Dispute Resolution in Con Truction Industry (Msc Thesis Proposal) Essays

Dispute Resolution in Con Truction Industry (Msc Thesis Proposal) Essays Dispute Resolution in Con Truction Industry (Msc Thesis Proposal) Essay Dispute Resolution in Con Truction Industry (Msc Thesis Proposal) Essay it is the failure to use dispute that causes the distress and low productivity, associated with escalating dispute. Dispute avoidance and the failure to develop an organization equipped to manage it, not dispute itself. Open, skilful discussion is needed to turn differences into synergistic gain rather than squabbling losses. CONSTRUCTION DISPUTE Dispute is inevitable in construction projects and it can be regarded as endemic in the construction industry. Disputes can either be avoided from the start by way of efficient risk allocation and management or resolved once it is occurs. The former seems to be more suitable to avoid unnecessary time and cost. However, the latter may be practical for complex issues which require third party’s interference (Edwards Shaoul, 2003). 2 Construction disputes are fairly common, and they vary in their nature, size, and complexity. Mark Appel, senior vice president of the American Arbitration Association, stated that â€Å"[t]he construction industry†¦[is] really the industry that sponsors our work. (ENR 2000). Although this statement may initially appear to be an indictment, it simply reflects the complexity of a contemporary construction project, which requires the orchestration of numerous interdependent components, including information, materials, tools, equipment, and a large number of personnel working for independent engineers, contractors, and supplier. Respected professionals estimate that construction litigation expenditures in the United States have increased at an average rate of 10 percent per year over the last decade, and now total nearly $5 billion annually (Michel 1998, Pena-Mora, Sosa, and McCone 2003). Osver the past two decades the construction industry has made tremendous progress in developing more efficient methods of dispute prevention and resolution. In fact, experts frequently refer to the construction industry as being on the innovative edge regarding dispute resolution (ENR 2000, Hinchey and Schor 2002). Despite the progress, there remains much room for improvement. Current practice in construction dispute resolution generally reflects one of two perspectives: that one size (or resolution method) fits all disputes, and that dispute resolution is a menu of independent stand-alone choices. It is more effective to approach dispute resolution in a manner similar to medical treatment – diagnose the problem first, and then select the least Invasive procedure that will correct it. Because the cost-effectiveness and timeliness of dispute resolution are critical factors, this thesis proposes a flexible framework – a strategic approach to dispute prevention and resolution that employs a neutral advisor, early intervention, and the ability to tailor the resolution 3 method to the particular nature of the dispute. II. Current Practice A number of different Alternative Dispute Resolution (ADR) methods are currently used in the construction industry. A few of the more common methods are highlighted briefly: Step Negotiation generally requires the individuals directly involved in the dispute to seek resolution through direct negotiation. If a resolution is not reached within a predetermined length of time, the dispute is elevated to the next level in the organizations. This process normally continues to senior levels of each organization. Dispute Review Boards1 typically consist of three neutral experts, who visit the site periodically in order to monitor progress and potential problems. When requested by the parties, the board conducts an informal hearing of the dispute and issues an advisory opinion that the parties use as a basis for further negotiations. The prevalence of construction disputes indicates that the current approach to dispute resolution is not effective enough. First, as evidenced by standard construction contract forms, dispute resolution tends to be addressed by specifying the resolution method(s) to be used. This â€Å"pre-ordaining† of the ADR method obviously cannot consider the nature of the dispute, and may in fact limit the parties’ consideration of possible resolution methods. When the project atmosphere deteriorates, parties frequently stop communicating effectively, become inflexible, and â€Å"wrap themselves in the contract. † Therefore, a contract that specifies a particular dispute resolution method, rather than a flexible process, may unintentionally result in the oversight of â€Å"less invasive† methods that are available and probably preferable. Second, dispute resolution methods are too frequently viewed as a menu of stand-alone 4 choices. Dispute resolution methods can be effectively combined into more comprehensive processes, where the benefits of synergy can be exploited to successfully resolve the dispute. A more effective approach would be a dispute resolution system that emphasizes prevention in addition to resolution, and includes the flexibility to determine the most appropriate ADR method (or combination of methods) for each dispute, in an effort to find the â€Å"least invasive procedure† that has a strong likelihood of success. Such a system would address key industry concerns, those most commonly being the cost and time required to resolve the dispute. III. Dispute Resolution Systems Design Slaikeau and Hasson (1998) present a strategy to develop more cost-effective business dispute resolution systems. They describe four summary methods of dealing with conflict: avoidance, collaboration, resorting to higher authority, and power plays. Their consulting experience has shown that the majority of existing dispute resolution systems prematurely resort to â€Å"higher authority† (e. g. , boss, arbitration, litigation) or â€Å"power play† (e. . , strikes) resolution methods before fully exploring the collaborative (e. g. , negotiation, mediation/n) options. Slaikeau and Hasson present a comprehensive dispute resolution system template that includes four major components: site-based resolution (between the parties, with an optional appeal to internal higher authority, such as a supervisor), internal support, convening for external ADR, and appealing to an external higher authority (e. g. , courts or governmental agencies). The template generally requires collaborative methods prior to resorting to external higher uthority. After site-based resolution, the utilization and sequence of subsequent components are completely flexible, including the ability to â€Å"loop back† to a more collaborative 5 component at any time. Progressive dispute resolution exists in the construction industry, but most frequently in predefined escalation specified in the contract; for instance, the DBIA standard contract forms specify step negotiation, then mediation, and finally binding arbitration (DBIA 1998a, 1998b). Groton (1997) presents four principles to consider when designing an effective dispute resolution system for construction: 1. â€Å"Consider the unique nature of the construction process. 2. Even when problems turn into disputes, litigation should not be the method used to resolve them. 3. If participants commit in advance to use dispute resolution techniques when problems arise, they create an atmosphere conducive to solving problems. 4. Many problem-prevention and litigation-avoidance approaches exist; these techniques are most effective when applied early in the project. The best practices for designing dispute resolution systems include flexibility, early intervention, exhaustion of collaborative options before resorting to adjudicatory methods, and controlled escalation of the dispute by using different ADR methods in a logical progression. IV. A Flexible Framework for the Prevention and Resolution of Construction Disputes Due to the number of individuals, organizations, and is sues involved in a modern 1 construction project, problems are inevitable. The desires (and/or pressure) to finish the project and a lack of resources for identifying the root cause of the problem contribute to the danger of delaying the intervention necessary to 6 resolve disputes. Timely intervention can also prevent reoccurrences of the same problem later in the construction process. Too often, contractors submit an all-inclusive claim at the end of the project, frequently fostering an adversarial atmosphere that threatens potential collaboration between the parties on future projects. A more effective approach is to ddress the issues quickly, while they are manageable, determine the root causes, and correct them. In addition to the issue of when to address disputes, there is the matter of how best to address them. Disputes vary in nature, and different disputes are more efficiently resolved through different methods. In the vast majority of construction disputes, some form of ADR is the most appropriate option. There are rare cases in which litigation i s the most appropriate course – those in which a determination on a legal principle is required, or the establishment of a legal precedent is sought. Even within the realm of ADR alternatives, a â€Å"one size fits all† approach cannot produce optimal results due to the varying characteristics of the disputes and of the ADR methods. (Groton 1997, Hinchey and Schor 2002). The question is then, â€Å"When is the best time to specify the ADR approach to be used for a particular dispute? † The 1990 ABA forum concluded that mediations tended to be more successful when parties agreed to mediate after the dispute developed, as opposed to simply enforce as a matter of the contract (Hinchey 1990). Considering these facts together, the proposed solution is to contractually specify a framework for dispute resolution that combines early intervention with flexibility in the selection of ADR methods, rather than specifying a particular method to be applied to all disputes. The proposed system concentrates 7 heavily on proven techniques to prevent and collaboratively resolve disputes, and includes the ability to tailor the resolution process specifically based on the characteristics of each dispute. A convenor – a neutral third-party expert advisor – assists the project team in implementing the system, and provides continuity throughout the duration of the project. 1. 2 SIGNIFICANT OF THE STUDY According to Robert (2010), Until early 1990s, the dispute resolution landscape in Nigeria was dominated by the adversarial, daggers drawn mechanisms of litigation and arbitration, and counsel deployed these vigorously on behalf of their client. However towards the end of last decade, the Federal Government of Nigeria opened its borders to nternational investors, particularly in the infrastructural development sector, leading to serious changes in the business landscape and in the dispute resolution. There are now many independent power projects (IPP) and concession agreements and most, if not all, have some element of foreign participation. The need for efficient and expeditious resolution of disputes has adoption of international recognized dispute resolution mechanisms, w hether litigation, arbitration or some other form of alternative dispute resolution (ADR). The adventof corporate entities investing in Nigeria, bringing with them their corporate culture including their preferred method of dispute resolution, has also contributed to advance of ADR (Marcellina and Okehia 1996). Tjosvold (1992): The idea that dispute is destructive and causes misery is so self-evident that it is seldom debated. Employees fight about many issues, but the wisdom of avoiding dispute is too often not one of them. However , it is the failure to use dispute 8 that causes the distress and low productivity, associated with escalating dispute. Dispute avoidance and the failure to develop an organization equipped to manage it, not dispute itself. Open, skilful discussion is needed to turn differences into synergistic gain rather than squabbling losses. Mark Appel (2000) stated that construction disputes, when not resolved in a timely manner, become very expensive – in terms of finances, personnel, time, and opportunity costs. The visible expenses (e. g. , attorneys, expert witnesses, the dispute resolution process itself) alone are significant. The less visible costs (e. g. , company resources assigned to the dispute, lost business opportunities) and the intangible costs (e. . , damage to business relationships, potential value lost due to inefficient dispute resolution) are also considerable, although difficult or impossible to quantify. 1. 3 JUSTIFICATION OF THE STUDY Dispute resolution is a very important task in construction because huge sums are invested in projects and stakeholders are eager to resolve disputes before they bring their projects to a halt and bankrupt them. At the project level, unresolved disputes can lead to programme delay, increased tension, and can damage long term business relationships as a result. Hence, the mportance of dispute resolution cannot be over- emphasized, and selecting the most appropriate resolution strategy is equally important (Cheung and Suen, 2002). It is for this reason that the industry has managed to develop and adopt many unique ways of dispute resolution (Groton, 1997; Harmon, 2003; Gebken and Gibson, 2006) and has thus become a paradoxical leader in both dispute generation and resolution (Gibbons, 2007). Because disputes arise from so many 9 different sources and are so complex, there is no single one size fits all technique for resolving them. Also, according to Groton (1997), the spiral of conflict, which can cause a simple problem to develop into a difference of opinion, then a disagreement, and ultimately a dispute, makes it impossible to use a single dispute resolution technique to deal with all successive stages in the development of a dispute. Dispute resolution methods range from the traditional techniques of litigation and arbitration to alternative dispute resolution (ADR) methods including mediation, adjudication, conciliation, negotiation, dispute resolution board, mini-trial, and dispute resolution adviser. Figure 1 shows a continuum of dispute resolution methods with the degree of control of the outcomes by the stakeholders compared to both the cost of resolution and the extent of hostilities resulting from their use. The fundamentals of the use of these methods and their combinations and hybrids, including their relative merits and demerits have been extensively discussed by various authors, including Brooker and Lavers (1997), Cheung and Suen (2002), Harmon (2003), Chan et al. , (2006), Teo and Aibinu (2007) and Elis and Baiden (2008) 1. 4 AIM AND OBJECTIVES 1. 4. 1 Aim This research is aimed at dispute resolution method in the Nigeria construction industry for the benefit of all professional and participant who desire comprehensive information on appropriate method of resolving dispute. 1. 4. 2 Objectives i To articulate the concept of dispute in construction industry. 10 ii To explore the origin, Nature and process of litigation, arbitration and other ADR iii To identify the method predominantly used for dispute resolution iv To distinguish between Adversarial and on adversarial methods of dispute resolution mechanisms available . 5 RESEARCH METHODOLOGY This research will be pursued through extensive review of literature from text books, journals, magazines and other documents relevant to the research. Also a well structured questionnaire will be administered to a sample of the population for the study. The population will include all professional in the construction industry, i. e. Architects, Builders, Engineers, Quantity surveyors who manage co nstruction project at a senior cadre level in all categories of construction firms duly registered with corporate affairs commission in Nigeria. . 6 SCOPE AND LIMITATION The concept of dispute is extensive, but this research work intends to cover only resolution method in construction industry, using Federal capital territory Abuja, Kaduna and Lagos as area from which sample will be collected, considering that a lot of construction activities and companies are concentrated there. 11 References 1 Adams, O. (1997), ‘Contractor development in Nigeria: perceptions of contractors and professionals’, Construction Management Economics, 15(1), pp 95-108 2 Aibinu, A. A. nd Odeyinka, H. A. (2006), ‘Construction delays and their causative factors in Nigeria’, Journal of Construction Engineering Management. 132(7), pp 667-677 3 Aniekwu, A. (1995), ‘The business environment of the construction industry in Nigeria’, Construction Management Economics, 13(6) , pp 445-455 4 Bristow, D. and Vasilopoulos, R. (1995), ‘The new CCDC2: facilitating dispute resolution of construction projects’, Construction Law Journal, 11(2), pp 95-117 5 Brooker, P. 1999), Survey of construction lawyers attitudes and practice in the use of ADR in contractors disputes, Construction Management and Economics, 17(6), pp757-765 6 Chan, E. H. W. (1997), Amicable dispute resolution in the Peoples Republic of China and its implications for foreign-related construction disputes, Construction Management and Economics, 15(6), pp 539-548 7 Chan, E. H. W. , Suen, H. C. H. and Chan, C. K. L. (2006), ‘MAUT-based dispute resolution selection model prototype for international construction projects’ Journal of Construction Engineering and Management, 132(5), pp 444–451. Cheung, S. O. and Yiu, K. T. W. (2007), ‘A study of construction mediator tactics - Part I: taxonomies of dispute sources, mediator tactics and mediation outcomes’, Building and Environment, 42(2), 752-761 9 a (DBIA 1998a) Design-Build Institute of America. 1998. Standard Form of Preliminary Agreement Between Owner and Design-Builder, Document No. 520, First Edition, Design-Build Institute of America, Washington, DC. 9b (DBIA 1998b) Design-Build Institute of America. 1998. Standard Form of General Conditions Between Owner and Design-Builder, Document No. 35, First Edition, Design-Build Institute of America, Washington, DC. 12 10 Elis, F. and Baiden, B. K. (2008), A conceptual model for conflict management in construction firms, in Jin, X. and Doloi, H. (Eds), Proceedings of Construction 11 Funmi Roberts F. (2010),† Cultureal Nuances in Mediating Commercial Disputes in Nigeria† in ARBITRATION, the International Jirnal of Arbitration, Mediation and Dispute Management. (Sweet and Maxwell) Vol. 76 No. 3, August Edition. 12 Gebken, R. J. and Gibson, G. E. 2006), ‘Quantification of costs for dispute resolution procedures in the cons truction industry’, Journal of Professional Issues in Engineering Education and Practice, 132(3), pp 264-271 13 Gibbons, E. N. (2007), Effects of Litigation in the Construction Industry: stratification and Insolubility, in Proceedings of the Construction and Building Research Conference of the Royal Institution of Chartered Surveyors (COBRA 2007), RICS, Atlanta, 6-7 September 2007, rics. org/NR/rdonlyres/BF249E01-4710-49CE-B6DF- 2306264311C7/0/Cob2007Gibbons. df , viewed 01/05/2009 14 Groton, J. P. (1997), ‘Alternative dispute resolution in the construction industry’, 15 Hinchey, J. and L. Schor. 2002. â€Å"The Quest for the Right Questions In the Construction Industry. † Dispute Resolution Journal, August/October, 10-20. 16 Marcellina H. and Okehia O. (1996), Ethnic and Cultural Diversity in Nigeria (Trenton, NJ: African World Press Inc) pg. 6. 17 Pena-Mora, F. , C. E. Sosa, and D. S. McCone. 2003. Introduction to Construction Dispute Resolution. Prenti ce Hall, Upper Saddle River, NJ. 8 RICS COBRA Research Conference, University of Cape Town, 10-11th September 2009. Oladapo and Onabanjo, pp 7-22 19 Slaikeu, K. A. and R. H. Hasson. 1998. Controlling the Costs of Conflict: How to Design a System for Your Organization. Jossey-Bass Publishers, San Francisco. 21 Teo, A. I. L. and Aibinu, A. A. (2007), ‘Legal framework for alternative dispute resolution: examination of the Singapore national legal system for arbitration’, Journal of Professional Issues in Engineering Education and Practice, 133(2), pp 148–157 13

I Write to Discover What I Know

I Write to Discover What I Know As a blogger, I see everything that happens in my life as a possible jumping off point for an article. There are writing topics surrounding me at every moment. And yet, I sit down most weeks not knowing what I’m going to write about. I face â€Å"writer’s block† on a regular basis. How do I manage to think of something to say every week? I scroll through various topic sources such as: articles I’ve read or that someone has sent to me over the past week things I’ve learned at a conference or workshop articles someone else has written that I might want to post as a guest post client success stories and challenges, as well as business lessons from the past week Topic ideas are a dime a dozen. But how do I land upon one that strikes a chord with my audience? Sometimes I start writing only to discover that it’s a dud; and so I start over. Today’s article began when a friend sent me a link to a page of chalkboard art. I looked through the images through my default filter of â€Å"Is there a blog article in this?† When I saw a beautiful rendition of a quote by Flannery O’Connor, â€Å"I write to discover what I know,† I knew I had found a rich topic. I started thinking about a class in law school, Alternative Dispute Resolution, where I first discovered the phenomenon of â€Å"discovering what I know† by putting pen to paper. Each week we were given a choice of 3 topics and had to write a page or two about one of them. Each week, I was sure I would have nothing to write about. But write I did. I got an A. Writing doesn’t have to be academic to be a discovery process. Even writing a shopping list can help you uncover previously hidden information. So can writing a heartfelt letter to a friend. If you are someone who writes a journal, you understand that you discover surprises about yourself as you let your thoughts flow onto the page. Often all it takes to â€Å"unblock† a writer is the spark of an idea; sometimes that idea must be accompanied by a detailed framework or outline of a full essay. If someone is having a hard time writing  a resume, going through How to Write a WINNING Resume  along with one of my resume questionnaires  can do the trick. Clients often tell me that completing that questionnaire is one of the most valuable parts of working with me; they identify what they know about themselves as they start putting it into words. I would like every person faced with a writing project to know that it’s okay to start out not knowing what you’re going to write. Even if you have no clue, try sitting down and writing, even if it doesnt make sense or isn’t related to the topic. Stream of consciousness is just fine and is a great way to discover your own thoughts. You might be someone who needs to talk through ideas with another human being and nail down an outline before writing. If so, call someone (perhaps The Essay Expert) to work with you. If, on the other hand, all you need is structure, I recommend reading â€Å"how to† books such as How to Write a WINNING Resume or How to Write a KILLER LinkedIn Profile. If you are stuck on your resume, try answering the questions in my resume questionnaires so that you have guidance as you start to put your ideas to paper (or to computer). I am a frequent writer, and thus an evolving discoverer. I explore how seemingly unrelated topics connect with each other. I dive into my opinions, likes and dislikes. I find out more and more about who I am and who I am not. Flannery O’Connor was right on target, as  I hope you too will learn as you embark on this path of discovery.

Technology in Education in NYC Assignment Example | Topics and Well Written Essays - 1250 words

Technology in Education in NYC - Assignment Example This study highlights that  the NYC local government should enhance the use of effective techniques such as the Learning Analytics to assess the progress of education. The learning analytics policy approaches facilitates measurement of various elements that affect education. Learning Analytics facilitates the collection of useful information about the students, parents, and the community that can be used to regulate the use of technology in schools.   In essence, the use of Learning Analytics facilitates impromptu research on learning institutions to evaluate the functionality of technology in the education field. In this regard, all the stakeholders in the education sectors should be involved in the research in order to decide the most effective means of solving the challenges facing use of technology in education.From this paper it is clear that the approach used to address the issue of hacking and damaging of education devices presently in the NYC presently is ineffective. Eve n though hacking is monitored via online platforms, the infrastructure is not convenient for complex soft-wares such as the eSpark. In addition, the mechanisms used to monitor the usage of learning devices are defective. For instance, parents are not involved fully in the monitoring devices monitoring process. Therefore, the NYC education sector should consider adopting the changes discussed above to improve the security of education documents and longevity of learning devices.   Ã‚  

A written analysis of the nature of Practitionr research Essay

A written analysis of the nature of Practitionr research - Essay Example Practitioner research has been employed as a means of bridging the gap between practice and theory. Teachers have been urged to use practitioner research, specifically action research in order to improve education and reconstruct knowledge (Berker, 1992). Other areas of practice, including health, agriculture, and the social sciences have also not been left behind in their use of practitioner research, as they are seeking to improve their knowledge base, and eventually bridging the gap between theory and practice (Fox, et.al., 2007). Various discussions on practitioner research have been forwarded, including its nature, values, and underlying activities. This paper seeks to explore the nature of practitioner research. It shall explore various issues pertaining to ethics, especially in relation to practitioner research. Firstly, it shall discuss the youth mentoring and how practitioner research applies to this field. Secondly, the importance of ethical applications in practitioner res earch will also be established. Lastly, an analysis of practitioner and action research will be carried out. Youth mentoring is a process that entails a linking of mentors with the youth, especially those that require the care of responsible adults (Rhodes and Liang, 2009). More often than not, the responsible adults (mentors) are not relatives of the mentored youths. At most, these mentors serve as volunteers under a community-based program catering to the needs of the youth population. Most definitions of the mentoring processes have revolved around the idea that an older and more experienced person would assist a much younger and less experienced individual to go through developmental stages and transition towards bigger responsibilities (Rhodes and Liang, 2009). The motive for the establishment of mentoring programs is primarily on assisting youths in their transition into adulthood. In other cases, mentoring programs have also been established in order to curb and control delin quent behaviours. In the past decades, various mentoring programs have emerged in different parts of the world (Spencer, 2007). Moreover, the number of youths under the mentoring programs has also increased drastically (Spencer, 2007). Mentors have often entered into the mentoring programs with much enthusiasm. However, concerns on the efficacy of the mentoring programs have emerged in recent years. In particular, questions have been seen on whether or not the current state of the mentoring programs is effective and ethical (Rhodes and Liang, 2009). These questions relate to the fact that the mentor has a far greater power over the student. The power differential, in other words can be abused by the mentor. On the other, as the mentor and the student develop a closer relationship, the lines between mentor and student may be blurred (Goudreau, 2010). The National Youth Mentoring Program framework is a booklet that stipulates all that should done to ensure that all the mentoring progr ams attain the desirable goals. In relation to practitioner research, this discussion on the youth mentoring program shall now consider the foundations of the program, as well as the benefits it can bring in improving youth mentoring and in improving the healthy development of the youth. Background of youth mentoring p

How policies and procedures help children Essay Example for Free

How policies and procedures help children Essay Discuss how policies and procedures help children and young people and their families whilst the child is being looked after. In this essay I am going to discuss 6 policies and their procedures whist a child is being looked after. I am going to expand on why this is important for the child parent or legal guardian and also why they are put in place. Firstly I am going to discuss the Safeguarding Policy. Safeguarding Policy Safeguarding is the policy that describes the function of protecting adults and children from abuse or neglect. It is an important shared priority of many public services, and a key responsibility of local authorities.Safeguarding relates to the need to protect certain people who may be in vulnerable circumstances. These are people who may be at risk of abuse or neglect, due to the actions (or lack of action) of another person usually their parent or carer. In these cases, it is critical that services work together to identify people at risk, and put in place interventions to help prevent abuse or neglect, and to protect Safe guarding helps make sure the people whom are protecting the children are correctly checked for example a CRB is mandatory when looking after a vulnerable child. What is a DBS check and why is it needed? Since March 2002, the Criminal Records Bureau has enabled employers to check the criminal records of employees and potential employees, in order to ascertain whether or not they are suitable to work with vulnerable adults and children. For individuals working in certain positions, a valid DBS disclosure is a legislative requirement. The Disclosure and Barring Service also manage lists of individuals who are barred from working with children and adults. New safeguarding regulations introduced in October 2009 place an obligation on employers, social services and professional regulators to notify the DBS of relevant information. This obligation ensures that individuals who pose a threat to vulnerable groups can be barred from working with them. It also makes it a criminal offence for these individuals to apply to work with these groups and for employers to knowingly employ them. This makes sure the child is safe whilst being cared for by a  professional or a carer whom isnt their parent or legal guardian. It is also important so the parents or carers know the child is in safe hands whilst being cared for out of their control. Recording and Handling Information Policy Recording and handling data is important when looking after children for example whilst a child is in school all their documents must be kept confidential in case any of the other children or irrelevant staff members read or disclose any confidential information. The only time data or information about child should be revealed is if the child is at risk or in danger. Then the relevant person can inform the carer or relevant person to make sure the child is kept safe. Keeping childrens medical records safe is also important in case they ever need reviewed or used in case of emergency. Health and Safety Policy This policy promotes making sure the child is kept safe and in a safe environment for example there are a few policies put in place to make sure this is possible. They are RIDDOR  (Reporting of Injuries, Diseases and Dangerous Occurrences Regulations) This is an assessment that must be put in place and a report filed upon if a child is injured in school or any other official place of work. For parents or carers this makes sure it is dealt with and supported correctly it also keeps children safe. COSHH (Control of Substances Hazardous to Health) This is similar to the RIDDOR policy I have expanded on above. All people taking care of the child must make sure all harmful substances are kept away from the child to prevent serious or injury or death. Risk Assessments. Risk assessments are carried out everywhere a child is looked after to make sure the environment and building is safe for the child to live or be taught in. This is a mandatory legal document especially in a school or care environment. This could put a parent or carers mind at risk knowing there child is safe. Health Policy It is a legal requirement that all children must get free healthcare throughout their childhood and adolescent life if needed for example medical care, dentistry care and mental support if needed. This helps support the child so they can stay healthy and get the right support they need. It also helps the parent so they don’t need to worry about the financial side as all this support is free. Education Policy Education is mandatory until you are 18 as of 2012. This is so children don’t fall out of education at 16. You can go down many routes when leaving school for example college, sixth form, training or apprentiships. There is also a legal standard of education in the United Kingdom that must be followed, there are 224 policies within 1 policy itself for education ranging from Reducing violent and gun crime to Reforming qualifications and the curriculum to better prepare pupils for life after school. Having policies in place makes sure that children get the right standard of education and that parents and carers can go out to work whilst their children are at school to make sure they can give their children the best standard of life. It also sets the child up for a good standard of life with good qualifications and life skills. Play Policy When children are in education especially primary school it is a legal requirement that they get break time and toys and equipment to use during this time. The best way for a child to learn is using exploratory learning and learning by trial and error. This is how a child learns life and social skills from a young age. When a child starts school this also gets them well adjusted to letting go from spending all their time with there parent or carer. Every Child Matters 1 Be Healthy 2 Stay Safe 3 Enjoy and Achieve 4 Make a Positive Contribution 5 Achieve Economic Wellbeing I believe that all they above policies shape a childs life and with the right guidance from parents, carers and education you can shape a decent outcome and setup for a childs life and development. Refrences. http://www.every-child-matters.org.uk/Framework_5_key_outcomes http://www.theguardian.com/politics/education http://www.playengland.org.uk/resources/national-play-policy.aspx https://www.gov.uk/government/publications/health-and-safety-advice-for-school https://www.gov.uk/disclosure-barring-service-check/overview

Graduation Speech -- Graduation Speech, Commencement Address

It’s hard to believe that we are actually sitting here in the auditorium for the last time as students of Kheradmand High. But we are! We made it through four years of high school. Now we are teetering on the edge of the rest of our lives, having to grow up and head out into the â€Å"real† world. That thought might scare some people, but we are ready. After all, if you decide that you don’t want to be a part of the real world, maybe, you can always come back to Kheradmand High and maybe they will let you be a teacher. Remember the first day you stepped foot onto the Kheradmand High School campus, and how awestruck you were by the size of the seniors? Not only were they tall, they were enormous. I wonder if we had that same effect on the freshmen? I am sure that I didn’t. I hate to break it to you guys, but most of you didn’t have that effect either. We did have an effect on our school. We truly did change some minds in the administration. We were the last class to have Freshman Focus. After us they decided that it was impossible to get students to focus on school. We survived our... Graduation Speech -- Graduation Speech, Commencement Address It’s hard to believe that we are actually sitting here in the auditorium for the last time as students of Kheradmand High. But we are! We made it through four years of high school. Now we are teetering on the edge of the rest of our lives, having to grow up and head out into the â€Å"real† world. That thought might scare some people, but we are ready. After all, if you decide that you don’t want to be a part of the real world, maybe, you can always come back to Kheradmand High and maybe they will let you be a teacher. Remember the first day you stepped foot onto the Kheradmand High School campus, and how awestruck you were by the size of the seniors? Not only were they tall, they were enormous. I wonder if we had that same effect on the freshmen? I am sure that I didn’t. I hate to break it to you guys, but most of you didn’t have that effect either. We did have an effect on our school. We truly did change some minds in the administration. We were the last class to have Freshman Focus. After us they decided that it was impossible to get students to focus on school. We survived our...

Business related Essay

1. Define Marketing. What is marketing process as set out in your text book. Explain the various elements of marketing process. ( LO1; Assessment Criteria 1.1) 2. Select an organization of your choice, identify the marketing orientation it focuses on and evaluate the benefits and costs of the marketing orientation for the selected organization ( LO1; Assessment Criteria 1.2) 3. The Dunkin’ Donut Case: ( LO1; Assessment Criteria 1.2) For more than 50 years, Dunkin’ Donuts has offered customers throughout the United States, and around the world, a consistent experience – the same donuts, the same coffee, the same store dà ©cor – each time a customer drops in. Although the chain now offers iced coffee, breakfast sandwiches, smoothies, gourmet cookies, and Dunkin’ Dawgs in addition to the old standbys, devoted customers argue that it’s the coffee that sets Dunkin’ Donut apart. To keepcustomers coming back, the chain still relies on the recipe that founder Bill Rosenberg crafted more than 50 years ago. The company is so concerned about offering a consistent, high-quality cup of coffee that managers in Dunkin’ Donut’s â€Å"Tree-to-Cup† program monitor the progress of its coffee beans from the farm to the restaurant. The result? Dunkin Donuts sells more cups of coffee than any other retailer in the United States – 30 cups a second, nearly one billion cups each year. Building on that success, the company plans to more than triple its current number of stores, amassing 15,000 franchises by the year 2015. What marketing orientation does Dunkin Donut follow here and why? Give reasons and justification Learning Outcome/s achieved in the assignment: By completing this assignment successfully, the student will achieve the following learning outcome:Learning Outcome LO1 Understand the concept and process of marketing Assessment Criteria 1.1 explain the various elements of the marketing process 1.2 evaluate the benefits and costs of a marketing orientation for a selected organisation Grading Criteria PASS The student will be awarded a PASS grade if he/she achieves all assessment criteria MERIT: The student will be awarded a Merit grade if he/she The learners evidence shows for : M1 Identify and apply strategies to find appropriate solutions †¢ effective judgements have been made †¢ complex problems with more than one variable have been explored †¢ an effective approach to study and research has been applied DISTINCTION: The student will be awarded a Distinction grade if he/she The learners evidence shows for: †¢ conclusions have been arrived at through synthesis of ideas and have been justified D1 Use critical reflection to evaluate own work †¢ the validity of results has been evaluated using and justify valid conclusions defined criteria †¢ self-criticism of approach has taken place †¢ realistic improvements have been proposed against defined characteristics for success

Fundementals Quality of Management Survey

In a world where the basic fundamentals of business have to constantly change, it becomes essential for any company implement a thorough and effective form of management. Throughout history most civilized societies have constantly searched for ways to better improve the quality of business by improving management. The most common emerging management concept is form of management known as Total Quality Management (TQM). This is a structured system for satisfying internal and external customers as well as suppliers, by improving the production quality of goods and services. Some of the major points of TQM are the creation of a constant sea of purpose for the improvement of product and service; other aspects of TQM include the constant improval and continual process planning. This paper will analyze three different sectors of management and the manner in which each utilizes TQM, including: 1) an organization from the customer service industry (Burger King), 2) a non-profit organization (a public school), and 3) the government (a detective unit within a police municipality). Finally, it will access the importance of leadership within each of the three selected industries as it relates to quality. In order for any company or corporation to maintain a competitive edge they must still follow the basic fundamentals of management which are divided in four major parts. The most common guidelines managers use to ensure effectiveness: 1) planning, 2) organizing, 3) leading, and 4) controlling. Each one of these functions help uphold the quality of any business, however, there are many other functions that also play an intricate part of being successful. Some of these other functions were derived by trial and error, others were imposed because we have become more of a technical society with higher expectations. These other functions include budgeting, evaluating, reporting, and staffing. Although not all of these are the foundations of management, there just as vital to a management team as the four basic others. The first function of management is Planning. In this phase, managers set the tone for all activities run or controlled by the company or business. In the future, this aspect will change in accordance with the philosophy behind TQM. Managers will need to adopt a new philosophy, and end the practice of awarding business on the basis of price tag alone. With so many competitors in every industry, a manager will have to recognize that other elements of planning are important for the business to survive. Customer service and the quality of product or service will come to the forefront of customer choice. A cheap product will not be able to survive in this rapidly changing business environment. Organization is another extremely important aspect of the necessary managerial skills for any manager desiring guaranteed success. Organization can be as simple as instituting training at work in a pattern that overlooks no single employee. A good manager cannot expect employees to train themselves or improve their work manners without additional help. A strong organized training program is sure to enhance even the most successful company. A strong Leadership team is another necessary important aspect for business in the 21st century. This leadership team must be instituted and adopted without fear at the workplace. Employees who fear their supervisors simply cannot evolve into successful employees interested in the growth of their company. A strong leadership team will effectively manage the business with the overall objective of accomplishing the larger goals of the organization. Leadership is also represented by effective communication with other members of the team, the establishment of high standards, and the promotion of continuing education in the line of business. Maintaining Effective Control over the business is also a highly regarded area in effective management. Effective control can be exuberant in a number of ways. One of these ways in accordance with the TQM model is to eliminate slogans, exhortations and targets for the workforce, which can be a cause of negative staff response. The system if annual raises or merit systems should also be eliminated and raises should be given based on performance and quality of workmanship. Numerical quotas for the work force and numerical goals for management should be eliminated as well. The role of TQM in the customer service industry is very important; Burger King, a long-standing successful competitor in this market, owes much of its economic success to its' pricing methodology, sales preservation and enhancement, and ability to compete within the unique structure of the fast food market. Since the market in which Burger King competes is characterized by intense competition with other international fast food chains, regional chains, local independent restaurants, convenience stores, grocery store delicatessens and food counters, the ability to effectively plan plays an crucial role. Organization at Burger King is also key, because the fast food market structure can be best described as a monopolistic market structure in which many firms produce similar goods or services but each firm maintains some independent control of its own price. The TQM element of leadership is important to Burger King because the barriers to entry in this type of market are fairly low and new competitors can easily enter the market. Burger King has taken several steps to place themselves in an optimal competitive position. For example, Burger King's non-pricing strategy has been to invest significant financial resources to advertise products, differentiate themselves from the competition, build brand image, and improve brand loyalty. Although such advertising is fairly expensive, Burger King has used this non-price competitive tool to build brand loyalty and change consumer determinants of demand. Burger King has protected their brand by actively pursuing infringers and protecting their trademarked names. Burger King also uses a pricing strategy to preserve and enhance sales. All of its' prices remain competitive with those of competitors, and Burger King will also implement sales or specially priced items occasionally to attract more consumers. Additionally, Burger King routinely tests and places on the menu new items, in accordance with fast food industry trends and consumer surveys. In this way, Burger King has maintained effectively the phase of control in the TQM model. A non-profit organization, such as a public school, also implements the elements of TQM by means of the principal's actions. For example, the leader in a learning organization implements the aspect of planning by developing and administering policies that provide a safe school environment and establish operational plans and processes to accomplish strategic goals. The principal must be organized, because the major sources of fiscal and nonphysical resources for the school including business and community resources must be analyzed and identified. Additionally, the financial and material assets must be managed, as well as capital goods and services, allocating resources according to district or school priorities. Policy development includes an efficient budget planning process that is driven by district and school priorities and involves the staff and community. A strong leadership quality in the public school system is the ability to identify and organize resources to achieve curricular and instructional goals. Research indicates that the process of planning, developing, implementing, and evaluating a district budget must be analyzed, and techniques and organizational skills necessary to lead and manage a complex and diverse organization must be demonstrated. Furthermore, policy development includes the planning and scheduling of one's own and others' work so that resources are used appropriately, and short- and long-term priorities and goals are met. A government agency, such as the detective task force located within a police municipality is also an organization in which TQM is very important. For example, the DNA analysis conducted by a detective can mean the difference between an individual incorrectly serving a life sentence on death row, convicted as a result of forensic hair analysis. Just within the past few years, the rise of DNA testing has revealed enormous failings in the microscopic hair analysis that was considered reliable a generation ago. The use of forensic DNA analysis in solving crime is proving to be as revolutionary as the introduction of fingerprint evidence in court more than a century ago, so planning and organization in such an environment is essential to eliminating false convictions. The value of DNA to police investigations is enormous, and leadership and control in such an investigation are very important. For example, biological samples collected from a crime scene can either link a suspect to the scene, or rule the suspect out as the donor of the DNA. Evidence from different crime scenes can be compared to link the same perpetrator to multiple offenses, whether the crimes took place locally, across the country, or halfway around the world. Thus, as indicated above, TQM is a business model that affects virtually every type of business sector. The importance of leadership as it relates to quality can be seen in each of the above-mentioned sectors. Leadership is important at Burger King, because the fast food industry is so competitive that strong leadership is the difference between success and failure. In a non-profit organization such as a public school, the quality of education that the students will receive while attending that school is directly related to the type of leadership exhibited by the principal. Finally, in a government organization such as a police department, leadership can mean the difference between an incorrect guilty verdict or letting a criminal go free. Therefore, every type of business would be well advised to implement a TQM model in their management style.

Using PrepScholar to Boost Academic Motivation

Using PrepScholar to Boost Academic Motivation SAT / ACT Prep Online Guides and Tips Many parents have experienced the frustration of high schoolers who seem academically unmotivated. We think we’re a great answer to that problemread on to find out why. Teaching and learning are very complex processes that very few people understand. We at PrepScholar are at the cutting edge of modern educational tools, and that is partly due to our intimate knowledge of teaching and learning. In this post we break down some of the most important factors in motivating your student. Supervision Matters. Studies show that students are inherently motivated by the attention of parents and teachers to their progress. Online SAT and ACT prep might at first seem like a far cry from the intimacy of a 1-on-1 teacher-student relationship, but PrepScholar actually offers more personalized content and feedback than our classroom competitors. Most importantly, all of the information is sent to both students and parents, so you are notified immediately if your student isn’t putting the hours in. We also keep track of your student’s schedule and the time being spent on test prep. With PrepScholar, every week your student enters his or her planned study schedule, aiming ideally to complete ten weekly lessons (or about 5 hours). The study schedule the student enters is sent to the student, parents and PrepScholar so everyone is on the same page. We at PrepScholar believe that one thing affects SAT and ACT score increases the most: the number of hours a student spends preparing. To this end, we send weekly progress reports to students and parents that summarize the number of hours spent studying and the lessons that have been completed that week. Tutoring gives even more detailed feedback. With PrepScholar tutoring, an experienced tutor helps your student navigate through the hardest parts of his or her lessons, paying special attention to skills that appear more often on the test or to the sections that are more important to the schools the student hopes to attend. The tutor also sends session followup emails to parents and students after every tutoring session, discussing the topics covered and any special circumstances parents might like to know about. College Matters. Too many test prep companies focus on the test as an end in itself; we never forget that SAT and ACT prep is a means to an end: the best possible college education for your student. Our prep has a definite and specific goal that motivates students by connecting to real life rewards. We are college admissions experts, and so we never lose sight of the ultimate goal. Going a step further, our strategy lessons help students target the right schools for them and the right scores to get in. We also offer college counseling as part of our tutoring package. Difficulty Matters. Our extensive teaching experience, not to mention contemporary educational theory, shows that students are very easily demotivated by discouragement. We want to avoid the â€Å"I just can’t do it† attitude, so the lessons each student receives are based on his or her scores on our diagnostic testif your student’s skills in Geometry are weak, he or she will receive the most basic Geometry information first. If your student doesn’t master the skill in a given lesson, depending on his or her score on the lesson’s Practice Quiz, the skill will reappear periodically for the student to try againunlike classroom prep, we don’t move on until your student does. Encouragement Matters. With PrepScholar, students get positive reinforcement for progress and hours studying. The weekly emails and interactive feedback are 100% encouraging, designed to cheer students on to the next level of achievement. When students don’t complete their weekly 5 hours, we remind them of the relationship between hours studying and score improvement, encouraging them to try again next week. Encouragement is also one of the main reasons we offer tutoring at PrepScholarfor some students, there’s no substitute for an educator’s friendly face and positive feedback after successes. Our weekly Skype tutoring sessions provide an intimate space for students to ask about their problems and get recognition for their achievements. Fun Matters. Our current program gives students visual information about their progress, tracking all the lessons they did and when so they can view the history of their test prep accomplishments. The site is easy to use, and we will soon be adding more fun features that make the prep experience more like a game to be won than a chore to be completed. Because, really, getting into college is a sort of game, and SAT and ACT prep is one of the most important strategies to win. If you found this article useful, please consider joining our email list at right. Your information will never be shared or sold.

The Experts Guide to the AP Psychology Exam

The Expert's Guide to the AP Psychology Exam SAT / ACT Prep Online Guides and Tips Taking AP Exams can be stressful, but if you know what to expect on test day, you can eliminate a lot of that anxiety. The AP Psychology exam is one of the more popular AP tests, and it has a pretty straightforward format and scoring system. In this article, I'll tell you what's on the AP Psychology test, how it's graded, and which prep methods you should use to get a great score. How Is the AP Psychology Exam Structured? The AP Psych test consists of two sections: a multiple-choice section and a free-response section. Section 1: Multiple Choice Here is a quick rundown of the multiple-choice section format: Number of Questions: 100 Time: 70 minutes Scoring: Worth two-thirds of your final AP Psych score Questions on the multiple-choice section will typically ask you to do the following: Use psychological terms to label specific scenarios Show that you understand concepts from psychological theories Understand the scientific and physiological basis of psychological theories and disorders, and give appropriate explanations Show that you understand the scientific method and how to interpret findings from research studies Section 2: Free Response Here is an overview of the free-response section on the AP Psychology test: Number of Questions: 2 Time: 50 minutes Scoring: Worth one-third of your final AP Psych score Free-response AP Psych questions will ask you to do the following: Relate different content areas within the realm of psychology Evaluate and analyze theoretical perspectives and psychological concepts Answer in complete sentences and follow the directions of the prompt Overview of AP Psychology Test Overall, AP Psychology is one of the shorter AP exams, clocking in at just two hours in total. The exam will take place on Thursday, May 9, 2019, at noon. Ah, May. The flowers are blooming, the birds are chirping- and the rustle of freshly opened AP test booklets fills the air. How Is the AP Psychology Exam Scored? Now that you understand the structure of the AP Psychology exam, it's time to learn how your final AP score is calculated. As I mentioned, the multiple-choice section is worth two-thirds (66.6%) of your score, and the free-response section is worth one-third (33.3%) of your score. For multiple choice, scoring is relatively simple. You get a point for every question you answer correctly. No points are deducted for incorrect answers or questions you left blank. You can earn a maximum of 100 points on the multiple-choice section. Free-response questions are reviewed by AP graders. You’ll get a score out of 7 or 8 for each of the two questions. Each of these scores is then multiplied by 3.125 so that together they make up one-third of your total raw score. Your raw score is then compared with the curve calculated by the College Board to see what score you’ll get on the final 1-5 AP scale. The following table offers estimated raw-to-AP-score conversions for the AP Psychology test. Keep in mind that each year the curve is slightly different, so this will lead to a rough estimate of your score, not an exact prediction. Raw Composite Score AP Score Percentage of Students Earning Each Score (2018) 113-150 5 21.2% 93-112 4 26.3% 77-92 3 18.1% 65-76 2 14.5% 0-64 1 19.9% Source: The College Board For example, let’s say you got 55 questions right on the multiple-choice section and scored a four on one free-response question and a five on the other. This would add up to a raw score of 83 because 55 + (4*3.125) + (5*3.125)= 83.125. Based on the chart above, this score would then translate to a 3 for a final AP score. Topics and Example Questions on the AP Psychology Test In this section, I’ll give you some real-life examples of test questions so you can get a better idea of what the AP Psychology test is actually like. As a preface to the questions, here are the topics you’ll see on AP Psych, ordered from most to least common. You should consult this list to make sure that you've fully reviewed the content for the test and aren't missing anything important (especially in the most common topic areas). Topic % of Questions Research Methods (how experiments are conducted, statistics, ethics) 8-10% Biological Bases of Behavior (anatomy, genetics, medical techniques) 8-10% Cognition (memory, language, problem-solving) 8-10% Social Psychology (group dynamics, attribution processes, conformity/compliance/obedience, cultural influences, antisocial behavior, attitudes) 8-10% Abnormal Psychology (disorders, theories of origin, diagnoses) 7-9% Developmental Psychology (nature-nurture psychological dynamics, general theories of development, research methods) 7-9% Learning (types of conditioning, social learning, cognitive processes) 7-9% Sensation and Perception (perceptual processes, sensory mechanisms, attention, Signal Detection Theory) 6-8% Motivation and Emotion (theories and biological bases of motivation and emotion, stress, social motives) 6-8% Personality (personality theories, assessment techniques, growth and adjustment) 5-7% Testing and Individual Differences (standardization and norms, validity of testing models, measuring intelligence, ethics in testing) 5-7% Treatment of Psychological Disorders (types of therapy and treatment approaches) 5-7% States of Consciousness (sleep and dreaming, hypnosis, psychoactive drug effects) 2-4% History and Approaches (history of psychology, different fields of psychology) 2-4% Source: The College Board Multiple Here is a sample question from the official AP Psychology course description: Which of the following behaviors is most clearly associated with Jean Piaget’s concrete operational stage? A. Sally thinks everyone’s favorite color is blue because it is her favorite color.B. Tom received the highest grade in his philosophy course.C. Gracie forgets about her toy because it is under her blanket.D. Nikos can consider both the height and width of a container.E. Ava does not like being around unfamiliar people. To answer this question, you need to be familiar with Piaget’s psychological theory and the behaviors that correspond with each of his proposed stages. Piaget’s theory of development has four stages: sensorimotor, preoperational, concrete operational, and formal operations. The concrete operational stage typically happens between the ages of 7 and 11. This stage is when a child becomes capable of applying logical and operational thought to physical objects but isn’t quite capable of abstract logic yet. Let’s go through the possibilities! Choice A doesn’t have anything to do with the concrete operational stage, so we can eliminate that answer. Choice B seems as though it’s beyond the concrete operational stage. Philosophy involves a lot of abstract reasoning! This choice can be eliminated as well. The child in Choice C is too underdeveloped. Kids in the concrete operational stage have spatial awareness, so we can get rid of this one. Choice D seems to make sense! This is the stage at which kids start to understand logically that a tall, skinny glass might hold the same amount of water as a short, wide glass. Choice E appears to be unrelated to the concrete operational stage, so we can eliminate it. Therefore, we can conclude that Choice D is the correct answer. "I ga ga, therefore I goo goo." Tom, please stop. Free The following free-response question was on the 2012 AP Psychology exam: 1a. Annabelle is planning to apply to college but has not yet decided where she will apply. Describe how the following psychological concepts and terms relate to her choice. Availability heuristic Compliance Prefrontal cortex Prospective memory 1b. Explain how the following psychological concepts could relate to how well Annabelle adapts when she begins her college career. Agoraphobia Crystallized intelligence Ethnocentrism For this free-response question, you must understand what each of the terms mean and how they relate to this specific situation. To earn your first point on part a, you have to explain how the availability heuristic might have affected Annabelle’s college decision. The scoring guidelines state, "Students must establish that Annabelle’s decision-making processes or her choices about college, or both, are influenced by information that comes most readily to mind." For example, you might say that Annabelle decided to apply to UCLA because her parents had gone there and talk to her about it frequently, so this option was at the forefront of her mind in the decision-making process. You would then go on to relate the three remaining terms to Annabelle's college-search process. You could earn a maximum of four points in part a of this question (one point for each description). Part b asks you to explain how certain psychological concepts might relate to Annabelle's adaptation to her new college environment. For agoraphobia, the scoring guidelines say, "Students must explain how Annabelle’s fear inhibits her from engaging in college life." This could be something like describing how Annabelle’s fear of crowds caused her to skip orientation activities and miss out on the chance to make new friends. You'd need to do the same for the other two terms to earn the full three points for part b. For a more detailed description of how responses to this question were scored, you can review the scoring guidelines here. "Does free will exist, or am I just a made-up person who exists solely to provide context for a question on an exam taken by beings in an alternate universe?" Oh, Annabelle, save it for college. What’s the Best Way to Prep for the AP Psychology Exam? If you’re aware of the structure and content of the AP Psychology exam, you can use specific prep methods to help you succeed on it. Here are five tips guaranteed to give you a higher chance of earning a great AP Psych score. #1: Take Practice Tests The best way to prepare for standardized tests like this one is to take practice tests so that you have a good idea of where your weaknesses lie. Practice tests will also help you get used to the format of the AP Psych test, as well as the types of questions it asks. The College Board offers practice free-response questions from previous years (up to 2017). You can also access three full-length official AP Psychology practice tests as free PDFS: 2012 AP Psychology Exam 1999 AP Psychology Exam 1994 AP Psychology Exam To simulate the real testing experience, I recommend printing out the test and writing/bubbling in your answers to the questions rather than doing them on the computer. You should also time yourself accurately so you can be sure you don't run out of time on the actual exam. After you take a practice test or two, review your answers to see which content areas gave you the most trouble. Focus on going over the topics for which you had the highest concentration of incorrect answers. #2: Use the Topic Breakdown Information For AP Psychology, we know exactly which topics will be covered and how frequently we can expect to see them on the test. This is valuable information you can use to your advantage when studying. Specifically, spend more time reviewing unfamiliar topics that are especially common on the exam. It's better to know the ins and outs of a high-frequency topic super well than to have only a rudimentary knowledge of two low-frequency topics. Prioritize wisely! A topic breakdown sounds almost like a topic breakdance! Am I relating to the youth yet? #3: Learn to Budget Your Time Appropriately This is something you can do in conjunction with taking practice tests. On the AP Psychology test, you only have about 40 seconds for each multiple-choice question. This means you have to be smart about skipping questions that are taking up too much of your time. If you take a practice test and find that you’re often running out of time, you might need to push yourself to work faster or move on from difficult questions more quickly. You’ll also have just 25 minutes for each free-response question on the test. The good news is that free-response questions on AP Psychology are scored based on the information you provide and not on your mastery of essay format. In short, you don’t have to write an introduction and a conclusion, which will save you a lot of time. #4: Go Over Important Terms On the AP Psych exam, it’s crucial for you to know the meanings of key terms related to the course. Questions often ask you to explain how a scenario relates to a certain psychological concept. But if you don’t remember what the concept means, you won’t be able to answer the question. There are lots of confusing terms in AP Psychology, which is why it’s so important that you take the time to compile them and go through them methodically when you study. This is especially true of terms you learned at the beginning of the school year, as they'll be less fresh in your mind when the time comes to take the test. #5: Avoid Cramming There’s a lot to remember for AP Psychology, and you aren’t going to be able to stuff it all in your brain in one night. For courses like this that are memorization-heavy, it’s best to get in the habit of studying as you go along and taking the time to review old material periodically. If you can gradually build up your knowledge throughout the school year and avoid completely forgetting what you learned at the beginning of class, the exam will feel much less stressful for you. Every one or two months, do a comprehensive review of everything you’ve learned so far to refresh your memory. You might be surprised by how little you have to study for the AP Psych test at the end of the school year when everyone else is freaking out! And remember, ladies, you're never too busy to throw on a little eye glitter between study sessions. Recap: What to Know About the AP Psychology Test The AP Psychology exam is a relatively short AP test. However, because it encompasses a variety of content areas, it's important to know all the key terms and psychological theories that are covered in the course. In order to succeed on this test, you must be able to connect specific psychological terminology to a wide range of different scenarios. Overall, AP Psychology is probably one of the easier AP exams, but that doesn't mean you should skip studying. Make sure you take official practice tests and are fully aware of the exam's format and content so you won't be caught off-guard on test day! What's Next? Still not sure if AP Psychology is the right choice for you? Learn more about AP classes and tests to see whether it's worth it to take them. You can also dip your toe in the AP Psych pool with this article about Stockholm Syndrome (something you'll likely learn about in AP Psych). What do AP scores mean for your future? Find out more about how AP credit works at colleges. Trying to plan out your schedule? Read this article to get a better idea of how many AP classes you should take based on your college goals. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Revolutionary Era Essay Example | Topics and Well Written Essays - 250 words - 1

Revolutionary Era - Essay Example The user interface of the website is quite friendly and data has been arranged under multiple headings linked to separate pages. For instance, the correlation of slavery to the constitution leading to a revolutionary war is presented in detail on a separate page. The Laughter Genealogy website contains historical material including maps, photos and articles about early North America. This website is a great source of information for researchers seeking genealogy, books and military resources. However, the complexity of website makes it hard to find an article of interest. The information ranges from recent news articles to earlier American history explorations. Little effort has been made to keep the menus simple and relevant. Additionally, the recency and authenticity of the presented information is also questionable with a number of errors corrected by audience from time to time. However, as a reference and research center, it contains various valuable historical images not availab le in many other resources. Both of these websites are providing history scholars with a very comprehensive and in-depth knowledge of American history. However, they still cannot be regarded as complete resources on American history. The controversial questions raised and discussed in Digital History website articles should be researched deeply and presented thoroughly to avoid bias and confusions among scholars.