ACT Format What to Expect on the ACT Exam

Students who take the ACT are really taking tests in four subject areas: mathematics, English, reading, and science. The ACT also has an optional writing test. The number of questions and time allocation varies by subject area: ACT Section Number of Questions Time Allowed English 75 45 minutes Mathematics 60 1 hour Reading 40 35 minutes Science 40 35 minutes Writing (optional) 1 essay 40 minutes The total exam time is 2 hours and 55 minutes, although the actual exam will take ten minutes longer because of a break after the math section. If you take the ACT Plus Writing, the exam is  3 hours and 35 minutes long plus the 10 minute break after the math section and a 5 minute break before you begin the essay. The ACT English Test With 75 questions to complete in 45 minutes, youll need to work quickly  to complete the English section of the ACT. Youll  be asked to answer questions about five short passages and essays. The questions  cover several different aspects of English language and writing: Production of Writing. This content area represents 29-32% of the English test. These questions will be focused on the big picture of the passage. What is the passages purpose? What is the tone? What literary strategies is the author employing? Has the text achieved its goal? Is an underlined part of the text relevant to the overall goal of the passage?Knowledge of Language. This part of the English section  focuses on issues of language use, such as style, tone, conciseness, and precision. Questions from this category account for 13-19% of the English test.Conventions of Standard English. This content area is the largest part of the English test. These questions focus on correctness in grammar, syntax, punctuation, and word usage. This content area makes up 51-56% of the English Test. The ACT Mathematics Test At 60 minutes long, the math section of the ACT is the most time-consuming part of the exam. There are 60 questions in this section, so youll have one minute per question. While a calculator is not necessary to complete the math section, you are allowed to use one of the permitted calculators, which will save you precious time during the exam. The  ACT Mathematics Test covers standard high school math concepts  before  calculus: Preparing for Higher Mathematics. This content area represents 57-60% of the math questions broken down into several sub-categories.Number and Quantity. Students must understand real and complex number systems, vectors, matrices, and expressions with integer and rational exponents. (7-10% of the Mathematics Test)Algebra. This section requires test-takers to know how to solve and graph several kinds of expressions as well as understand linear, polynomial, radical, and exponential relationships. (12-15% of the Mathematics Test)Functions. Students need to understand both the representation and application of functions. Coverage includes linear, radical, polynomial, and logarithmic functions. (12-15% of the Mathematics Test)Geometry. This section focuses on shapes and solids, and students need to be able to calculate area and volume of different objects. Test-takers must be prepared to solve for missing values in triangles, circles, and other shapes. (12-15% of the Mathematics Test)Stati stics and Probability. Students need to be able to understand and analyze distributions of data, data collection methods, and probabilities related to a data sample. (8-12% of the Mathematics Test)Integrating Essential Skills. This content area accounts for 40-43% of the questions on the math section. The questions here draw on the information covered in the Preparing for Higher Mathematics section, but students will be asked to synthesize and apply their knowledge to solve more complex problems. Subjects covered here include percentages, surface area, volume, average, median, proportional relationships, and different ways to express numbers. You may need to work through multiple steps to solve these problems. The ACT Reading Test Whereas the English Test focuses primarily on grammar and usage, the ACT reading test assesses your ability to understand, analyze, interpret, and draw conclusions from a passage. The reading part of the ACT has four sections. Three of those sections ask questions about a single passage, and the fourth asks you to answer questions related to a pair of passages. Note that these passages can be from any discipline, not just English literature. Your close-reading and critical-thinking skills are essential for the reading part of the ACT. The questions can be broken down into three categories: Key Ideas and Details. These questions require you to identify the central ideas and themes in the passage. Youll also need to understand how passages develop their ideas. Is it through sequential relationships, comparisons, or cause and effect? These questions make up 55-60% of the reading questions.Craft and Structure. With these questions, youll analyze meanings of specific words and phrases, rhetorical strategies, and narrative points of view. You might be asked about the authors purpose and perspective, or you might need to identify shifts in perspective. These questions account for 25-30% of the reading questions.Integration and Knowledge of Ideas. Questions in this category ask you to differentiate between facts and an authors opinions, and you may be asked to use evidence to make links between different texts. These questions represent 13-18% of the reading section of the exam. The ACT Science Test The ACT science test questions draw from the four common fields of high school science: biology, earth science, chemistry, and physics. However, the questions do not demand advanced knowledge in any of the subject areas. The science portion of the ACT tests your ability to interpret  graphs, analyze data, and structure an experiment,  not  your ability to memorize facts. With 40 questions and 35 minutes, youll have just over 50 seconds per question.  Calculators are not allowed on this section. The ACT science questions can be broken down into three broad categories: Data Representation. With these questions, youll need to be able to read tables and graphs, and youll be asked to draw conclusions from them. You may also be asked to work in the opposite direction and translate data into graphs. These questions account for 30-40% of the science portion of the ACT.Research Summaries. If given the description of one or more experiments, can you answer questions related to the design of the experiments and the interpretation of the experimental results? These questions represent about half of the science test (45-55% of the questions).Conflicting Viewpoints. Given a single scientific phenomena, these questions ask you to explore how different conclusions might be drawn. Issues such as incomplete data and differing premises are central to this category of question. 15-20% of the Science Test focuses on this topic area. The ACT Writing Test Few colleges require the ACT writing test, but many still recommend the essay portion of the exam. Thus, it is often  a good idea to take the ACT Plus Writing.   The optional writing portion of the ACT asks you to write a single essay in 40 minutes. Youll be provided an essay question as well as three different perspectives related to the question. Youll then craft an essay that takes a position on the topic while engaging at least one of the perspectives presented in the prompt. The essay will be scored in four areas: Ideas and Analysis. Does the essay develop meaningful ideas related to the situation presented in the prompt, and have you engaged successfully with other perspectives on the issue?Development and Support. Has your essay succeeded in backing up your ideas with a discussion of the implications, and have you backed up your main points with well chosen examples?Organization. Do your ideas flow smoothly and clearly from one to the next? Is there a clear relationship between your ideas? Have you guided your reader through your argument effectively?Language Use and Conventions. This area focuses on the nuts and bolts of proper English usage. Is your language clear, and have you used proper grammar, punctuation, and syntax? Is the style and tone engaging and appropriate? A Final Word on the ACT Format While the ACT is broken down into four distinct test subjects, realize that there is a lot of overlap between sections. Whether youre reading a literary passage or a scientific graph, youll be asked to use your analytical skills to understand the information and draw conclusions. The ACT is not an exam that requires a remarkable vocabulary and advanced calculus skills. If youve done well in high school in core subject areas, you should earn a good score on the  ACT.

The Overcrowding of Prisons Essays - 1786 Words

According to Mark Early, president of the Prison Fellowship International, the Bureau of Justice Statistics report shows that there are 19 states that have prisons operating at 100 percent capacity and another 20 are falling right behind them. There is no wonder why the overcrowding of prisons is being discussed everywhere. Not to mention how serious this predicament is and how serious it can get. Many of the United States citizens don’t understand why this is such a serious matter due to the fact that some of them believe it’s not their problem. Therefore they just don’t care about it. Also, some Americans may say that they don’t care about what could happen to the inmates due to repercussions of overcrowding, because it’s their own†¦show more content†¦That was two years ago and the prison population have continued to grow since then, so can you imagine what it is now? Now, think of what the prisoners have to go through. Andrea Caumont sh ared some of the problems prisoners are having, because of prison overcrowding. She says that in California the United States Supreme Court told the state to reduce its prison population, because overcrowded conditions are amounting to cruel and unusual punishment. Can you imagine what must be happening for the Supreme Court to rule it as cruel and unusual punishment? Not only are they being punished cruelly, the prisoners are also losing their opportunities to participate in the prisons self-improvement programs and the vocational training, because there is less of everything to go around. Therefore all resources, even food, are being stretched to the max. (John Howard goes into more detail on this issue in his paper The Effects of Prison Overcrowding on the P.A.T.R.I.C.K Crusade website.) The prisoners are not the only ones being affected by this problem, this problem is affecting everyone. The overcrowding of prisons can date back to the 1850’s, when they imprisoned debtors, delinquent juveniles, minor misdemeanants and felons all together with no separation. The King Edwards Public School students created their own websiteShow MoreRelatedPrison Overcrowding1187 Words   |  5 PagesAbstract This paper will discuss prison overcrowding and what type of numbers have come about over the years when it comes to inmates being imprisoned. It will discuss the cost of a prisoner annually as well as the decision to add verses build when it comes to new facilities. The overcrowding in one particular prison will be touched on as well as whose responsibility it is for upkeep. It will discuss how funding plays a role in overcrowding as well as the â€Å"three strikes† rule in California andRead MorePrison Overcrowding953 Words   |  4 PagesPrison Overcrowding Sherita Bowens American Intercontinental University April 24, 2010 Abstract Prison overcrowding is one of the many different problems throughout the world that law enforcement faces. Prison overcrowding not only affects those in law enforcement, it also affects the taxpayers in the community as well. The problem of overcrowded prisons is being handled in many different ways. Some of these ways have been proven to be sufficient and successful while others have not beenRead MorePrison Overcrowding2966 Words   |  12 Pagesâ€Å"Prison Overcrowding: Using Proposals from Nevada and California to Recommend an Alternative Answer† By: Casey Apao For: Dr. Sarri CSN Fall 2010 Dedication: â€Å"I, the undersigned, Casey Apao hereby certify that without the assistance of Henry Apao this Critical Thinking Scientific Paper wouldn’t be done.† Signed , Casey Apao Disclaimer: â€Å"I, Casey Apao hereby certify that this Critical Thinking Scientific Paper is the result of my sole intellectualRead MoreOvercrowding Prisons And The Prisons Essay1785 Words   |  8 PagesAlma Gonzalez Professor Shaw SOC 474OL 11 August 2016 Overcrowding Prisons Prisons were essentially built to accommodate a number of prisoners, but over the years, it has reached over capacity. Today in the United States, there are approximately 193,468 federal inmates that consist of the Bureau of Prisons Custody, private managed facilities and other facilities. The inmates ages range from 18- 65 with the median age being in their late 30’s. This number is counting both male and female populationRead MoreArticle Report On Overcrowding Of Prison Overcrowding1074 Words   |  5 Pages Clark, Charles S. Prison Overcrowding. CQ Researcher 4 Feb. 1994: 97-120. Web. 26 Mar. 2016. This article discusses overcrowding in the United States prison system, due in part to mandatory prison sentences. Additionally, this article also discusses the challenges in managing the overpopulation of prisons and gives an objective look at solutions, to include building more prisons, to combat overcrowding. While the author does not include information about himself and his qualifications, hisRead MoreEffects Of Prison Overcrowding1345 Words   |  6 Pagesa few of the effects that prison overcrowding causes towards the inmates and the guards. I will first address the issue of violence that prison overcrowding causes. My next point will be the health of the inmates discussing both their physical and mental while in overcrowded prisons. Lastly I will discuss the physical and mental health of the correctional officers and how the job could lead to correctional officers having issues in their private life. Prison Overcrowding has become a major issueRead MoreThe Problem Of Prison Overcrowding1572 Words   |  7 Pagesthe past 30 odd years, California’s prison population has grown by 750 percent (â€Å"California’s Perpetuating Prison Crisis†). As this percentage perpetuates to make substantial gains, inmates are suffering in confinement cells, officials are negotiating over the issue, and the public is protesting to make their opinions count. The prison crisis has continued to grow over the years, causing a great uproar among all of California’s 32 state prisons. Prison overcrowding has been an increasingly vital issueRead MoreThe Overcrowding Of Prison And Massachusetts1261 Words   |  6 PagesAfter exploring options of which states had the most overcrowding in prisons, the best option to go with was California because states like Alabama and Massachusetts did not have current statistics. If anything, their statistics were from 2016 or 2013, making data harder to collect. Therefore, according to the California Department of Corrections and Rehabilitation website, the most recent report they have of the total population is as of midnight February 8, 2017. The total population is 180,885Read MoreThe Problem Of Prison Overcrowding1166 Words   |  5 PagesBlackboard #1: Realignment Prison overcrowding has always been a problem in California prisons. It has been growing over the year and has now lead the United States Supreme Court to take part in trying to find a solution to this problem. Because of this issue, Plata litigation came through and had a significant impact on the way we see community corrections. The ruling in the Plata litigation in turn lead to AB 109 or The Public Safety Realignment Act to be implemented as a solution to California’sRead MorePrison Overcrowding Essay1184 Words   |  5 Pages Prison Overcrowding Nicole Neal American Intercontinental University Abstract This research paper is to explore the impact of prison overcrowding. The United States has a, what seems to be everlasting, prison overcrowding problem. 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Sociology Essay Impact of Globalization Trends Free Essays

Introduction Globalization is a widely discussed and contested topic. The process of globalization has profound impacts on the capacity of a nation to formulate its policies. It is accompanied by a seemingly endless process of change within education (Peters, 1992). We will write a custom essay sample on Sociology Essay: Impact of Globalization Trends or any similar topic only for you Order Now Globalization is one main issue that is increasingly attracting the attention of most academicians, researchers and policy makers. It has gained relevance in the context of higher education. Education is an important driver of growth and poverty reduction. Education policies have been in existence for quite some time and have played an important role in the development policy. The most recent wave of globalization is likely to have profound effects on education structures and policies across the world. What is globalization? ‘Globalisation’ is a term that describes the process of integrating societies by removing legal, political and geographical constraints (Trowler, 1998). Vulliamy (2004) describes it as a process which is rapidly integrating the world into one economic space via an increasingly networked global telecommunication system. A study by Tikly (2003), suggest globalization as an inevitable and largely irresistible phenomenon that contains opportunities and threats for national development. Globalization is therefore seen to be concerned principally with integration into global and regional markets underpinned by technologies Although internationalization is not new to education policies, the forces and tensions under the umbrella concept of globalization constitute dramatically different environment in which education institutions and policy makers operate in (Marginson, 1999). The changes to which education structures inUKand around the globe is exposed are complex and varied (Marginson, 1999). Nonetheless, the globalization concept indicates that these changes are somehow interrelated. For the purpose of this analysis, we will stress the following tendencies within the overall force of globalization: Restructuring of the economic world system due to rapid integration of the world economy resulting from a transformation to a post industrial knowledge economy and increasingly liberalized trade and commerce. Rise of network society due to technological advancements and the expansion of the internet Increasing virtual mobility of people, knowledge and capital resulting from the development of new transport facilities, expansion of the internet and increasingly world integrated community Complex cultural developments whereby we have an increasing cultural exchange and multicultural reality on the one hand of homogeneity and cultural differentiation and segregation on the other hand. Erosion of the nation state and a widening of the gap between socio-political regulation and economic activity. Such is the nature and complexities of forces associated with globalization. These forces define the social environment in which education structures and policies operate in (Green, 1999). Further, these forces condition the context in which education policies and structures have to operate and profoundly alter people’s experience of both formal and informal education (Green, 1995). For example, most institutions are transformed to become targets of corporate expansion and sites for branding. A more detailed explanation will be discussed below. Impact of globalization on education structures and policies Globalisation has profound impacts on education structures and policies. The impact is profound but also diverse, depending on the locality within the global arena. While there is often a danger of oversimplification and generalisation when dealing with globalisation, diversity has to be recognised and promoted to a certain extent. Various views have been expressed in literature with regard to the impact of contemporary globalization on the processes and structure of education worldwide. 1. Direct impacts on both the curriculum and pedagogy Carnoy (1999) suggests direct impacts on both the curriculum and pedagogy. There is little evidence however to support such an assessment. Whilst attempts have been made to inject global awareness on school curricula in western industrialized countries, these have generally remained very low status add-ons. Carnoy (1999) continues to argue that whilst the direct impacts on pedagogy and curriculum are limited, the more general influences of economic restructuring and political ideologies are immense. For instance, globalization is putting considerable premium on highly skilled and flexible workers in an organisation hence increasing the demand for university education. 2. Emerging ‘bordeless’ higher education market The most visible manifestation of globalisation in the education sector is the emerging ‘bordeless’higher education market. Globalization leads to huge increases in worldwide demand for higher education through opportunities created by the internet and new communication technologies which in turn shape an environment in which providers can expand their supply of educational facilities (Breier, 2001). Universities fromAustralia, North America, Europe andEnglandare reaching out their educational provisions to the international market by actively recruiting international students through establishing branch campuses or via distance education, e-learning and other transnational activities (Breier, 2001). These increasing demands bring new providers into the market. The business of borderless education comprises various forms and developments including the emergence of corporate universities, professional association that are directly active in higher education, and media companies delivering educational programmes among others (Alao Kayode, 2005). These new providers extensively use the Internet and ICT as a delivery channel. 3. Erosion of national regulatory and policy framework Globalization is also associated with the erosion of national regulatory and policy frameworks in which institutions are embedded (Slattery, 1995). The policy framework is subject to erosion in an increasingly international environment marked by globalizing professions, liberalized market place, mobility of skilled labour, and international competition between institutions (Slattery, 1995). Most institutions acknowledge this and thus develop consortia, partnerships and networks to strengthen their position in the global arena. Schemes such as the European Credit transfer system and mobility programmes such as UMAP and SOCRATES can be developed to stimulate internationalization in higher education with respect to the various national policy frameworks (Dearden et al, 2002). There is need for an international regulatory framework that transcends the eroded national policy framework and steer to some extent the global integration of higher education system. 4. Create new and tremendously important demands and exigencies towards universities as knowledge centre’s Consequently, globalization creates new and tremendously important demands and exigencies towards universities as knowledge centers (Dearden et al, 2005). Research and development is crucial in any knowledge and information driven society. Globalization of research and development leads to a more mobile and highly competitive international market of researchers. Moreover, universities are called upon to take up responsibilities in the society, deepen democracy, act as mediators and to function as centre’s of critical debate. These higher demands placed upon them create tensions in institutions and stimulate other organizations to engage in such kind of activities. 5.Increasing demand for higher education worldwide Finally, the continuing trend of globalization is expected to increase the demand for higher education worldwide. In the developed world, the society will always ask for highly qualified and flexible workers. Modernization, economic development and demographic pressure increase the demand for higher education in most parts of the world (Blanden Machin, 2004). Governments and local institutions generally lack enough resources to deal with the increasing demand hence leaving an unmet demand to the international and virtual providers. This demand not only grows quantitatively but also becomes more diverse. The internet together with new technologies are increasingly providing new opportunities for more flexible delivery of higher education, thus increasing demand in some countries and meeting demands in others where traditional institutions have failed. These developments brought by globalization underpin the assertion that higher education will emerge as one of the booming markets in future (Blanden Machin, 2004). The need for an international regulatory framework There is a big difference in the way countries deal with private universities and transnational higher education.GreeceandIsrael, for instance, rarely recognize their diplomas and degrees (Blanden, Gregg Machin, 2005). While other countries residing in the developing world such asMalaysiarecognize their incapacity to meet the increasing demand and thus welcome foreign providers (Blanden, Gregg Machin, 2005). Principally, there is no reason to oppose a positive and open attitude towards transnational higher education and private universities. In modern policy approach, it must be recognized that private and transnational institutions are also capable of fulfilling public functions. Despite the fact that traditional higher education institutions have a specific tradition and academic culture to defend, it should be amenable to competitors from diverse backgrounds. It therefore becomes imperative to have in place international and sustainable policy framework that deals with private and transnational providers. Conclusion The globalization trends are leading to a wide spread changes that are impacting on education worldwide. Nation states acknowledge this and have developed reforms to their educational systems in response to modernizing ideas and international trends. It should be noted that globalization represents a new and distinct shift in the relationship between states and supranational forces and that its impact on education is profound in a range of ways. Whilst this analysis does not present an exhaustive listing of the impact of globalization on education, it does bring out key dynamics and highlight important areas of action for academicians and policy makers with respect to globalization. (1557 words) Reference Alao Kayode (2005), Emerging Perspectives on Educational Assessment in an Era of Postmodernism, Commissioned paper presented at 31st Annual conference on International Association for Educational Assessment. Blanden.J.P., Gregg Machin.S (2005), Educational inequality and intergenerational mobility, The economics of education in theUnited Kingdom, Princeton,PrincetonUniversitypress. Blanden.J Machin.S (2004), Educational inequality and the expansion ofUKhigher education, Scottish Journal of political economy, Vol 54, PP.230-49 Breier.M (2001), Curriculum Restructuring in Higher Education in Post-ApartheidSouth Africa,Pretoria Carnoy (1999), Education, globalization and nation state,Oxford,Oxforduniversity press Dearden.L, Emmerson.C, Frayne Meghir.C (2005), Education subsidies and school drop-out rates Dearden.L, Mcintosh.C, Myck.M Vignoles.A (2002), The returns to academic and vocational qualifications inBritain, Bulletin of economic research, Vol 54, PP. 249-75 Green.A (1999), Education and globalization in Europe andEast Asia: convergent and divergent trends, Journal of education policy, Vol 14, pp.55-71 Green.M.F (1995), Transforming British higher education: a view from across theAtlantic, Higher Education, Vol 29, pp.225-239 Marginson.S (1999), After globalization: emerging politics of education, Journal of Education Policy, Vol 14, pp.19-31. Peters M (1992), Performance and Accountability in ‘Post-industrial Society’: the crisis of the British universities, Studies in Higher Education, Vol 17, PP.123-139. Slattery, P. (1995) Curriculum development in the post modern era,New York, Garland Publishing Tikly (2003), Globalisation, knowledge economy and comparative education, vol 41, pp. 117-149 Trowler P.R (1998), Academics responding to change: new higher education frameworks and academic cultures, Buckingham, Open University Press. Vulliamy.G (2004), the impact of globalization on qualitative research in comparative and international education, journal of comparative and international education, Vol 34, pp.261-284 How to cite Sociology Essay: Impact of Globalization Trends, Essay examples

Matrix the movie Essay Example For Students

Matrix the movie Essay Here is the essay I think the uploader strung the sentences together so the paragraphs are in one long line: As the worlds technological capabilities reach increasingly impressive new heights, we are faced with new problems caused by these new technological capabilities. Along with these newfound problems, such as the now infamous Y2K, come the latest futuristic prophecies about the worlds damnation due to the new technologies. Thus is the need for, and theory behind the movie Matrix. The Matrix explores unthinkable realms of computer world omination, human cultivation, and a specious reality so profoundly using exceptional writing by brothers Andy and Larry Wachowski. This thought provoking screenplay is based on the premise that cyberspace is becoming far too much the center of our existence. Additionally the Wachowski brothers play on the idea that the line between reality and virtual reality is getting a little too thin. These ideas are so farfetched and mind-boggling that they lead one to stop for a second to question ones own sense of reality. This questioning of reality is a yproduct of the brilliant filmmaking used to captivate the audience for an incredible two and a quarter hour journey. While watching The Matrix, the pulse is quickened, the eyes are dazzled, and the brain is twisted beyond recognition several times over. Ones eyes are dazzled incessantly by numerous computer-generated special effects. Among these aesthetically pleasing scenes are the action packed martial arts scenes featuring the always lovable Keanu Reeves. Although one is predetermined to question Reeves comic book-like kung fu sequences, on must sit back and be amazed by the rothers Wachowski filming methods. The Wachowskis filming methods allow them to slow down sequences to show moves and actions normally made impossible by the laws of physics. Additional scenes depict bullets as they are slowed down to a crawl while the audience takes the vantage of the depth-defying characters dodging these bullets. The audience watches as characters leap buildings and virtually fly in hair- trigger quick movements that Hollywood was incapable of depicting just two or three years ago. Simply put the visual display is indescribable. The Matrixs visual barrage should propel the art of filmmaking into the next millennium. In addition to the exceptional writing and visual depiction, the Matrix offers commendable acting. As an action movie, the Matrix is not asked to have any dramatic performances. Its simply expected to have explosions, disastrous chases, and gun-driven violence, yet many of the actors give surprising performances. The before mentioned Keanu Reeves, gives an excellent performance as the geek-gone superhero, Neo, considering his resume` of painful performances. Additionally, Carrie-Anne Moss gave a respectable erformance as Trinity, the behind kicking beauty. Also Lawrence Fishburne, cast intelligently as Morpheus, brilliantly plays role of a futuristic Yoda trying to get Neo to realize his potential as humanitys savior. These performances coupled with a career- defining performance from Hugo Weaving, the dark suited Men in Black detective-type, add a dramatic flair to this already promising movie. In conclusion, Andy and Larry Wachowski combine ingenious writing, innovative filming, and good performances from a well-selected cast, to make The Matrix more than just a movie, but rather an experience.