How Deadlines Put My Reading Habits into Overdrive

How Deadlines Put My Reading Habits into Overdrive This starts with a confession: over the last five or so years, I really haven’t read much outside of the Hugo voter’s packet and a few novels and stories that I was enthused about. Compared to how I used to read, this is an utterly pathetic amount. I was one of those kids in high school who had at least three books going at the same time, who read at least three a week. Even in college I kept up with all of my reading assignments and had time to cram a couple of novels a month into my brain meats. I’m not sure what changed. Becoming a busy adult, maybe. A lot of my old reading time has been taken up by writing, and by the internet. Does that count? I read a lot of news articles, a lot of essays. But one thing you hear over and over again as a writer is that writers read. Omnivorously. Not just the [at times brilliant] rantings of people who are angry about the same things you’re angry about. It’s the way to recharge your empty word bucket, and I let it slide. But it’s gotten better, in the last few months. The single biggest thing that’s happened to get me back on the reading train has been getting a library card and actually using the library. I think it’s the reality of the deadline. In college, you had to read Jane Eyre in a single week because the assignments were due. In library-life, you have a few more weeks than that, but you also normally have a lot more books than that, waiting for your attention. And you have to get these books read before (worst case scenario) you run out of renewals. Having access to Overdrive has only placed this feeling of a deadline into, forgive me, overdrive. I can check out books on my phone. But I can’t renew them. Those 21 days are all I get, and then if I’m not done, I’m on the bottom of the waiting list to get it back out. Overdrive waiting lists are sometimes legendarily long, and not helped by the fact that a lot of people seem to just wait for the book to automatically return itself, rather than taking the extra step to send it back early. (Please, please send books back when you’re actually done with them. Your fellow library monkeys will thank you.) With the deadline hanging over me, I make the time to read like I never felt compelled to do before. I’m torturing myself on social media less, and I’m not writing every minute of the day I canâ€"which I think has actually improved the quality of my writing. I’ve got more words recharging my word bucket, and I’m not driving myself as hard. I’m seeing what other people are doing. It guess the lesson is: it’s amazing what having a reading deadline will do. I’ve only had my library card and access to overdrive for three months, and I’ve already read 24 books. This is probably more than I read per year over the last three years while I was in my Houston exile. Now I’ve always got three books going again, one on Overdrive, one from the library, and an ebook on my reader. And it feels great. Like coming home. This has also turned me into an aggressive proselytizer of the Gospel of Overdrive. The only potentially bad thing I see is that books I actually own keep getting shuffled lower in the to-be-read pile, since library books of all varieties get priority. I’ve got a serious “eyes are bigger than my free time” problem when it comes to checking out and buying books. But that’s the normal problem to have, right? It’s a bid for immortality, since I’m not allowed to die until I’ve read everything I have waiting. Save Save Save

Southeastern Promotions, Ltd. V. Conrad Case - 1668 Words

Cloe Michaud History 11 Southeastern promotions, Ltd. V. Conrad In 1974, the Southeastern promotions, Ltd. V. Conrad case came to the Supreme Court. This came to the court because they believed it violated the First Amendment. The First Amendment protects freedom of religion, speech, press, petition and assembly. In Southeastern Promotions, Ltd. V. Conrad it was argued that Southeastern Promotions was stripped of their freedom of speech because they were denied the use of the Tivoli Theater in Chattanooga, Tennessee to put on the rock musical Hair. The Supreme Court had to uphold the First Amendment while still allowing the theater to keep their reputation of being a family establishment. Southeastern Promotions wanted to put on the†¦show more content†¦Then it was brought to The United States Circuit Court of Appeals for the Sixth Circuit and that court affirmed the decision of The Districted Court (The Oyez Project). When the case was brought to the Supreme Court, the Supreme Court had to make sure they balanced the First Amendment rights along with the requests of the theater in upholding their family theater reputation. The Supreme Court finally ruled that that Chattanooga’s denial of the request was a â€Å"prior restraint† and violated the free speech clause of the First Amendment (The Oyez Project). A prior restraint is â€Å"the prohibition of expression before it is spoken or published (Friedman 68). There were 6 votes for Southeastern Promotions, Ltd. and 3 votes against. There was one majority written along with a concurrence and a dissent. Both the majority opinion and the dissenting opinion were strong in this case, but the majority opinion won. The majority opinion wanted to make sure the jury remembered that the theater needs to be treated as a public space and therefore be protected under the First Amendment. As stated in the majority opinion By its nature, theater usually is the action out -- or singing out -- of the written word, and frequently mixes speech with live action or conduct. But that is no reason to hold theater subject to a

The Equal Pay Act For Women And Women Working Under The...

In 1963, President John F. Kennedy signed into effect a landmark legislation that would guarantee equal pay to both men and women working under the same employer. However, to this present day, women still only make, on average, 77 cents to every dollar that a male earns. This paper focuses on some of the underlying problems as to why there is still such a large gender pay discrimination over half a century later. More specifically, some of the policies maybe could be put in place and the positive impact(s) each policy could have on women in the work place. Lastly, we will look at some of the laws that have been in place, and how effective or ineffective they have been. Introduction â€Å"More than fifty years ago, in 1963, President John F. Kennedy signed landmark legislation that would guarantee equal pay to both men and women working under the same employer. The Equal Pay Act was the first in a series of major federal and state laws that had a profound effect on job opportunities and earnings for women over the next half century, and laid the foundation for the movement of women into the paid labor force at unprecedented levels (whitehouse.gov).† However, there is still much more to be done. According to a recent study, American women today who work full-time, year-round, are still only paid 77 cents for every dollar paid to their male counterparts (Kim p.1). Women’s median earnings are also lower in nearly every occupation regardless of whether they work in male dominantShow MoreRelatedEqual Pay For Equal Work836 Words   |  4 PagesYes, equal pay for equal work is the law, but it doesn t always work the way it should. The Equal Pay Act (EPA) says that men and women must be paid equally for equal work. Title VII, the Age Discrimination in Employment Act (ADEA) and the Americans With Disabilities Act (ADA) combine to say that employers can t discriminate in pay based on race, color, religion, sex, national origin, pregnancy, genetic information, age, or disability. No employer having employees subject to any provisions ofRead MoreAchieving Gender Pay Equity By Marcia D. Leacock1656 Words   |  7 PagesAlthough jobs require both women and men to perform the same work, expend the effort, responsibility and skill, they are not paid equally. Employers are continually paying lower wages to women compared to men, which is due to a wide range of societal factors. In order for men and women to be paid equally, tougher laws are needed. Through analyzing the debate over â€Å"Achieving Gender Pay Equity†, it has proven that harsher laws are required for equal pay to be a reality. Marcia D. Greenberger presentsRead MoreSexism Is The Discrimination Of One s Gender951 Words   |  4 Pagesfor a long time. Sexism is usually aimed towards women. People believe that women are fragile and cannot fend for themselves. No matter where anyone works there is some form of sexism taking place. Some jobs favor women over men and others do the complete opposit e. Some jobs give all the heavy lifting to men and all the easy objectives to women. Many jobs do this all the time, which is not right to do to someone. A job should give every employee equal opportunity; no matter the sex of the employeeRead MoreThe Pay Gap Between Women And Men1738 Words   |  7 Pages2016 The Pay Gap between Women and Men Imagine you are a women who works hard and does the same job as some of the men, now imagine you all are explaining your paycheck and you see you that your check is less than theirs. Although women work the same jobs as men they are not being treated like it. We live in an age where women are not financially equal to the men work the same jobs. Because of this there are struggling single mothers, and the mistreatment of hard working women. Over the yearsRead MoreThe Struggle For Equal Pay1657 Words   |  7 PagesThe struggle for equal pay between men and women began in the early 1900’s. When men left to fight in World War I, women took over the jobs the men had previously occupied. As females, they were expected to take less money for the same work. This resulted in equal pay strikes, starting with the female bus and tram conductors in 1918. In 1918, Mary R. Macarthur wrote a news article called â€Å"Bus Girls Strike† and how they reached a settlement with the Commit tee on Production for a pay raise to 5 shillingsRead MoreGender Wage Gap From A Sociological Perspective Essay1349 Words   |  6 Pagesexisted since women entered the workforce. According to the National Committee on Pay Equity, for every dollar earned by a man, a woman made 78.3 cents in 2013 (Leon-Guerrero, 2016). Data from 1983 to 1998 and concluded that women workers in their prime earning years make 38% of what men make. During the 15-year period, an average prime-age working woman earned only $273,592 compared with $722,693 earned by the average working man in 1999 (Leon-Guerrero, 2016). The wage gap affects women of color inRead MoreDiscount Or Equality Men Versus Women Wage Disparities Essay1503 Words   |  7 PagesDiscount or Equality Men versus Women Wage Disparities According to statistics, there are disparities with pay in the workplace. Men are paid more in wages, comprehensive packages, and benefits than women who performed the same job responsibilities and roles in the workplace. The big question is why are women being unvalued? Since, this is a common practice in the workplace, is this fair to both genders and is this the most favorable outcome for the greatest number affected by this businessRead MoreThe Equal Pay Act Of 1963974 Words   |  4 Pagesemployees and employers should be aware of is the Equal Pay Act of 1963. As conversed in week nine of class discussion and video lecture, the Equal Pay Act of 1963 ends wage disparity based on sex. The main goal of this act was to ban discrimination in wages, benefits, and pensions based the gender of an employee in any place of employment. Women traditionally earned less than men for doing similar work. The United States has had a long history of knowledge of unequal pay between men and women, but itRead MoreThe Equal Pay Act Is An Anti Discrimination Policy1284 Words   |  6 PagesThe Equal Pay Act is an anti-discrimination policy, which was signed into law on June 10, 1963. The purpose of this policy was to stop gender based pay inequality. During World War Two, more women started to join the paid workforce, because a large amount of the men were away at war. As more and more women entered the work force, the pay differences began to rise. Women would only make fifty-nine percent of what men would make. This social issue brought the Equal Pay Act into law, it was to ensureRead MoreEarning Differences by Gender1121 Words   |  5 PagesDespite women outnumbering men in U.S. colleges and the implementation of legislation like the 1963 Equal Pay Act the pay differences persist. According to some the pay gap persists because: †¢ Men are more likely to pursue college majors and advanced degrees in fields that lead to higher-paying careers. †¢ Women are getting graduate degrees, but not necessarily in fields that give the best salaries. †¢ Discrimination remains a factor and it is difficult to document and measure. †¢ Women on average

Looking Paper Free Essays

In The Countess Von Schonfeld with Her Daughter, Elisabeth Louise Vigee- Lebrun used size and placement to emphasize the figures of the mother and the young daughter. Elisabeth set the pair in the foreground, and she posed them so that their visual weights combined to form a single mass, the largest form in the painting. Strongly contrasting values of light skin against a pale background add further emphasis. We will write a custom essay sample on Looking Paper or any similar topic only for you Order Now Within this emphasis area, Elizabeth uses color of sight to create a focal point on the little girls white dress and the mothers dress. Elisabeth has subordinated the background so that it does not interfere, blurring the detail and working in a narrow range of light values. The painting is oil on canvas art piece painted in 1973. It is a painting of a women holding her daughter on her lap, the women being â€Å"The Grafin von Schonfeld. † The woman is dressed in this beautiful red dress from the upper class or a royalty stature in the late 1700’s. The clothing looks rich green with red. She has a covering on her head that looks like an extravagant scarf that drapes over her shoulder on one side, also made of the dame silky material used for her dress. The woman has pale skin, reddish brown hair, bluish eyes, and rosy cheeks. Her eyes look very real and penetrating when you examine the painting. The daughter is about the age of 5 or 6 years old. Her arms are around her mother’s neck and legs draped across her mother’s lap. The daughter is wearing a white fluid dress that looks thin in material with red sash around her midsection. The daughter has the same reddish brown hair and rosy cheeks. The mothers and daughters eyes are equally as big n size, while the child’s eyes seem also very real and youthful. The women and daughter are sitting on a bench of some sort on a ledge of a window open. Outside the window there is landscaping of mountains, trees and stormy sky. The sky is rich with high value of grays including the whites of the clouds. How to cite Looking Paper, Essay examples

Poverty Essays - Oxnard, California, Oxnard College,

Poverty The Poverty Poverty is a global problem, and it has existed from the beginning of civilization. Hunger, homelessness, and lack of health care are major aspects of this world-wide dilemma. Many countries are in complete poverty and the majority are third-world countries. Within the United States of America, a land of valuable, there are also pockets of extreme poverty. Trying to solve this huge problem of poverty. the United States of America, have developed for various reasons, and these situations have led to a great deal of problems. Throughout the world, poverty has plagued all countries. In smaller, under-developed countries many people die from starvation. These countries can not afford to support their citizens. Due to their financial problems, the people lack proper shelter and clothing to keep themselves warm during cold months. Since they lack adequate shelter and clothing, diseases occur all over. These diseases develop a lot easier with poor nutrition. Once again with more financial problems, health care is limited to none. T.L Berry English Professor at Oxnard College says ?poverty is usually caused by the difficulty in holding and even getting a job. Ability, education, and skills help determine the kind of job an individual gets?. That is the matter. Through out our history, people in the United State have valued self reliance, convinced that social standing is mostly a matter of individual talent and effort. This perspective sees society offering plenty of opportunity to anyone able and willing to take advantage of it. The poor are whoever can not or will not work, women and men with fewer skills, less schooling, and little motivation. Everyone does not have the same physical abilities and mental abilities. Poor health and abilities prevent some people from holding a job. Through science people have been able to hold onto jobs a lot easier. It has increased the need for professional workers and lowered the demand for the unskilled . So, the people with higher education will get paid a higher income, and people with lower education will get paid a lower income. The United States of America, the richest country in the world, has its share of poverty granted, American poverty is no match to third world poverty, but for such a prosperous country it is pretty sad. Most third world countries do not have social security or welfare. So people of those countries have no income to keep themselves going. Even though. America does have both social security and welfare, this country still has many homeless and starving people Example at Ventura county, the place of many wealthy residents live in almost million value properties, but Oxnard is the city of poverty with thousand family on welfare and there are a lot of people still line up everyday at EDD to claim unemployment benefits. The poverty in America will not be solved all at once. Simply creating jobs will not help eliminate poverty because there are some people who are disabled and just can not work. The government social welfare programs help to add income to many people. These people could be the retired, unemployed, disabled, or widowed. In order to help the less fortunate, the people that are employed are taxed to raise money to pay for social security and other benefits. For the higher income workers taxes are higher, and for lower income workers taxes are lower. The United States of America is a land of plenty and America is known for its freedom and advantages. With all these possibilities to succeed, America has its own shame. Sadly enough, poverty has struck this country. The city of poverty is found in a wealthy region called Oxnard city. The economic development of Ventura County is extremely uneven. Things that help these small towns are efforts like Oxnard. A variety of things were done to he lp lower the unemployment rate. One important item is the big industry, like automation, computer, that came into the area. The government has been doing a lot to decrease unemployment. They have been creating government jobs for the people, a program which began in the couple years ago. In fact, they set up work training and help people find jobs at EDD center. There are many big

How to Stop Running Out of Time on ACT Math

How to Stop Running Out of Time on ACT Math SAT / ACT Prep Online Guides and Tips Because the ACT is designed to be taken by every high school student in the country, it can only test math concepts that every student has experience with. The way the creators of the test make it hard is by giving you questions on a wide range of subjects and sub-topics, presenting them in strange ways, and by putting you on a strict time crunch. Maybe you’ve taken the ACT beforewhether practice or realand found yourself only half way or three quarters of the way through the math section before your time was up. Maybe you just think it would be downright impossible to finish so many questions on time. Rest assuredyou are not alone. And it is not impossible. In this guide, I'll walk you through the timing of the test and teach you how to beat the clock and maximize your time on the ACT. Understanding the foundation of the test will help you keepyour strategies balanced. Math Section Time Overview Before you make a plan for how to best use your time on the ACT, it's important to know how the test is structured. As you likely know,the ACT covers four subjects: English, math, reading, and science, with an optional fifth subjectwritingfor those of you who signed up for â€Å"ACT + Writing." Each of these subjects is covered on exactly one section during the test and you’ll have and no ability to come back to it once you’ve gone on to the next section. This means you don’t have to bounce your brain so quickly from topic to topic (and back again) as you do on other standardized tests, but it also means that the math section is the only math section on the test, so focus will be crucial for maximizing your timing and score. Keep your eye on the prize and only focus on one section at a time. In terms of the questions,you will have60 math questions to do in 60 minutes. This gives youan average of one minute per question. Because the section is not broken up into smaller chunks, you and you alone have to be very careful and strict with yourself about your timing and strategies if you want to finish the test on time. A good thing to keepin mind as you go is that difficulty(how long a question takes to solve and how familiar you are likely to be with the math concepts)roughly goes up in order on the test. The second half of the test will generally have the questions that take the longest amount of timeto solve and will involvemore geometry and trigonometry than algebra. So keep that in mind as you go through. And always remember: there is no guessing penalty on the ACT, so never leave a question blank! You have to be your own ACT coach and keep track of your own timing. No one will be thereto do it for you on test-day. Figure Out Your Target Math Score, and Plan Time Strategies Accordingly To figure out your target raw and scaled scores, take a practice test to gauge your current level and scores. Next, determine what your score goals should be, both raw and scaled. (If you are unsure what your goals should be, that's okay! Check out our article on figuring out your target score.) Once you've found your target score goal, you can look to our time-saving advice to help you reach it. While most of the time-saving strategies on the ACT apply to all scoring levels, there are a few techniques and strategies that vary depending on your current score and your target score goals as well. We’ve split our advice into four main categories: time-saving strategies for all scoring levels tips for those currently scoring a scaled score of 16 or below tips if you’re scoring between 16 and 24 tips if you’re currently scoring 24 or above. Pretty soon you'll find yourselfin the ACT fast lane. Time-Saving Tips for All Scoring Levels These are the tips that will help you maximize your speed no matter what your current score. Afterwards, look belowto find the strategies that best suit your individual scoring level needs. And remember as you go- the ACT is all about balance between speed and accuracy. Once you’ve found the rhythm that works best for you, you’ll be able to up your score and finish on time. For the all-inclusive tips, we’ve further broken this section into three different parts: How toStudy Effectively Before Test Day to Improve Timing Planning Your Overall Math SectionStrategy What to Do on the Day of the Test How to Study Effectively Before Test Day to Improve Timing 1) Familiarize yourself with the test ahead of time. Standardized tests are called â€Å"standardized† for a reasonthe specific questions may vary, but each ACT is as similar to all other ACT tests as possible. The more familiar you are with the structure of and question types on the test, the better off you’ll be (and the quicker you’ll be able to answer questions!). If you can also memorize all the important formulasyou’ll need for the test, you won’t have to waste your time trying to figure them out from scratch. 2) Practice, practice, practice Sit down with a test at home and take it timed. Get used to both the types of questions on the test and the pacing you’ll need to finish on time. As you take your practice test, mark down the time after every fifteen questions. This will show you your current pace. Afterwards, you’ll have a good idea for how long it takes you to finish each set of questions. Now experiment and challenge yourself on your pacing. Were you able to finish the first 15 questions in 20 minutes? Next time you take a practice test, try to do it in 18 minutes. Once you’ve challenged yourself to complete sections faster, compare your accuracy on both testswere you able to gain those minutes back without sacrificing too much accuracy, or did you lose too many points by trying to speed up? Remember that the ACT is all about finding your right balance between speed and accuracy. 3) Practice smart and identify your areas of weakness It’s not enough to simply practice the test over and over again if you continue to make the same mistakes with regards to your timing. Identify which types of problems are the most difficult for you or take you the longest amount of time.Are they usually geometry problems? Word problems? Probabilities? As you get more used to the test and the types of math questions/concepts that appear, see if there are faster or easier ways to solve the questions that take you the most time. Sometimes this can be remembering the properties of special right triangles, like a 30, 60, 90 triangles, so that you don’t have to take the time to find the side lengths via the Pythagorean theorem. Sometimes it might mean using plugging in the answers or plugging in your own numbersinstead of trying to solve the problem algebraically. 4) Employ study strategies according to your current score level and target score. Because there is no guessing penalty, there is not as much variation in strategy by score level on the ACT as there is on other standardized tests. But there are still a few techniques that should be emphasized more or less depending on your current score. As your scores increase, yourstrategies will change. Once you’ve taken your practice test and determined both your current raw and current curved scores, read up on how, exactly, the test is scored.Then, look to the time-saving strategies that suit you for your current level. As you get more familiar with the labyrinth that is the ACT, you'll learn to navigate it with growing speed and accuracy. Planning Your Overall Math Section Strategy 1) Learn to let go of a question It can be very tempting to sit and try to puzzle a question out, but you have to learn how to be more ruthless, both with how you answer questions and in choosing which questions to answer. Each and every question is worth the same amount of points, so pick the questions you can solve easiest and fastest first and then try the more time-consuming ones. If the question takes you more than 30 seconds to figure out or solve, come back to it later. If you're movingon from a question, lightly fill in a random bubble (or your best guess answer) and go to the next question. Sometimes moving on and coming back to a question later can trigger your mind to think of a new approach. (Sidenote: I say fill it in â€Å"lightly† because your bubble should be dark enough that the scanner can read it, but light enough so that you can erase it completely if you have time to come back and find the right answer later.) By filling in an answer (any answer!) now, you’ll have saved yourself some time trying to puzzle out a long or difficult question, and will have at least a 20% chance of getting it right if you forget or don’t have time to come back to it later. 2) Eliminate answer choicesanddraw it out As you go through the test, write on your booklet. Write in the angles and lengths you’re given, draw diagrams, and, most importantly, eliminate wrong answers. Often, you’ll be given a range of choices, one or two of which will be wildly wrong. If you’re using the plugging in answers strategy especially, you can save yourself a lot of time by eliminating one or two of these wrong answers straight away. The fewer answers you have to try, the faster you’ll find the correct solution. And keep in mindany time they describe a figure and don’t provide you with a picture, it means that the question would be too fast and too easy to solve if they provided you with a diagram. Make the drawing yourself! It won’t take you long and it will often point you quickly in the right direction (or at least much more quickly than it would if you tried to work the question out in your head). 3) Identify problems that will take a long time Some questions are not that complicated to execute, but will take time to crunch through. Identify these and save them for last. It is also a particularly good time to use process of elimination on some of the answer choices here. That way, if you need to fill in a temporary answer, you’ve already narrowed down your potential answer options. And you’ve similarly reduced your time in hunting for the right answer if you have time to come back and solve the question later. Remember that your time is better spent on faster-to-solve questions.If the question will take you more than 30 seconds, move on. You can come back to itif you have time. As long as you’re sure to mark any question that you’ve skipped or guessed, you’ll be able to quickly find it when you come back to it later. The ACT is an uphill climb. Find your rhythm and practice smart, and you'll reach your timing goals. What to Do on Test Day 1) Take care of yourself Make sure to rest well the day before the test and eat a nutritious and filling breakfast that morning. It can be easy to let yourself get burned out and lose your pacing by doing so many questions in a short amount of time. But practice, preparation, and rest can do wonders for your focus and your stamina. 2) Don’t lose focus on the topic at hand There is only one math section on the ACT, so you must make it count. Don’t think about how the reading section went. Don’t start anticipating the science section or the essay. You will eat up your limited time if you start to get sidetracked; only think about the section you’re currently on at any given time. 3) Bank time to fill in the bubbles Always leave a minute or two before your time is up to fill in any bubbles for questions you didn’t even get a chance to look at. A 20% chance of getting the right answer is much better than 0% from a blank answer. To save yourself time in going back and forth from test to bubbles, fill in your answer bubbles in chunks as you take the test. Fill in either 10 questions at a time or two pages worth of questions at a time (whichever you like better) to keep yourself on track and prevent yourself from having to continuously flip between problem and answer. Make sure to also bring a good quality eraser. For questions that you’ve skipped and/or moved forward from, fill in your guess lightly in the bubble- dark enough to be read, but light enough to erase if you have time later to come back. The reason you should still fill in questions that you plan to come back to later is to prevent you from accidentally filling in the wrong bubbles on the test if you were to leave one blank (which would give you all incorrect answers down the line). It also prevents you from leaving a question blank if you completely run out of time and don’t have the chance to come back to the question. As always, a random answer is better than no answer on the ACT. 4) Don't worry about anyone else's pacing As much as possible, ignore everyone else in the room while you're taking your test. If you start to worry about how much faster or slower other people are taking the test, you will lose your focus. Concentrate on your test alone and disregard everyone else's pacing. Your test and your goals are all that matter. You are a test-taking island. Imagine there is no one else in the room but you. Current Score is 16 or Below: Time-Saving Strategies In addition to the general strategies for all scoring levels, there are a few other useful techniques you can use for your particular score range. If you’re at a 16 or below scaled score, your raw score is anywhere from a 1 to a 23. If you’re aiming for a scaled score of 20 (the national average), then your goal is to get 31-32 raw points. In order to save yourself time on the test, concentrate most of your attention on the first 40 questions. Doing so will give you 1.5 minutes per question instead of 1 minute. You’ve just increased your time per question by 33%! Consider these first 40 questions as your region of maximum score gain. Give these questions your greatest focus, applying your general strategies for saving time discussed earlier (moving on from problems that take more than 30 seconds, eliminating answer options when using PIA, etc.). By narrowing your concentration range, you will be able to slow down, as you won’t be as concerned with trying to finish every single question in the hour allotted. Anddon’t think just because the first 40 questions are in your point-gain range that you have to get them all right! If there are problems in those first 40 questions that you don’t know how to do, use your eliminating strategies if possible and then fill in your best guess and move on. You’re concentrating on the first 40 to save yourself time, not to necessarily get points on every single question. And lastly, remember to also leave yourself a minute or two to fill in random (or your best guess) answers for the last 20 questions. At 20% odds, you’ll get 4 of them right! Current Score is Between 16 and 24:Time-Saving Strategies If you’re currently scoring in the 16 to 24 scaled score range, your raw score is anywhere between a 23 and a 40. Take your target raw score and add 5-7. That should be your range of questions to pay attention to on the test, as it will allow you to get some wrong and still meet your score goal. For example, if you’re aiming for a score of 26, you’ll need a raw score of 43-44. This means you should focus your attention on the first 50 questions of the test. This will give you 1.2 minutes per question instead of 1 minute, which increases your time per question by 20%! As you solve these questions, apply your general time-saving strategies from above (mark questions that will take too long, use process of elimination, etc.). By putting your focus primarily- or completely- on these 50 questions, you will save yourself time from attempting the last 10 questions (which are often tricky and take the most time). Before you finish, give yourself a minute to bubble in random (or, if you have time to look at them, your best guess) answers for questions 51-60. If you guess randomly on the last 10, odds are that you’ll get 2 of them right anyway! Current Score is 24 or Above:Time-Saving Strategies If your scaled score is at 24 or above, then it means your raw score is currently a 40 or above. In your score range, you’re probably going to look over every single question to determine if it’s one you can do accurately and quickly (rather than focusing your attention on just the first 2/3rds of the test, for example). In your score range, it will be crucial to practice using your time-saving strategies that we covered for all levels above. Considering your goals, you’ll also want to experiment with shortening the time it takes you to complete each part of the math section, as if you’re running a series of sprints. To determine your current pace, split the math section into thirds and time how long it takes you to do each third. Work your way to minimizing each of these times. An example time plan might be for you to aim to finish the first 20 questions in 15 minutes, questions 21-40 in 25 minutes, and questions 41-60 in 20 minutes. By giving yourself 25 minutes for the middle section, you will be going slowly enough to (hopefully) avoid the most common careless math errors. The questions get trickier around questions 20-23, so it’s a good place to slow down a little. In this example time strategy, finish by giving yourself 20 minutes for the last 20 questions. You more than likely will not be able to finish them all in that amount of time, but you will be able to maximize your point gains in this section by finding the easiest and fastest questions to answer first. But bear in mind that this is only one possible time-planning strategy. If this one doesn’t work for you, play around with your timing until you find the right balance between speed and accuracy that best suits you personally. Treat yourself to a nice nap whenthe test isover. You earned it! The Take-Aways Without knowledge and understanding of how to approach the ACT, it is easy to find yourself panicking. The designers of the test know this, which is one of the reasons the test is so seemingly difficult. But if you familiarize yourself with the test ahead of time, focus your attention on your prime scoring range, and learn when and how to move on from difficult questions, you’ll be able to increase your time per question (as well as your overall score!). Deep breaths- you absolutely have the ability to succeed on the ACT. What’s Next? Now that you know the strategies for maximizingyour timeon the ACT, it's a good idea brush up on yourlist of must-know ACT math formulas. The better you know these, the faster you'll be at solving the math questions.And for many of you, you'll be able tosave yourself time (and increase your accuracy) by using plugging in answersor plugging in numbers strategies. If you feel you've got the timing and formulas down and want to see if you can get a perfect score, check out our article on How to an Perfect Score on the ACT Mathby a 36 ACT-Scorer. Feeling overwhelmed? Don't know where to begin?Look no further than our articles onwhat is considered a good, bad, or excellent ACT scoreand what exactly is tested on the ACT math. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Qu es I-9 para verificar que se puede trabajar en USA

Qu es I-9 para verificar que se puede trabajar en USA El formulario I-9 es la herramienta  que utiliza el gobierno federal para verificar que las personas que buscan empleo  en Estados Unidos cumplen con los requisitos migratorios para trabajar. Por ley, el I-9 es un documento que deben completar todos los empresarios, compaà ±Ãƒ ­as, reclutadores y personas que refieren a un empleado a cambio de una compensacià ³n econà ³mica. Cmo funciona el I-9 para verificar que se puede trabajar en USA Cuando un trabajador busca trabajo y encuentra a un empleador dispuesto a contratar, debe probar su identidad y que est autorizado para aceptar empleo en los Estados Unidos. Por ley, en estos casos el empresario debe colectar documentos que prueben dos cosas. En primer lugar la identidad de la persona que solicita el trabajo, es decir, que es quien dice ser. Y, en segundo lugar, que est autorizado por ley para trabajar en los Estados Unidos. Para cumplir con ese doble requerimiento el formulario I-9 admite como prueba una serie de documentos, divididos en lo que se conoce como listas A, B y C. Documentos incluidos en la lista A Sirven para probar, al mismo tiempo, la identidad del solicitante de empleo y su derecho a trabajar conforme a las leyes migratorias de los Estados Unidos.    Si se presentar un documento de la Lista A, es suficiente con 1 sà ³lo. Por el contrario, si se elige un documento de la lista B, tambià ©n hay que presentar otro de la lista C   Los siguientes son documentos de la lista A para el formulario I-9: Pasaporte americano Tarjeta de pasaporte de los Estados UnidosPasaporte de los Estados Federados de Micronesia, junto con el documento I-94 de entrada y salidaPasaporte de las Islas Marshall con I-94 de registro de entrada y salida. Tarjeta de residencia permanente, tambià ©n conocida como green card. Para trabajar son vlidas las tarjetas que tienen firma de su titular y tambià ©n las que carecen de ella.Pasaportes extranjeros con residencia temporal estampada en pasaporte. Es lo que se   conoce como I-551Pasaportes extranjeros con una anotacià ³n temporal I-551 en una visa de inmigrante que puede ser leà ­da por una mquina. Lo que se conoce en inglà ©s por sus siglas MRIV (machine-readable immigrant visa.Las tarjetas de autorizacià ³n de empleo que se conocen en inglà ©s por las siglas EAD. Deben tener foto de su titular. Pasaportes extranjeros con una visa de trabajo y con el documento I-94 de registro de entrada y de salida. En el caso particular de visas de estudiante o de las J-1 de intercambio puede que resulte necesario presentar ms documentacià ³n. Esto à ºltimo va a depender del caso particular de cada uno. Documentos admitidos para probar la identidad para trabajar: lista B Cuando no es posible presentar un documento de la Lista A seà ±alada anteriormente, entonces es necesario presentar 2  documentos. Uno para probar identidad de la persona que quiere trabajar, que es lo que se conoce como Lista B. Adems, es imprescindible otro documento para demostrar que puede trabajar legalmente en los Estados Unidos, que es lo que se conoce como lista C. En otras palabras, se puede mostrar 1 documento de la lista A, o dos documentos, en cuyo caso 1 tiene que ser de la lista B y el otro de la lista C.   Todos los documentos siguientes estn incluidos en la lista B para demostrar la identidad y, por lo tanto, se puede presentar cualquiera de ellos: Licencia de manejar emitida por uno de los estados de los Estados Unidos o uno de sus territorios, como por ejemplo, Puerto Rico. Debe contener fotografà ­a de su titular y datos como nombre completo, fecha de nacimiento, gà ©nero, altura, color de los ojos y direccià ³n actual.Una tarjeta identificativa (ID card) emitida por una agencia o entidad del gobierno federal, del estado o local. El caso ms comà ºn es el emitido por las autoridades del departamento de vehà ­culos de los estados y que son como una licencia de manejar pero precisamente no sirven para conducir, sino solo para identificarse. En todo caso deben estas tarjetas identificativas deben contener la foto de su titular e informacià ³n como nombre completo, direccià ³n, fecha de nacimiento y datos fà ­sicos como altura, gà ©nero y color de ojos.Licencia de manejar emitida por una autoridad de Canad La tarjeta de registracià ³n para votarUna tarjeta identificativa de la escuela que incluya fotografà ­a de su ti tularTarjeta militarTarjeta de familiar de militar Record del servicio militar Tarjeta de Marineros mercantes de la Guardia Costera de los Estados Unidos, que se conoce por sus siglas en inglà ©s de MMDDocumento de una de las tribus nativas de los Estados Unidos Adems, los menores de 18 aà ±os que no tienen ninguno de esos documentos mencionados, pueden presentar en su lugar cualquiera de los siguientes:   Rà ©cord de la escuela o de las calificacionesRà ©cord de la guarderà ­aRà ©cord mà ©dico de un doctor, clà ­nica u hospital Tener en cuenta que en los casos en los que se presenta un documento de la lista B que justo se acaban de listar, es necesario tambià ©n presentar un documento de la lista C para demostrar que desde el punto de vista de las leyes migratorias se est autorizado para trabajar Documentos de la Lista C para probar que se puede trabajar en USA Una tarjeta del Nà ºmero del Seguro Social sin restricciones. Es decir, NO se puede presentar como documento de la Lista C una tarjeta que incluye limitaciones como not valid for employment o valid for work only with DHS authorization.La Certificacià ³n de Nacimiento en el Extranjero (FS-545) o la Certificacià ³n de Reporte de Nacimiento (DS-1350). Estos documentos son emitidos por el Departamento de Estado a los nià ±os hijos de estadounidenses que nacen fuera de los Estados Unidos y que adquieren la ciudadanà ­a americana al nacer por derecho de sangre. La certificacià ³n de nacimiento emitida por la autoridad de un estado, condado o municipio de los Estados Unidos o de uno de sus territorios. En estos casos se admite tanto el original como copia certificada pero en ambos casos es necesario que contenga el sello de la autoridad que los emite.El certificado de naturalizacià ³n   El certificado de ciudadanà ­a americana, documentos N-560 o el N-561Documento de una tribu Nat ivo-americana.El I-197, que es una tarjeta que identifica a ciudadano de los Estados Unidos o el I-179, que es una tarjeta de identificacià ³n de ciudadanos residentes El registro de ingreso y salida I-94 emitido a un asilado El Permiso de Reentrada que no est expirado, que tambià ©n se conoce como I-327Y, en el caso de residentes condicionales, se puede presentar la planilla que se conoce como I-797 junto con su green card expirada (I-551). A tener en cuenta Si no se cumple con el requisito del I-9, tanto la empresa como el empleado pueden enfrentarse a castigos. Por otro lado, no confundir el I-9, que es obligatorio en todos los casos, con el sistema e-verify, que es voluntario en la mayorà ­a de los casos y tiene como requerimientos siempre el tener que presentar la tarjeta del nà ºmero del seguro social y un I.D. con foto. Este es un artà ­culo informativo. No es asesorà ­a legal.