Safeguarding In Schools Unit 6 - 2823 Words

Unit 6: Safeguarding the Welfare of Children and Young People 1- Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. The concept of safeguarding is to protect children. The need for the improved legislation is so high-profile cases such as the Victoria Climbie death doesn’t happen again and also to make sure that all agencies work together. 1.1- Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. There are many current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people. These are some of the†¦show more content†¦Health services (nurse) can check all details of the child’s health and keep the health records up to date. GMP (police) can check to see what is happening the community they are in and check up on them at their home address. Housing can evict residents for drug abuse or anti social parties CAMS (Child and Adolescent Mental Health Service) these help children that may self harm, have eating disorder etc... They are made up of different services. LSCB (Local safeguarding children board) these organise all agencies to come together to agree on how they will cooperate with one another to safeguard and promote the welfare of children. NSPCC (National Society for the Prevention of Cruelty to Children) these work to help children and families of domestic abuse, helping them overcome the effects and restore healthy relationships. Health Professionals can exam children with injuries and if they suspect it may be non-accidental and can carry out medical examinations or observations of the child. E-Safety are a team that promote awareness of internet safety to the children and protect children from unsuitable sites. 2- Know what to do when children or young people are ill or injured, including emergency procedures. I work closely with children and I am more likely to spot when a child is unwell or coming down with an illness, there are signsShow MoreRelatedGuide To Safeguarding Child Abuse907 Words   |  4 Pagesdaily basis are in a good position to notice changes in a childs or young person’s behaviour which may be a possible sign of abuse. Children or young people may also confide in practitioners or allege that abuse has taken place. Schools must have a policy about safeguarding children and this must adhere to current legislation. This policy should offer advice and have a recognised procedure for practitioners to follow in the case of suspected child abuse. If a child does approach a practitioner to confideRead MoreThe Importance Of Sharing Information On Children2213 Words   |  9 PagesSharing information is the solution to improving beneficial outcomes for all children. It is essential to facilitate early intervention and preventative work for safeguarding children. All professionals involved with children must know and understand what to do and the most effective ways of sharing information about children who are at risk of abuse or neglect. In some situations, sharing information with a family about their child could seem good practice, but it is not crucial e.g. where evidenceRead MoreEymp3 1.11721 Words   |  7 Pagesin EYFS Safeguarding: Ofsted Certificate of Registration should be on show at all times within working hours Looking out for each childs safety and welfare. Be able to notice any change within the child’s manor, behaviour, general wellbeing, suspicious signs of bruising, marks signs of abuse, signs of neglect or even unusual comments or words for which they would not normally say. If this happens you must contact your local children’s services and NCMA as soon as possible. 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NB: Please ensure that you refer to the unit additional guidance throughoutRead MoreWell Being of Children and Young People7337 Words   |  30 PagesHELEN TANDY: REF No: DG66205 UNIT 3 /CODE CYP CORE 3.3 UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN amp; YOUNG PEOPLE TASK 1 TO LEARNING OUTCOME 1 ASSESMENT CRITERIA 1.1, 1.2, 1.3, 1.4, 1.5 1.1 The first children’s act was brought out in 1989 to make it easier for the laws which protected children and young adults. It was mad clear that all children had rights and all the children services should work together in the event of any allegations of child abuse. England amp; Wales producedRead MoreCyp 3.3 Childcare Level 3 Guidelines Essay2014 Words   |  9 PagesYOUNG PEOPLE’S WORKFORCE (QCF) GUIDANCE FOR UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN AND YOUNG PEOPLE UNIT CODE: CYP CORE 3.3 Unit content 1. 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Legislation/policy/best practice guidance | Summary | Safeguarding Vulnerable groups Act 2006 | Safeguarding Vulnerable Groups Act 2006 restricts contact betweenRead Morelevel 5 diploma in leadership for the children and young peoples work force Unit 1392121 Words   |  9 PagesI will also critically analyse agencies that are available for referrals, transitions and safeguarding for children and young people. Explain different theorist and frameworks of child and young person development. Cross reference Unit 136, Page 7 (unit 136 1.1.2) Explain the potential impact has on service provision of different theories and approaches. Cross reference unit 136, page 7 (unit 136 1.1.2) Outcome based services available for children and young people Health visitor

The Commodification Of Baseball Players - 1839 Words

The Commodification of Baseball Players English Culminating Clayton Lyons Over the years the great game of baseball has developed and evolved into much more than just â€Å"America’s Favourite Past Time†. It is now a globalized, highly profit-motivated industry that seems to have a greater interest in mass-producing players into their commodity chain. In today’s game there is a wide variety of ethnicities in the Major Leagues, ranging from the Dominican Republic and Cuba all the way to China, Korea and Japan. Now, I am one of the many who believe it is not a bad thing to have this wide range of nationalities but the difficult journeys and hardships that many of the international players have had to face on their ‘road to the show’ can be considered unfair when compared to the average North American ball player. Even though the conditions for the majority of Major League players are very luxurious, they are all treated as commodities in some ways by the millionaire owners, baseball executives and scouts. Prosp ects are graded on a five tool system and only the players who fit all five categories are given the generous signing bonuses. If you do not have the skills or if the scouts do not believe you will ever achieve those skills you are considered to be inferior or substandard. That is what the book Moneyball is about, it describes the process that Billy Beane, the GM of the low-budgeted Oakland A’s had to use to find value in the players that were ‘tossed aside’ and undervalued.Show MoreRelatedEssay on Marketing of the Sport Celebrity2080 Words   |  9 Pagesbe a celebrity. The athlete must have a unique personality, something bold and different that makes them shine from the rest. There are different facets of marketable celebrities such as the strong fierce athlete, the hero, and the controversial player. Examples of controversial athletes are Mike Tyson, Charles Barkley, Dennis Rodman and Alex Higgins. The hero athlete is someone like Tiger Woods or Michael J ordan. And lastly the strong and fierce competitor like Allen Iverson or Muhammad Ali,Read MoreStudy Guide9234 Words   |  37 Pagesthe basic social needs. The initial goal of playing sports is to have fun and win. It can even be a profession. But the institution of sports does more than that. It can be an important part of shaping someone’s identity. For example, boys who play baseball may learn that it is important to be part of a team. They may also learn that it is bad to â€Å"run like a girl.† Fans of some sports teams can also find an identity, such as being loyal to the team that always loses. 4. A sociologist studies the way

Bluest Eye Essay Research Paper Robert B free essay sample

Bluest Eye Essay, Research Paper Robert B. Lewis V March 1, 2001 English 102 Lloyd-Crawford A Quest for Personal Identity Post World War I, many new chances were given to the turning and spread outing group of African Americans life in the North. Almost 500,00 African Americans moved to the northern provinces between 1910 and 1920. This was the beginning of a go oning migration northerly. More than 1,500,000 inkinesss went north in the 1930 # 8217 ; s and 2,500,00 in the 1940 # 8217 ; s. Life in the North was really difficult for African Americans. Race public violences, limited lodging ensuing in slum lodging, and restricted occupation chances were merely a few of the many adversities that the African American people had to confront at this clip. Families frequently had to divide, societal bureaus were overcrowded with people that all needed aid, offense rates increased and many other ensuing jobs ensued. The Bluest Eye by Toni Morrison takes topographic point during this clip period. We will write a custom essay sample on Bluest Eye Essay Research Paper Robert B or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A chief subject in this novel is the pursuit for single individuality and the influences of the household and community in that quest. This subject is present throughout the novel and evident in many of the characters. Pecola Breedlove is the chief character, and on the quest for individuality, every bit good as a symbol of the quest of many of the Black northern fledglings of that clip. The Breedlove household is a group of people under the same roof, a household by name merely. Cholly ( the male parent ) is a invariably rummy and opprobrious adult male. His opprobrious mode is evident towards his married woman Pauline physically and towards his girl Pecola sexually. Pauline is a # 8220 ; mammy # 8221 ; to a white household and continues to prefer them over her biological household. Pecola is a small black miss with low ego regard. The universe has led her to believe that she is ugly and that the prototype of # 8220 ; beautiful # 8221 ; requires bluish eyes. Therefore every dark she prays that she will wake up with bluish eyes. Brought up as a hapless unwanted miss, Pecola Breedlove desires the credence and love of society. The image of # 8220 ; Shirley Temple beauty # 8221 ; surrounds her. In her head, if she was to be beautiful, people would eventually love and accept her. The thought that bluish eyes are a necessity for beauty has been imprinted on Pecola her whole life. # 8220 ; If I looked different, beautiful, possibly Cholly would be different, and Mrs. Breedlove excessively. Possibly they would state, `Why expression at reasonably eyed Pecola. We mustn # 8217 ; t do bad things in forepart of those pretty bluish eyes # 8217 ; # 8221 ; ( Morrison 46 ) . Many people have helped form this ideal of beauty on her. Mr. Yacowbski as a symbol for the remainder of society # 8217 ; s norm, treats her as if she were unseeable. # 8220 ; He does non see her, because for him there is nil to see. How can a fifty-two-year-old white immigrant shopkeeper # 8230 ; see a small black miss? # 8221 ; ( Morrison 4 8 ) . Her schoolmates besides have an consequence on her. They seem to believe that because she is non beautiful, she is non deserving anything except as the focal point of their jeer. # 8220 ; Black vitamin E minute. Black vitamin E minute. Yadaddsleepsnekked. Black vitamin E minute black vitamin E minute ya dadd slumbers nekked. Black vitamin E mo # 8230 ; # 8221 ; ( Morrison 65 ) . Shouted by her schoolmates on such a regular footing, this contempt seemed non to perforate any longer. As if it were non bad plenty being ridiculed by kids her ain age, grownups besides had to mock her. Geraldine, a coloured adult female, who refused to digest # 8220 ; niggas # 8221 ; , happened to walk in while Pecola was in her house. # 8220 ; Get out, # 8217 ; she said her voice quiet. `You awful small black bitc h. Get out of my house’† ( Morrison 92 ) . By holding an grownup point out to her that she truly was a â€Å"nasty† small miss, it seems all the more true. Pecola was neer able to acquire off from this sort of ridicule. At place she was put through the same thing, if non worse because her household members were the 1s who were supposed to love her. Her female parent was non able conceal her obvious fondness towards a white miss over her. One twenty-four hours as Pecola was sing her female parent at the place where she is working, Pecola by chance knocked over a blueberry pie. Obviously burned by the hot pastry, her female parent wholly ignored Pecola # 8217 ; s feelings of hurting and alternatively tended to the comforting of her white # 8220 ; girl # 8221 ; . # 8220 ; `Crazy foo # 8230 ; my floor, muss # 8230 ; look what you # 8230 ; acquire on out # 8230 ; brainsick # 8230 ; brainsick # 8230 ; my floor, my floor # 8230 ; . # 8217 ; Her words were hotter and darker than the smoke berries. The small white miss in pink started to shout. Mrs. Breedlove turned to her. `Hush, babe, stillness. Don # 8217 ; t shout no more # 8217 ; # 8221 ; ( Morrison 109 ) . Her female parent viewed Pecola as an obstruction that had the potency to acquire in the manner of her white charge # 8217 ; s felicity and accordingly her felicity. Her female parent refused to demo any love to Pecola because it might interfere with more of import things. For a small miss, the love of her female parent is the most of import love she can have. Without that, how can she believe that she is deserving anything at all? Finally the colza by her male parent is the last grounds Pecola needs to believe wholly that she is an ugly unlovable miss. While in most instances a male parent figure is one who small misss look to for counsel and blessing, Cholly is the exact antonym. He hurts Pecola in a physical manner that in one effort measures up to the old ages of hurtful jeer. He took off from her the one thing that was absolutely and wholly hers. After the colza, Pecola was neer even remotely the same. She was so sad to see. Grown people looked off ; kids, those who were non frightened by her, laughed outright. The harm done was entire. She spent her yearss, walking up and down her caput jolt to the round of a drummer so distant merely she could hear. Elbows set, custodies on shoulders, she flailed her weaponries like a bird in an ageless, monstrously ineffectual attempt to wing. In short, after the colza, Pecola went insane. Pecola # 8217 ; s hunt for individuality was defined by her everlasting desire to be loved. Her intent in life was to be beautiful and as a consequence of that to be loved. Her household and community made it impossible for her to of all time be sensibly content. Pecola Breedlove yearned for bluish eyes. At the terminal of the book she believes that she has those bluish eyes. She believes that people treat her good story because they are covetous of her bluish eyes and she has learned to merrily accept that. Pecola yearned for the credence and love of society seen through her eyes. No affair if that credence and love were truly at that place, she thought it was and hence was able to last. # 8220 ; I Soaphead Church, I have caused a miracle. I gave her the eyes. I gave her the blue, bluish, two bluish eyes # 8230 ; No 1 else will see her bluish eyes. But she will. And she will populate merrily of all time after # 8221 ; ( Morrison 182 ) . Pecola found herself merely by traveling insane. Although Pecola is non accepted by society for grounds she does non understand, she puts her exclusion from society into footings she can grok. Society influences her individuality. They mold her into what she becomes by non giving her the counsel and blessi ng she needs. 31b

Role of Jocasta in Oedipus the King Essay Example

Role of Jocasta in Oedipus the King Paper The tragedy of Oedipus the King is among the worlds best known stories. Nis determination to know the truth of things, and his evident belief in the power of the individual to affect the world inspire both respect and pity. His wife and mother, Jocasta, seems almost a shadowy figure beside him. Certainly, she is less understood. Yet she, too, is worth of admiration should inspire both admiration and fear. For, like Oedipus himself, this essentiall pragmatic and courageous woman (1) is lead to her ate not by blasphemy,(2) but by a love for her husband (3a) that is greater than her concern for anything, including herself. (3b) Like Oedipus, Jocasta seems both pragmatic and determined to deal with the truth. She enters the drama from her home, and seems to have little patience for male posturing, ordering then to, Get back home, sir, you and Creon you/into your house. (35) But her concern here is not to conceal. When she is convinced sees that her husband is visibly upset by his encounters, she immediately announces that, l stay to know. (38) When Oedipus explains that Creon has attempted to lay the guilt for Laiuss death on him, she responds not with horror or by dismissing the idea, but by asking if Creons suspicions are based on, His own invention or on evidence? She is pragmatic, and not apparently afraid of truth. Indeed, even after Oedipus reveals that her reassurances about the death of Laius have shattered peace, and as he says, struck at my very soul (40) she continues to answer his questions concerning the old kings death. We will write a custom essay sample on Role of Jocasta in Oedipus the King specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Role of Jocasta in Oedipus the King specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Role of Jocasta in Oedipus the King specifically for you FOR ONLY $16.38 $13.9/page Hire Writer She is concerned, even as she admits frightened, asking, Why Oedipus, what nightmare thought has touched you now? (41) Yet she still furnishes the details he demands, describing Laiuss looks and the numbers in his procession. Whatever her worries may be, she does not conceal or in any way deviate from honesty at this point. It would be incorrect to dismiss In fact, it is this respect for fact and for the truth that makes it impossible to dismiss Jocasta as someone who has no respect ofr the gods. Her first reference to the gods is not dismissive far from it. She accepts Creons oath of innocence because it was sworn by all the gods. She acknowledges the power of the gods when she returns from an unsuccessful attempt to calm Oedipus down, saying, l address/myself to you Apollo, whose Lycean shrine/is nearest to these rites and prayers. (49) And yet, when she finishes telling Oedipus the story of the death of Laius, she concludes, So there! Apollo fails to make his son/ his fathers murderer. (40) However, this is not a repudiation of the gods themselves. It is a refusal to accept prophecies as absolute. It is only when she is told that her husbands state of mind is the result of the words of Tiresius that she ecomes dismissive, even contemptuous. In other words, She is not dismissing the god she IS dismissing the idea of oracles, oracles delivered by men, or the idea that an oracle reveals something that is inevitable. And, like the pragmatic woman she is, an oracle that she fully and logically believes was wrong. She is not concerned does not even consider his guilt in the murder of Laius, or about his oracle coming true, only that rampant fancies in a legion raid/the mind of Oedipus. (48) Of greater importance to her, however, than fact and the truth of prophecy Living s she does in an age that accepts the idea of fate, this insistence on fact and the dismissal of oracles might still seem arrogant, but it quickly becomes clear that Jocastas main concern is the happiness of her husband. We need to remember that the main concern of Oedipus is the fact that he might turn out to be the murderer of Laius, and therefore, the cause of the citys agony. She, however, correctly perceives that part of his uncertainty lies in his fear of the oracle that sent him fleeing from Corinth. In her response to his assertion that the verdict tilts to heavily to me (46), he attempts to answer both his fears: Rest assured; his account was that, exactly that, He cannot cancel what he said. The whole town heard, not I alone. And even if he tries to change a word, he still can never make Oh surely, King! the death of Laius tally with the oracle, which said it had to happen through a son of mine poor nbabe, who never killed a thing but himself was killed Oh long before! After this, Ill never change my look from left to right to suit a prophecy. The first part of her response is obviously aimed at calming Oedipus fears that he ight have killed Laius. But the second part is Just as obviously aimed at calming and even repudiating the concern that has dominated his life in the years leading up to this day, a concern that neither sees as having any effect of the here and now sufferings of Thebes. When he persists in his fears, she says, But let us go indoors. All my care is you, and all my pleasure yours. Again, her intention is to calm him, soothe him, herhaps even seduce him away from his worries. She is clearly a loyal wife, in love with and concerned for her husband and his peace of mind. Her eemingly blasphemous assertion, How dwindled are the grand predictions of Apollo. , (51) and her almost exultant reaction to the news of the death of Polybus This is the man that Oedipus was terrified to kill, so fled;/And now, without the slightest push from him, hes dead. P. 50 have nothing to do with the tribulations of Thebes. They refer only to the Corinthian oracle that she now realizes drove her husband away from parents and a city that he loved. Jocastas concern for Oedipus is all consuming, greater not only than her concern for Thebes, but even greater than her concern for herself. The former is already obvious. The latter becomes clear when the messenger continues his happy story, revealing to Oedipus the truth of his birth. Jocastas response is silent. She goes pale, she covers her face, and she stands, transfixed, now aware that she has fathered are true. She cannot change this. She is guilty of the greatest of sins. Yet she does not rush to kill herself . Instead, she turns to her husband, crying at him to Forget it all. Its not worth knowing. (58) When he persists, so does she: Im pleading for whats best for you. (59) And when it becomes clear that he will not listen and that he will persist in his search for the truth, her response is almost a prayer: God help you, Oedipus! Hide it from you who you are. Her concern again is not for herself. It is all for him. She does not attack oracles anymore. She does not answer questions or react pragmatically. She only urges him to stop the search, thereby trying to spare him the horror that she faces. Shattered in her own soul, her concern is only for his. It is only when she realizes that she cannot stop him that she turns away and rushes to her own death. Jocasta is no simple lover of power, no blasphemer, and no plotter. She is first and foremost a woman to whom love is all. Oedipus falls on a far grander scale, suffering because he attempted to stop the sufferings of an entire city, because he dared to place humankind at a level nearly equal to that of gods. Jocasta falls more domestically, placing the heart above the mind and her husband before herself. His disgrace in the city streets appalls us. But we will not be rulers. Her death upon the marriage bed is closer to our own lives, and should move us even more.

PICOT Clinical Question Essay Example

PICOT Clinical Question Paper A clinical research question is a question posed by the nurse to identify the best treatment method in addressing patient needs (WCSU Libraries, n. d. ). Nurses use PICOT in developing clinical questions for research. The five letters in the term PICOT stand for each step that the nurse should identify while developing his or her clinical questions. P stands for â€Å"patient population†; I stands for â€Å"intervention or issue of interest†; C stands for â€Å"comparison intervention or comparison group†; O stands for â€Å"outcome†; and T stands for â€Å"time† (Arizona State University [ASU], n.  d. ). The clinical question formulated is: Do patients have less anxiety when pharmacologic agents are used preoperatively as compared to non-pharmocologic agents? The key words formed from this clinical question based on PICOT are preoperative patients (P), administration of pharmacologic agents preoperatively (I), administration of non-pharmacologic agents preoperatively (C ), and less preoperative anxiety (O). The use of time frame for this question is not applicable. The researcher used the PubMed (U. S. National Library of Medicine, National Institutes of Health) website to find relevant and valid studies that will provide supporting data in answering the clinical question. The researcher typed the keywords generated from the PICOT format in the search bar of the website which automatically generates a list of studies relevant to the keywords typed in. The researcher then browsed through the list of studies that appeared per keyword and analyzed whether the titles of the research studies displayed are relevant or not. We will write a custom essay sample on PICOT Clinical Question specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on PICOT Clinical Question specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on PICOT Clinical Question specifically for you FOR ONLY $16.38 $13.9/page Hire Writer After choosing titles of research studies that are relevant, the researcher moved on to reading the abstracts of the studies. From the chosen relevant studies, the relevance of the provided related citations from PubMed were also analyzed by the researcher. Most of the resulting related studies only compare use of pharmacologic agents and placebo in reducing preoperative anxiety. Hence, the researcher modified some of the keywords to â€Å"non phamacologic agents in preoperative anxiety,† and â€Å"less anxiety preoperatively. † These search keywords generated studies and articles that address the clinical question (see Appendix). One study entitled, â€Å"Premedication in children: Hypnosis versus Midazolam,† is a randomized clinical trial conducted on 50 pediatric patients aged 2-11 years old. The patients were divided into two groups and received different interventions prior to surgery. One group was subject to hypnosis (non-pharmacologic) and the other group received Midazolam (pharmacologic). The patients preoperative anxiety level were assessed through the Modified Yale Preoperative Anxiety Scale (mYPAS) and postoperative behavior assessed through Posthospitalization Behavioral Questionnaire (PHBQ). Results showed that there was no significant difference in the mYAPS and PHBQ scores. However, it was shown that the number of children who were anxious preoperatively in the group that received hypnosis. The study concluded that hypnosis serves as an effective intervention to reduce preoperative anxiety in pediatric patients (Calipel, Lucas-Polomeni, Wodey, Ecoffey, 2005). In evaluating the study, both accuracy and generalizability of results serve as criteria for research validity. A valid study exercises reliability, internal validity, measurement validity, and external validity (Gliner Morgan, 2009). The overall validity of the study is supported by the credentials of the authors who are all medical doctors and its quantitative study design. The external validity of the study is affected by the number of samples or population used, in this case, a small sample size of 50. The internal validity of the study is affected by the equivalence of population groups, in this case, two similar groups of pediatric patients aged 2-11 years old. The study has a small sample size which is its weak point. However, it utilized equivalent population groups (two groups with similar characteristics) of pediatric patients which is the studys strong point for validity (Gliner Morgan, 2009). References Arizona State University. (n. d. ). PICO(T) form. Retrieved May 12, 2010, from http://nursingandhealth. asu. edu/evidence-based-practice/pico. htm Calipel, S. , Lucas-Polomeni, M. M. , Wodey, E. , Ecoffey, C. (2005). Premedication in children: Hypnosis versus midazolam. Pediatric Anaesthesia, 15(4), 275-281. Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/15787917. Gliner, J. A. , Morgan, G. A. (2009). Research methods in applied settings: An integrated approach to design and analysis. New Jersey: Lawrence Erlbaum Associates. Retrieved from http://books. google. com/books? id=NuHHvAbTkf8Cprintsec=frontcover#v=onepageqf=false WCSU Libraries. (n. d. ) Introducing PICOT. Retrieved May 12, 2010, from http://library. wcsu. edu/web/assistance/research/nursing/tutorial/c_picot/? x=41y=51

Can You Use Old Practice SATs to Study for the New SAT

Can You Use Old Practice SATs to Study for the New SAT SAT / ACT Prep Online Guides and Tips Since the SAT has just been redesigned, you might feel like there aren’t very many practice questions around for you to use. The College Board has released four free practice tests, but once you get through those, what should you do? You might be wondering if you can use old SAT practice tests to study for the new SAT. The answer is yes, you can! I will show you how. Read on to see why you would want to use old practice tests, what practice tests won’t do for you, and then a how-to guide on the most effective way to use old tests to prep for each section. Finally, I’ll also briefly discuss using the ACT for new SAT prep, since the tests are surprisingly similar. Why to Use Old SAT Practice Tests Simply put, you should use old practice tests if you want to increase your stock of practice questions! While you will have to be careful to skip the irrelevant questions, and there are some new question types you won’t be able to prep for using old tests, they are still a valuable resource, especially if you need extra questions to work on a particular section or skill. While the SAT has been redesigned, many of the question types are still the same between the old and new tests, so you can use old tests for practice questions for those question types. I will break down which question types to use and which ones to skip in the next sections. They are also useful because they are official College Board materials, and you can expect rigorous quality control from the official makers of the SAT more so than from most prep book or test prep companiesso no situations where the correct answer is actually ambiguous, for example. You know old tests were really administered to students, which means those questions are College Board-approved! So high quality they should put this seal on them! What Old SAT Tests Won't Help You With Taking an entire old test from start to finish won’t really prepare you for the experience of sitting down to take the new SAT, so don’t do that. The overall tests are too different structurally for taking the old SAT to give you a good sense of what taking the new one will be like. If you want to take a complete test to get a sense of what your SAT experience will be like on test day, take one of the College Board’s four complete free practice tests for the redesigned SAT instead of an old one. Old tests also won’t help you practice the new SAT essay. Instead of a 25-minute opinion-based essay as on the old SAT, the revised SAT gives you 50 minutes to analyze an argument. These are completely different in form and content, so looking at old SAT essay prompts is a waste of time. Now I’ll move through each section in turn and describe how best to use it to prepare. I’ll go over what question types to use, which question types to skip, and what’s missing from the old SAT that is tested in the new one.All of my old SAT question examples will come from the2014-2015 Practice SAT, and my new SAT question examples will come from Practice Test 1. With all these questions you'll be as prepared as this lady! And she looks ready. Using Old SAT Practice Tests: Reading The Reading section has not changed too dramatically with the revision, so you’ll be able to use most of the old Reading questions to practice for the revised SAT. The primary changes are that all of the questions are now passage-based, passages are longer, and Sentence Completion questions have been eliminated. Old SAT Reading: Questions to Use Using any and all of the passage-based questions will help you prep for the new SAT. The Old SAT has some very short (i.e. one paragraph) passages, while the revised SAT only has longer passages, but the questions are similar and useful for practice. Old SAT Reading: Questions to Skip The redesigned SAT has done away with Sentence Completion questions. There were complaints that these unfairly prioritized arcane vocabulary knowledge. So when you see these on old SATs, skip them. Example: Old SAT Reading: What's Missing Old SAT Reading did not have any charts or graphs integrated into the passages and questions. New SAT does, so be sure to study those! (If you want more practice questions to do with reading charts, skip down to the â€Å"Practicing with the ACT† section). Example: Old tests did not have any Evidence Support question pairs. These are question pairs in which you are first asked to identify something about the passage, then to select evidence from the passage to support your answer. Example: Using Old SAT Practice Tests: Writing Writing has changed the most of any test. While the old SAT had very few passage-based writing questions, the revised SAT is entirely passage-based in the Writing section. There aren’t very many one-to-one matches on question types between the old and new SAT, but you might still find some of the old SAT practice questions useful. Old SAT Writing: Questions to Use Passage Revisionthese are questions that ask you to edit a â€Å"rough draft† of a passage or essay. While the errors in these passages are a little more focused on style, and the revised SAT writing section is more focused on skilled argumentation, these questions are still helpful for getting a feel for answering passage-based SAT writing questions. Example: Even though the specific format of the Sentence Errorquestion typewhere you had to choose from five potential errors in one sentenceis missing from the revised SAT, doing old Sentence Error questions is still a good way to drill down on your grammar skills. You should be aware, though, that the revised test does have a slightly different grammatical focus. The old SAT often tested dangling modifiers and subject/verb agreement in tricky ways, while the revised SAT has a greater emphasis on punctuation and common English usage. But if you need to work on your grammar, practicing those skills with Sentence Error questions is a fine way to do so. Example: Similarly, the Sentence Improvement question type, in which you have to edit a single sentence for grammatical clarity, no longer exists on the revised SAT. But you may be asked sentence-improvement like questions on the revised SAT in the context of the passage-based questions. So knowing how to approach these in isolation will help brush up on your grammar and writing-style skills, which will be useful for the revised test. Example: Old SAT Writing: Questions to Skip The essay - the 25-minute â€Å"opinion† essay from the old SAT used to comprise part of your writing score. The new essay is 50 minutes, asks you to evaluate another author’s argument expressed in a passage, and is a completely separate score from your 1600-point score. Don’t write any old essay prompts; they won’t help you at all on the new SAT. The old essay: as obsolete as this car. Old SAT Writing: What's Missing Old tests really don’t have the same format and feel as the revised SAT. The revised SAT asks all questions and question typesthose on grammar, writing style, organization, argumentationbased on passages, while the old SAT has very few passage-based questions. So while the old SAT writing section will help you brush up on your grammar, style, and editing skills, it really won’t give you a great sense of what the writing section of the revised SAT is actually like. Example: To practice more passage-based writing questions once you’ve used all four free practice tests, you might turn to the ACT English section, which is passage-based. (More on using the ACT for new SAT practice below.) Additionally, the writing section now includes questions that involve graphs and charts: both interpreting them and understanding how they act as evidence for arguments. Example: Using Old SAT Practice Tests: Math The primary changes in Math are that the questions are distributed differently across topics, a small amount of trigonometry has been added, and logic-type problems have been eliminated. For a complete breakdown of these changes, see our guide to the revised SAT. Old SAT Math: Questions to Use The truth is that you can use most of the questions on the old SAT to practice for new SATMath. However, you should be aware that old tests contain a different percentage of some of the question types than the revised SAT. For example, the old SAT contains much more geometry than the revised SAT. Old SAT Math: Questions to Skip The revised SAT has done away with â€Å"logic problem† type questions, so if you see any of those, skip them. There were usually only 1-2 on the old SAT anyways. Example: Old SAT Math: What's Missing From Old Tests The revised SAT has two no-calculator sections: one for grid-ins, and one for multiple choice. The old SAT was all-calculator. You might try working on some of the less calculation-heavy questions on the old SAT without a calculator to practice answering math problems without one. The new SAT involves more â€Å"real-world† type questions and word problems. Example: The revised SAT now has multi-part questions, in which the answer to one question affects the answers to the following question. It’s very important to get the first question correct or you could have a negative cascade effect! Example: The revised SAT also contains some basic trigonometry questions, which is a new topic area for the SAT. Example: Practicing For the New SAT With the ACT The revised SAT is actually more similar in many ways to the ACT than the old SAT. Both exams have four answer choices per question, there is no guessing penalty, and the Reading and Writing (or English in the case of the ACT) tests are entirely passage-based. For this reason, you may wish to practice with ACT questions. The key difference (other than the scoring scale) is that the ACT has four sections to the SAT’s three- English, which corresponds to SAT Writing, Reading, Math, and Science. While it has no directly corresponding section on the SAT, practice questions from the Science test will be very helpful in preparing for the data-based questions on all sections of the revised SAT. I’ll go over questions to use, ones to skip, and what’s missing from the ACT that’s covered on the SAT. Science: the fourth section on the ACT. ACT: Questions To Use There are questions you could use to prep for the new SAT in all four sections of the ACT. Reading You can use all of them! The ACT is focused slightly more on reading comprehension, but the general idearead and interpret a passageis the same. English You can (and should!) use most of the questions on the English section of the ACT for SAT Writing practice. Not only is it great practice for the passage-based style of the revised SAT, many of the questions offer similar tasks as those on the SAT. The ACT is slightly more focused on grammar, however, while the SAT really hones in on writing style. Math You can use most of the questions on ACT math to practice for revised SAT math. However, you should be aware that there is more geometry and trigonometry on the ACT than the revised SAT. Additionally, you may see one or two topics on the ACT that aren’t covered on the SAT, like matrices, logarithms, graphs of trig functions, and even scientific notation! Science ACT Science questions are passage-based, which is good practice for answering the data interpretation questions linked to the passages for the revised SAT’s Writing and Reading tests. The questions that will be most useful, however, will be those about interpreting data and figures. So focus on those and skip the rest. Example: ACT: Questions to Skip Save SAT prep time by skipping unnecessaryquestions. Reading No need to skip any reading questions. However, it’s worth noting that unlike on the SAT, questions on the ACT are not â€Å"in order†- the questions on a particular passage don’t move through the passage from start to finish, but instead may jump around A question may ask about the beginning of the passage, then the next may ask about the very end. This is just something keep in mind in terms of differences when you are using the ACT for practice. English You can skip the questions asking if the author fulfilled their purpose in the passage and why, as there is no similar question style on the revised SAT Writing test. There is normally about one of these â€Å"author’s purpose† questions per passage, towards the end of the questions on a particular passage. Example: Math You may want to skip the occasional question on logarithms, matrices, graphs of trig functions, and scientific notation, since you won’t see these things on the SAT. Science You can skip any question on the science test that’s not directly concerned with interpreting or representing data. This would include questions about hypothesis testing, experimental design, the scientific method, and so on. Example: What's Missing From the ACT That's Covered on the New SAT There are some key question types missing from the ACT that you need to be prepared to see on the SAT. Reading There are no Evidence Support question pairs on the ACT. Remember, evidence support question pairs involve answering a question about the passage and then providing evidence to support that answer in the following question. The Reading test on the ACT also does not include any questions on charts or data. These questions are covered on the Science test. English The English section on the ACT does not involve charts and graphs as on the revised SAT's Writing section, probably because these skills are tested on the Science section. Math The ACT math section lacks two key features that the revised SAT has: a no-calculator section, and grid-in questions. You may want to try solving ACT questions without a calculator when reasonable for some no-calculator practice. Also, practice ACT questions are all multiple-choice, so they won’t help you prepare for the SAT’s free-response grid-ins. Be prepared to be without this on the SAT! (The calculator, not your hand.) Where To Find Old SAT Practice Tests and ACT Tests The College Board and ACT, Inc. have kindly published free practice tests. We've collected them here for you. Old SAT Tests 2014-2015 Practice SAT|Answers 2013-2014 Practice SAT | Answers 2007-2008 Practice SAT (includes answers) 2004-2005 Practice SAT (includes answers) Practice ACT Tests ACT Practice Test 2015-2016 (Form 72CPRE) ACT Practice Test 2014-15 (Form 67C) ACT Practice Test 20-12 (Form 64E) ACT Practice Test 2008-09 (Form 61C) ACT Practice Test 2005-06 (Form 59F) A soothing rock pile in case you get overwhelmed by all these tests. Key Takeaways You can use old SAT tests as a resource for practice questions for the revised SAT. Old tests won’t give you the same feel as taking the revised test from start to finish, but many of the question types are similar.Writing has changed the most out of any of the sections; revised SAT Writing is much more similar to the ACT than the old SAT. In addition to old SAT tests, you can also use the ACT to prep for the new SAT. The English section and questions on the Science section about interpreting data and graphs may be particularly useful. There may only be 4 official free revised SAT practice tests available, but between old SATs and the ACT you can still build up a substantial stock of practice questions! What's Next? Check out our complete expert guide to the revised SAT. Need more prep materials? See our reviews of the best SAT prep books for 2016. If you're wondering how important your SAT score is, read our breakdown of the SAT and admissions. Taking the ACT? See our complete index of critical ACT prep articles. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. 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The Controversial Classic of Huckleberry Finn Essay

The Controversial Classic of Huckleberry Finn - Essay Example The book, The Adventures of Huckleberry Finn, has always been a controversial topic of discussion, due to its content. Its content includes a story of a young boy, Huck, which helps his slave friend, Jim, to escape to the North to gain his freedom during the 1830s in the United States. Although Huck is very young, he grew up to that age in a slave society, which consequently leads him to be racist towards other slaves. His racism is seen throughout the novel and is also the main reason the book is so controversial. The racism in the book to some extent encourages a motivation to use the n-word. Many articles about this book suggest that the book should be taught for several reasons. They suggest the book should be taught due to the viewpoint it gives on slavery or the fact that this book was purely a recitation of the radical and unjust events which took place in the South during the period of slavery and therefore, is historically accurate. These arguments do come off as logical, ye t they are insufficient. The damage this book inflicts to black students being taught Huck Finn is very crucial. Black students will experience the pain of the word "nigger" throughout this unit even if it is not applied to them directly. Huck Finn should not be taught due to a multitude of reasons such as its excessive use of derogatory terms, teachers' inability to teach Huck Finn in a multiracial classroom without creating an unjust situation for black students, and due to the better alternative books about this time era.