels the severity and magnitude of global warming. Solution to deforestation The secondary research techniques have been used for finding the solution to the problem of deforestation. These types of data are collected from research conducted by other people or organizations. The World Wide Fund for nature (WWF) has started forest conservation approach that aims toward preventing deforestation starting from the rainforests to the temperate forests. They had already started their work towards the protection of forests half a century back and now they have proudly announced the accomplishment of their efforts towards the conservation of the ecosystem. The fastest and simplest solution to deforestation would refer to simply restrict the cutting down of trees. However implementing this solution needs a more organized approach. We can opt for a careful management of the forest resources by the elimination of clear-cutting to ensure that the environment of the forest remains intact. It’s evident from the rate of deforestation that cutting down of forests is unavoidable for the survival and growth of humans. Therefore the solution should try to balance the rate of cutting trees and the rate of planting new ones. Although this solution would start to replenish the loss of forest in recent years, we need to plant more and more trees for settling the damage caused in the past. If we look closely towards our environment, we will find that not only deforestation but also several other factors causes the imbalance of the biodiversity. In our day to day life, we can contribute towards the safety of our eco-system by taking little measures like planting and maintaining trees, avoiding unnecessary usage of

Discuss critically Paul's treat of grace in chapter 6 of Romans Essay

Discuss critically Paul's treat of grace in chapter 6 of Romans - Essay Example The epistle thus introduces grace based on the fact that human beings and sin are acquaintances, yet there is salvation that comes from the grace of God, but it is a choice. In this chapter, Paul acknowledges that sin has to be absolved by God for one to have a chance in eternal life, but it is not mandatory that grace is offered, yet it does not give one a free pass to the sweetness of sin. Based in Paul’s approach to grace and sin, the latter is quite compelling and is associated with a life that has earthly pleasures, which should not be what a Christian aspires due to the repercussions that are associated with engaging in the acts that contradict the life of a Christian and Christianity principles1. Analysis The introduction of grace in the Christian life is based on the choices an individual makes. Sin as described by Paul is unavoidable and Christians shall find themselves in it, but through grace, a Christian can be saved from sin and gain eternal life. The chapter addr esses sin as a life of slavery and Paul goes on to further states that without proper knowledge and insight, it would be impossible to live a life devoid of sin. The epistle faults humanity and introduces the element of human weakness in saying that â€Å"we are dead to that master† (6: 7& 8), which is a life of sin. ... The context of the epistle is trying to establish a logical flow that paints salvation as a process where the Christian has to make choices. The choices that are made in a Christian’s life have spiritual consequences as painted by Paul. Though we are given the ability to choose and dominion over God’s creations, we have an obligation to him. Part of that obligation as suggested by Paul is avoiding sin. This abstinence from sin is based on the idea that the body, being earthly shall compel us to sin. The body shall be compelled to the evil desires since it is mortal, but as a Christian, one should rely on the spiritual to avoid falling trap to the associations of sin. The grace of God can save our spiritual form, although Paul does not create a great disparity between body and soul. In grace then our spiritual being shall have the capability of putting up defense against the challenge of earthly desires. Grace is important to Christian life since as Paul describes the bo dy has an influence on the spirit and the spiritual being shall suffer from the transgressions of the body3. The Christian thus must make a decision as to whether their preference lays in being an instrument of righteousness or the contrasting wickedness. As discussed by Paul, life consists of several challenges, which are earthly and are part of what can be described as sin. Every Christian shall face challenges in life which should be overcome through staunch faith and living in the footprints of Christ. Different parameters of earthly life contribute to the choices one makes and contribute to spiritual and bodily adherence to Christianity. Conversion to Christianity involves several steps that must get the believer to accept

Computer Based Learning Essay Example | Topics and Well Written Essays - 3000 words

Computer Based Learning - Essay Example Others find that it hinders their efforts, as secondary education students tend to use it for entertainment and not as intended. Within the context of writing classes and writing research, Computer Based Learning (CBL) / Computer Assisted Assessment (CAA) have been employed primarily to support collaborative writing endeavours. (Zakrzewski 2003) The feature sets of CBL and CAAs provide a rich environment for the activities of group writing tasks, peer reviewing, and information exchange. Further, CBL and CAAs provide opportunities for instructors to expose secondary education students to knowledge, as well as opportunities for secondary education students to build their own knowledge through interaction via an electronic communications medium. (Mccabe 2000) The exposure to and development of secondary education student knowledge transpires as a function of the dynamic interaction process within the learning environment. Thus, usage of CBL and CAAs may promote active learning of course material by engaging the secondary education student in communication activities and behaviours that stress interaction among secondary education students and between the secondary education student and the instructor(s). (Salmon 2003) However, secondary education students must use (and adapt usage of) the CBL and CAA in a manner that supports effective interaction to gain such benefits. (Zakrzewski 2003) Research has shown the following characteristics of some students who tend to have and unfair advantage in CBL and CAA, communicative interaction significantly influence such student's effectiveness: communication message content, communication exchange format, and communication exchange timing. The secondary educator of today faces a difficult challenge when given the choice of employing CBL and CAAs in traditional face-to-face or distance learning situations. Administrators facing pressures to cut university costs (and maximize usage of faculty resources) argue for the use of CBL and CAAs, whereas conventional secondary education students research presents conflicting results regarding the effects of CBL and CAA use in higher education settings (see, for example, Alavi; Alavi; Leidner and Ruberg). What is an educator to decide The purpose of this study is to shed light on this very real problem today is higher education faculty face. In this study, we focus on exploring secondary education student interaction within the context of CBL and CAA usage to gain a deeper, situated understanding of how secondary education students choose to use the CBL and CAA to meet assignment requirements, and ultimately to uncover factors that may influence secondary education student learnin g outcomes. (Mayer 2003) Nevertheless, before we can isolate factors that influence secondary education student learning, we must first have a well-grounded understanding of the type and kind of interaction that actually occurs when secondary education students complete computer-based communication assignments on their own, with minimal instructor intervention. (Mandinach et al.