Larkins poems Essays

Larkins poems Essays Larkins poems Essay Larkins poems Essay What makes an effective poem? As this is a rather ambiguous question, I think it is important to first clarify what I think makes an effective poem. The most obvious aspect of a poem that makes it effective is language, imagery and some sort of rhythm. However, this does not make a poem complete. For someone like myself who does not appreciate poetry much unless it evokes some sort of emotion in me, would definitely think that it is emotions, which are integral in making poems successfully effective. Another aspect of a poem, which makes it powerful, is its ability to revive the readers imagination and amuse them.A good poem makes you feel like youve been there before, takes you back to a feeling you have had before, a situation in your life that you have experienced or want to experience. Larkins poems are known to be depressing but to what extent are they depressing, is this a negative trait and does it stop them from being effective? To explore this idea I will look closely at two of Larkins poems, Ambulances and A study of reading habits to discuss the techniques and ideas Larkin uses which make his poems depressing and effective.I chose to explore A study of reading habits because I think it is one of Larkins poems, which amuses me the most. Larkin uses rather colloquial language in his poems, which immediately involves the person reading it. He does this from the very beginning of the poem getting my nose into a book and Had ripping times. This technique interests the read er and familiarises them with the situation, which is effective in that it is easy to read if we can relate to the poet. In this poem Larkin is talking about a topic, which most people reading his poem would most definitely be able to identify with reading.It is quite a lighthearted poem and this is due to the fact that Larkin is talking about the familiar storylines of the novels he has read which usually include well-known cheesy fiction with characters like the dude/ Who lets the girl down before/ The hero arrives and the chap/ Whos yellow and keeps the store. Larkin is saying how after all his reading hes just one of those pitiable characters and not the Evil, exciting character with the cloak and fangs. This is quite amusing because we can relate to this.Aspiring to be the heroes and exciting, popular, attractive characters is something most readers have in common. The second stanza in particular is exciting to read as it depicts a dream created from the books he reads, that p eople have to be the evil powerful villain. On the other hand the poem could be viewed in quite a sinister and perhaps a depressing way. The image of the ripping times in the dark, clubbing women with sex, and breaking them up like meringues portrays an image of his reading making him aspire towards sexual violence which gives a negative, fearful feeling to the reader.The two characters he mentions to be familiar with are the chap Whos yellow and the dude who lets the girl down, and not the exciting villains or heroes which is depressing in the fact that he has realised that his role in the world is like that of these boring, failures. At the end of the poem he seems to scorn the books because of his bitter, painful realisation that he cant be one of the characters in his fantasies when he concludes, Get stewed:/ Books are a load of crap Contrastingly and on a more amusing note, this final line could also be amusing in that it is quite ironic for a poet to say that Books are a load of crap.The slang use of words, make him seem fed-up like a common person who finds something he reads difficult to comprehend. Ambulances is rather contrasting to A study of reading habits in both its content and effect. The poems central theme is that of death. Larkin again involves the reader, firstly by talking about a subject universally linked with every person and in the first stanza says that ambulances come to rest at any kerb/ All streets in time are visited It paints some rather morbid images to create the scene of a dead person being carried out of their home.Larkin describes the ambulance as being Closed, giving the sense of a coffin, untouchable and cannot be entered by choice but only with the invitation of death. It is also compared with confessionals, which gives a death of something sacred and very private. The ambulance drives into a street, which contrasts to itself, having children about and the image of mothers walking up and down. The different dinners, paint s an effective image of all the different lives progressing in each of the different houses on the street.Putting the dead body in this environment is effective in that it includes all readers into the situation, as all people have experienced death around them. Larkin mentions the wild white face which is particularly moving as it contrasts with the richness of the Red stretcher-blankets and the colours that could be imagined to be associated with the children. Larkin morbidly emphasises our dehumanisation after we die as the body is depicted as a lifeless object to be stared at with no power, comparing the body to luggage carried in and stowed.Theres a rather sinister feeling created by this imagery, it makes the reader quite sad that this is what life amounts to in the end, and that everything that we worry about is pointless. The third stanza of this poem is particularly depressing as Larkin comes to a sort of realisation of the emptiness in the lives we live, in all we do, the things that matter so much to us in our lives today, are in effect empty, as the time comes closer for the ambulance to come and carry us away.The idea of death is present in a lot of Larkins poetry and I think this is effective as he is showing us that the one thing that we avoid and mask with unimportant fancies is just a part of life and a part of the vital cycle that keeps life going. Another aspect of Larkins poems that make them interesting is that they criticise many human activities and behaviour like in faith healing where Larkin looks at the extent to which people go to feel a kind of love or hope, talking of their responses to the healing as universal and fake.The prime example of this I can think of is his poem, The Whitsun Weddings, which shows several people going through the same process of getting married, believing that it is something individual and special, when in fact every wedding is the same. It shows that peoples lives are all a train journey, going the sam e route and then ending at the same point. To conclude I dont agree with the statement that Larkins poetry is too depressing to be effective as I think that it is its morbidity which makes it so successful.A poem, which can evoke strong emotions in the reader, is effective, and Larkin shows that he is capable of doing so. He uses images and language to create saddening and sometimes revolting images, being open about the imperfections of life. One of the aspects of his poetry that people find depressing is his theme of death, which he includes so openly and effectively, making us think about the absurdity of our actions that try to cover up the acknowledgment of out eventual end and showing us that death is a part of our everyday lives.

45 Synonyms for Food

45 Synonyms for Food 45 Synonyms for â€Å"Food† 45 Synonyms for â€Å"Food† By Mark Nichol Food means â€Å"a substance we eat for nutritional and/or gustatory purposes,† but that word is bland. For a tastier experience, use one of its synonyms listed below to convey the connotation you desire your readers to digest: 1. Aliment: food as nourishment 2. Bite: a bite’s worth of food, but also a small amount of food, such as a snack, or a casual reference to a larger amount 3. Board: the food laid out on a table, from the association of board with table; also denotes the part of the housing arrangement known as room and board, where room refers to lodging and board to meals 4. Bread: a synecdochic reference to food (synecdoche is a rhetorical device in which a part stands for a whole, as in â€Å"All hands on deck† for â€Å"All sailors on deck†) 5. Chow: food (slang); also a verb, as in â€Å"Chow down† 6. Comestible: food (formal or mock-formal); also a synonym for the adjective edible 7. Comfort food: food that satisfies nostalgic yearnings for traditionally prepared meals 8. Cooking: food, especially as specifically prepared, as in â€Å"I like her cooking† 9. Cuisine: food prepared in a specific fashion, as according to cultural tradition, or the manner or style of cooking 10. Diet: the particular combination of food for a person, group, or society, or a combination of food specified for or by a person for health reasons and/or weight loss; also a verb referring to the process of improving or maintaining health and/or losing weight 11. Dish: a preparation of food served in a single container as part of a meal; also, a container or piece of dinnerware for cooking, serving, or eating food, or an attractive person, or a verb meaning â€Å"to gossip† 12. Eatable: food; also a synonym for edible 13. Eats: food, especially convenient or simple food (slang) 14. Entrà ©e: the main course of a meal 15. Fare: food, in the sense of what is available or what is traditionally eaten 16. Fast food: food prepared rapidly, especially in restaurants that serve food quickly and at a high volume; also, used as an adjective in this sense or in that of something produced with little regard for quality 17. Feed: food for livestock; also used to describe an informal fund-raising event such as a crab feed in which a featured food is served with other dishes 18. Fodder: see feed; also refers to material in general that is readily available for use or consumption (â€Å"cannon fodder†) 19. Foodstuff: something used as food, especially as a raw ingredient in a food product 20. Goodies: edible treats 21. Groceries: food purchased at a store 22. Grub: see eats 23. Handout: food given free for charitable purposes 24. Home cooking: food prepared at home in a traditional manner, with the nostalgic connotation of comfort and familiarity 25. Larder: a supply of food, from the synonym for pantry 26. Meal: the food served at a particular sitting 27. Meat: see bread, or food consisting of the flesh of an animal other than a fish 28. Menu: the food served during a meal, or a list of food to be served; also, any list of offerings or choices 29. Mess: a meal served to a group of people who routinely eat together, as a ship’s crew; also, that group of people or the location where they eat, or a certain amount of food 30. Nourishment: food in the sense of something that satisfies the need to eat; also, the act or state of nourishing or being nourished, or something other than food that provides a corollary benefit 31. Nutriment: something that satisfies the need for nutrition 32. Pabulum: food prepared in a semiliquid state for ease of eating and/or digestion; also, communication of minimal value or sophistication thought to be acceptable to lowest-common-denominator consumers, or, rarely, communication thought to be intellectually stimulating 33. Provender: see feed, or food in general 34. Provisions: a supply of food made available for specific use, as by an expedition 35. Ration: a supply of food made available for a specific person, as a member of a military unit, or, in plural form, such food in general; also, a supply of another commodity as dictated by availability 36. Refreshment: a snack or small meal intended to sustain until the next meal 37. Slop: low-quality food, or leftovers given to livestock; also, garbage, excrement, or slush, or effusive communication 38. Store: see larder 39. Subsistence: the minimum amount of food necessary for survival; also, the equivalent in nonedible commodities 40. Sustenance: see aliment 41. Table: see meal and larder 42. Take-out: food obtained from a restaurant to be eaten elsewhere 43. Viand: see dish, or a piece or item of food, especially a particularly delicious one, and, in plural form, see provisions 44. Victuals: food, or see provisions; as victual, a verb synonymous with provision in the sense of supplying with provisions 45. Vittles: food (a dialectical spelling of victuals) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsThe Writing ProcessAdvance vs. Advanced

Contract law examination Essay Example | Topics and Well Written Essays - 1500 words - 1

Contract law examination - Essay Example However, if the offeree asks for further details about the offer, the offer is not rejected and is still effective as seen in Stevenson v McLean. If the offeror makes the offer again, then the offeree can accept it. An offer also ceases to be effective when the offeree makes a counter offer to the original offeror. In Hyde v Wrench, it was held that a counter offer rejects the original offer. The offeror is not bound to accept a counter offer. However, if he accepts the counter offer, a fresh agreement is formed without any regard to the original offer. iii. Failure to fulfill a condition precedent to acceptance also terminates an offer. If the offeror has specified a definite mode of communication of acceptance which is not followed by the offeree, the offer ceases to be effective. In Manchester Diocesan Council of Education v. Commercial and General Investments Ltd, the courts ruled that an offer ceases to effective if the specified mode of communication of acceptance is not followed. An offeror has a right to revoke his offer at any time before its acceptance. For an offer and acceptance to be valid, effective communication is of paramount importance. An acceptance is not effective if it is not communicated to the offeror. In the given case, Ali sent a letter of acceptance of Yasmin’s offer to her but addressed it wrongly. Until the letter reaches Yasmin, Ali’s acceptance would not be effective as the acceptance would not have been communicated to Yasmin. Therefore, as long as the letter is in transit, Yasmin has a right to revoke her offer. The communication of revocation of offer is also very important. In this case, Yasmin notified Ali’s friend that she had revoked her offer. Assuming that Ali’s friend is a reliable third party, by the application of Dickinson v Dodds, Yasmin’s notice of revocation would be deemed to be sufficient and effective. After her revocation, she would not be bound to perform her promise when the let ter

Principles of the Effective Marketing Services in the US Essay

Principles of the Effective Marketing Services in the US - Essay Example Marketing team aids the management to identify and fill the gaps in various steps, improve organizational strengths, and work on the weakness to eliminate them thereby positioning us to take a real advantage of opportunities and equip Medi-stim with the methods to defend against potential risks. Effective marketing services will add to Medi-stim’s success by inducing better returns for the hospitals, growing the client base, expanding the market share in the Americas and increase the hospital/patient satisfaction rates all of them would turn out to have a positive impact on bottom-line of Medi-stim USA’s revenue. In a nutshell, the need is for a brilliant team which can foster new ideas based on the market condition, steer a constructive debate with the management to facilitate the sale and lastly invokes inclusive actions from the management to facilitate all-round growth in market share. The Return on Investment in $, the network and also goodwill is discussed in this report. Numbers derived in this report are hypothetically forecasted based on q4 2009 results. Medi-stim is a 30 MNOK company which has marked its presence in the field of cardiovascular surgery with its intra-operative quality control equipment. The company has made its presence felt in Europe with divisions in Norway and Germany, in Asia and in the Americas with sales operation headed from Minneapolis. Americas are its second largest market with around 20% of the total sales. This paper gives a thought into the need of a marketing team to aid the sales team in the USA. Various reasons supporting the school of thought is put forward with appropriate example. The paper closes with a recommendation to the board of directors of Medi-stim to have a high-quality marketing team and initiate the process for further study.

Lotus Car Rental Alternative Fuel Assessment Essay Example for Free

Lotus Car Rental Alternative Fuel Assessment Essay Introduction The creation of a fleet of alternative fuel sourced automobiles would be a wise decision for the Lotus Car Rental Company. There are two major issues that are on the minds of people these days, the environment and money. By creating a fleet of alternative fuel based automobiles the Lotus Rental Care Company can help ease the fears of people in both categories. By having the ingenuity to have a fleet of alternative fuel automobiles; the Lotus Car Rental will set themselves apart from the rest of the rental car companies. Lotus Car Care will be the leaders in environmentally safe car rentals. The following research paper will discuss the background of this topic, the costs of working with alternative fuel automobiles, the technical aspects of alternative fuel, the environmental aspects of alternative fuel as well as discuss some recommendations for the Lotus Car Rental Company. Background The Lotus Car Rental Company is looking into adding a fleet of alternative fuel sourced vehicles to their supply. Alternative fuel sourced vehicles are classified as being resources other than petroleum. A few of these sources are produced here locally and some are derived from renewable sources. They often produce less pollution than does gasoline. (Alternative Fuel Vehicles, 2012). Hybrids are also considered to be an alternative sourced vehicle. A Hybrid vehicle is one that utilizes more than one form of onboard energy to achieve propulsion (Edmunds.com, 2009). Financial Feasibility Several factors influence the financial feasibility of adding alternative fuel vehicles to the fleet: vehicle cost, maintenance, advertising, and return on investment. Additional considerations include: market share, future growth, and implementation cost. The first consideration is the cost of adding hybrid vehicles to fleet inventory. Individual vehicle cost ranges from $23,000 to $37,000 and the models available include Honda Civic, Volkswagen Jetta, Lincoln MKZ, and Lexus ES300H (Almeida, 2009). Fleet costs would be less depending on number of units purchased and vehicle upgrades. Lotus Rental Car’s rentals fall into three categories: economy, mid-size, and luxury. Based on a cursory review of Lotus Rental Car’s primary income producers, the number of hybrid vehicles added should fall within the three to five percent range for each category. The initial outlay should equal or be less than the number of vehicles within each specific category that will be retired within the purchase year. For instance, if ten percent of economy vehicles will be retired then five percent of the new vehicles purchased will be hybrid. By timing the introduction of the new hybrid vehicles with inventory retirement the initial cost outlay will be mitigated. The anticipated maintenance costs will be similar to the previous year’s cost and no change is expected. Income from vehicles retired is expected to equal the same percentage as non-hybrid automobiles and will not constitute a negative financial impact. Advertising is a major consideration, although the cost is not expected to increase. Target markets will be in major cities where Lotus Rental Car’s already has a large presence. Urban centers with environmentally conscious drivers are the best place to begin a new hybrid product line. Adding information regarding the new line to existing websites provides maximum exposure with minimal cost. Other markets include environmentally conscious corporate businesses that already have a corporate account with Lotus. Market share and future growth is connected to advertising and return on investment. The implementation costs are minimal. The monthly return on investment is tied to advertising, environmental activity, and rental cost. Advertising includes national campaigns and local markets. The rental market incorporates online sales and local customers. The majority of travelers will book a rental vehicle prior to arriving at the rental company. Pricing will play an important factor in a rental commitment. Up-sale will increase income potential. Economy vehicles rentals begin at $9.99 and increase, depending on the current sales program. The cost may decrease, depending on the number of days booked, special pricing, and additional sale of navigation, XM radio, and infant seats. However, the average rental price for an economy vehicle is $29.99 per day and hybrid vehicles rent from $65.99 to $159 per day. The return on investment per day would range from $35 to $129. It is clear the automotive industry is offering a variety of hybrid vehicles in response to customer demand. The future of the automotive industry includes alternative fuel vehicles of all models. As the automotive industry embraces hybrid sales that increase their market share, so should the vehicle rental industry. Entry into a new product line will have higher costs than non-alternative vehicles until the product becomes well immersed into the market. In the case of hybrid vehicles it is prudent that Lotus Rental Car adds hybrid vehicles to their urban centers and joins the environmental movement along with major vehicle manufacturers. It is clear that as time passes, a portion of new business will gravitate toward rental car companies that offer alternative fuel vehicles. Lotus Rental Car company will lose future market share and the expense of entering the hybrid market will increase if Lotus Rental Car company enters the market after its competitors (Schueneman, 2009). Technical Aspects One of the many advantages of owning a hybrid vehicle is saving money at the pump. Unlike your standard gas running car, this on average would do about 21 mpg highway and city driving. Hybrids on average are doing 30 mpg highway and city. An article written on nationalgeographic.com it shows the actual fuel saving over a year span â€Å"The average American driver between the ages of 34 and 55 drives 15,291 miles annually. Divide this annual mileage figure by 21 miles to the gallon for the standard model, and you will find that you would buy about 728 gallons of gasoline a year. In contrast, if you divide the annual miles figure by 30 for the hybrid, you would determine that the annual gas purchase would be of about 510 gallons. You would save 218 gallons of gas a year with the hybrid. Multiply this by a conservative $3.50 a gallon for a dollar savings of $763. By selecting the hybrid over the standard model, you would make up for the $5,560 difference in sticker price in seven to eight years. Subtract the maximum tax incentive and you could recoup the $2,160 difference in less than three years. Thus, in this example, you would save money either by paying full price and driving your hybrid for more than eight years, or by driving it for more than three years with a tax credit.†(Nationalgeographic.com by Lynne Haley Rose). So although the price tag is little higher on hybrids you will easily make your money back in the gas savings. Most people may think,† Yeah, you save on gas, but don’t get the as much horsepower when you purchase a hybrid vehicle.† The idea of combining electric and gas does seem to leave much room for speed and maneuverability. This assumption is not true; yes hybrids do have smaller gas engines, but they make it up with their electric engine. Coupled with the gas engine, the electric engine can send power to various parts of the car, mainly the wheels. This is a very good advantage over standard horsepower, because it could actually supply more power to the car; which increases its speed. With all this talk about horsepower and speed, we begin to think about maintaining a hybrid car. Once again, just because it’s a hybrid doesn’t mean it’s more expensive. Most of the basic normal maintenance requirements like oil changes and tune ups cost about the same as standard cars. They even have their own perks. A standard car requires an oil change every 3,000 miles; whereas hybrids are every 6,000 miles. One of the most expensive items on a hybrid is the car’s battery; which can run you up to 3,000 dollars. Don’t let this number scare you, because these batteries have no real recorded life expectancy â€Å"a long time† is what I kept seeing in my research. As said in (8 Reasons to Buy a Hybrid Car) â€Å"Theres no difference between a hybrid and the gas-powered car parked in your garage — it can accelerate just as quickly and cruise just as fast on the highway, and it handles just as smoothly. Most important, hybrids are just as safe to drive.† (By Alan Rider Parents.com). Hybrids have come a long way since the first Prius 10 years ago. They’ve excelled in mpg, horsepower and style. There are a number of hybrids out there now and many styles to choose from in the standard and luxury lines. As far a comfortable ride, hybrids and standard cars are the same. Now, of course, if you go out and get a Lexus hybrid you’re going to have more luxuries than if you purchased a Toyota hybrid. Most cars you get know have all of the technical capabilities available and if they don’t they can be added. Technology will not stop growing and with that so will the new age of hybrids. Environmental Aspects Petroleum based fuels can create harmful emissions like carbon dioxide; nitrous oxides, and particulate matter, all of which degrade the environment (â€Å"5 things you need to know about alternative fuel vehicles,† 2008). These methane, carbon dioxide, nitrous oxide and other gasses are known as greenhouse gases. When these gasses build up they contribute to global warming. HybridCar.org claims that Hybrid vehicles produce 80 percent less greenhouse gases than conventional fuel based vehicles (Hybrid Cars And Pollution, 2005). Toxicity is another problem with petroleum fuel based vehicles. The producing of some forms of alternative fuels can create fewer toxins than those produced by traditional fuel vehicles. For instance, biodiesel is a fuel that is created from leftover vegetation like corn stalks. Biodiesel is biodegradable and non-toxic which makes it safe for the environment. Noise pollution is also a form of pollution. Car engines can produce 110 decibels of noise, which is twice as loud as a normal conversation.. The noise will come from the fuel pump, pistons and compressors that create the combustion and cycle the fuel. Vehicles with alternative fuel sources such as hydrogen fuel cells will produce no sound or vibration as they require no moving parts to produce fuel. Recommendations The research has shown that a fleet of alternative fuel sourced vehicles would be the best idea for everyone involved. The positive feedback generated by offering this fleet of vehicles would be astounding. The market for rental cars with alternative fuel capabilities is very small and the Lotus Car Rental Company would have the market cornered. The cost of maintain a fleet of these vehicles are no different than that of petroleum fueled vehicles. The consumer that is able to rent these vehicles will also benefit by being able to save more money on energy for the vehicle. The environment will also benefit from this addition to the Lotus Car Rental fleet. The amount of pollution and emissions that can be cut back will be helpful to the surrounding community and the future generations to grow up in the community. Conclusion The creation of a fleet of alternative fuel sourced automobiles would be a wise decision for the Lotus Car Rental Company. After conducting much research, the decision to incorporate a fleet of alternative fuel sourced automobiles would be in the best interest of the public as well as the company. The research has shown the monetary benefits, the technical benefits as well as the environmental benefits of acquiring a fleet of alternative fuel sourced automobiles. The benefits of having a positive company reputation are enormous. Having an environmentally friendly car rental company has the potential of being a lucrative decision. Living a green lifestyle has become an important thing in this day and age. The Lotus Car Rental Company will have cornered the market by having an entire fleet of environmentally friendly automobiles. References Alternative fuel vehicles. (2012). Retrieved from http://www.fueleconomy.gov/feg/current.shtml Edmunds.com. (2009). Retrieved from http://www.edmunds.com/fuel-economy/what-is-a-hybrid-car-how-do-hybrids-work.html Almeida, A. (2009, August 13). Average Cost of a Hybrid Car. Retrieved from CarsDirect: http://www.carsdirect.com/car-pricing/whats-the-average-cost-of-a-new-hybrid-car Schueneman, T. (2009, February 12). Enterprise Rent-a-Car Adds 5000 Hybrids to its Fleet of Fuel Efficient Cars. Retrieved from sustainablog: http://sustainablog.org/2009/02/enterprise-rent-a-car-adds-5000-hybrids-to-its-fleet-of-fuel-efficient-cars/ 5 things you need to know about alternative fuel vehicles. (2008, July). greencar.com, (), . Retrieved from http://www.greencar.com/articles/5-things-need-alternative-fuel-vehicles.php Hybrid cars and pollution. (2005). Retrieved from http://www.hybrid-car.org/hybrid-cars-pollution.html

The Awakening :: Essays Papers

The Awakening Edna’s awakening, from the beginning in Grand Isle, to her life in New Orleans and finally her death back in Grand Isle, takes place quite suddenly. She goes from a quiet, reserved lady, to an outspoken, strong-willed woman. Despite this dramatic change, one characteristic remained constant throughout the book. She was very confused about who she was and what she wanted in life. She is pursued by Robert, and is surprised when feelings for him stir inside her. At the beginning of the book, she dismisses him, mainly because she was married. â€Å"Mrs. Pontellier was glad he had not assumed a similar role toward herself. It would have been unacceptable and annoying.† As the weeks go on, her attitude changes greatly. Her response to Robert is one of love and passion. â€Å"I love you,† she whispered â€Å"only you, no one but you†¦Ã¢â‚¬  (page 179, fifth paragraph). Edna often doesn’t understand her emotions and what is going on in her head, and she also frequently misinterprets them. Because of this she is a very unpredictable character, her actions and words are inconsistent in their messages. â€Å"Edna Pontellier could not have told why, wishing to go to the beach with Robert, she should in the first place have declined, and in the second place have followed in obedience to one of the two contradictory impulses which impelled her." â€Å"Yes,† she said. â€Å"The years that are gone seem like dreams- if one might go on sleeping and dreaming- but to wake up and find- oh! well! perhaps it is better to wake up after all, even if to suffer, rather than to remain a dupe to illusions all one’s life.† She seemed to welcome her awakening and, at first, enjoyed it. There were drawbacks to it though, just as benefits. People around her were deeply hurt by some of her independent, and sometimes self-absorbed, actions. By letting her feelings for Robert in, she discovered passion, but at the same time, pain and loss. The thought of continuing her life the way it was, and not being able to be with Robert drove her to such despair she came to the conclusion it was better off not living. As sad as this seems, she was at peace with herself when she died, which ultimately was all that she was striving for.

Cigarette Oligopoly

Cigarette Oligopoly Market Chayleen Marquis Benedictine University Author Note This research is being submitted on May 2, 2010, for Professor Raymond Bell’s MBA 611 course at Benedictine University by Chayleen Marquis. The cigarette market is one that is known to everyone. From magazine advertisements to constructive commercials people have been exposed to this market starting at a young age. The constant visuals of the advertisements as well as the free advertising that occurs daily with people smoking outside their office, in their car, and outside the night life scene the cigarette market has a benefit of using the free advertising as a benefit to their company at no cost. The cigarette market is a clear example of an oligopoly market because it is mostly run by a few large firms such as Philip Morris USA, Commonwealth Inc, Lorillard Inc and Reynolds American Inc. Due to the fact that an oligopoly market is hard to not only come into but also basically controlled by these large firms any new competitor is going to have a difficult time entering this market, being profitable in comparison to these firms and really having any type of say in the price or the output. A benefit of being an oligopoly is the fact that the prices are not determined for them but the larger firms more or less make the prices in reflection of the coordination amongst each other. Essentially the large firms come together and decide what price they would like to see and then all of the cigarettes cost the same amount across the board. Of course one concern that oligopoly’s must make sure that they are not be involved with is price fixing. Price fixing is when the competitors of a market fix the product price to avoid competition within their market, while at the same time not being fair to the consumers of the product in regards to the price. The price fixing does not always happen between the competitors but it also can be a factor between manufacturers and distributors. So as an oligopoly the firms must ensure that the price fixing is not occurring at any levels of their production. Most people look at an oligopoly market and think that they act as a monopoly because the main firms completely control the market. However in an oligopoly the main firms each have a distinguished product brand that sets them apart from their competitor even f it is in the smallest difference. These brands allow each firm to stake claim on consumers in a memorable way to keep consumers coming back for more. In reference to the cigarette oligopoly most consumers have smoke Marlboro’s from the beginning of their smoking career and have never strayed from the product that they know. In an oligopoly market if one firm drops their prices another firm is more likely to drop their prices as well to not only stay competitive but to also retai n their market share. However if a firm were to increase their prices the other competing firm will not like raise their prices obviously to try and maintain as well as try to increase their market share. Price increasing is not something that occurs often in an oligopoly market which in turn makes the market inelastic in regards to price change. The use of the game theory is commonly used in oligopoly markets such as the cigarette industry. Making moves in the market without fully knowing how your competitors are going to respond and knowing that if one move that is made can definitely benefit all firms is a tough task to attempt. Making a decision that could help out the companies is not always going to be perceived by the other companies and can back fire on the company who makes the initial decision which in turn would leave them more than likely with a net loss. In the cigarette oligopoly market I see promotion as a game theory used between the competing firms. Many different events are held and it seems that the cigarette firms are there to give away free samples of their new products, free t-shirts and of course creating a bond with the consumer which makes them stay a loyal customer and even gets some consumers to switch products. An example would be from Camel cigarettes to Marlboro cigarettes. As mentioned before advertisement is something that drives the cigarette oligopoly. With the promotions being such a market to get more and more people daily to advertise freely for the company cigarette firms use every opportunity to do so. Primarily during these promotion periods the cigarette companies will use the foot traffic to do the free advertising for them. This is an extremely smart move because in reality who does not want a free t-shirt. The competing firms do not know when competition is always having a promotion such as the ones mentioned above and could see a decrease in sales during a competitor’s promotion or even right after one. Another example of the game theory used in the cigarette oligopoly market is when purchasing a regular firm product giving out a free ull size sample of a new product to get consumers to try it, which then leads to the consumer not having to purchase their product for a longer period of time. In the cigarette industry I believe that profit has been maximized. There are not a lot of changes that can keep occurring in this industry that can great greater profits than the ones occurring right now. There is only so much change that the cigarette market can endure and change that I believe the market has no new product line to go to. The cigarette market is such an intricate market with a product that has been sold the same way for years and year’s people don’t want it to change. The only profit the cigarette industry is going to see is when prices rise slowly due to inflation. Other than taxes being enforced by states and the federal government the price for a pack of cigarettes is not going to change drastically by any firm in caution of losing its market share. The competition in the cigarette market is beneficial to the consumers because of the promotions they provide with all of the free merchandise. Unlike other oligopolies the cigarette market is not elastic so price changes that would occur in other oligopoly markets that affect the consumer don’t not occur in the cigarette market. Competition in other oligopoly markets can directly negatively affect the consumer but because the cigarette market is a market that change rarely happens, prices are the same regardless the brand the competition is a benefit. In conclusion the cigarette market oligopoly market is a pretty stable very profitable market that has proven to stand the test of time, anti-smokers protests and even recessions. This market has a proven track record and has no intent to go anywhere. With the ability to use consumers for free advertising this market has saved money in the marketing department which usually helps fight law suits but still keeps its consumers coming back for more each week. The amount for a pack of cigarettes today is between four and five dollars and for the amount of smokers that casually smoke to the addicted smokers who go through a pack a day the cigarette market is not going anywhere and profits they are seeing are simply astounding. References Thomas, C. R. , & Maurice, S. C. (2008). Managerial Economics (9th ed. ). New York, NY : McGraw-Hill Irwin. Market Information-Philip Morris USA. (n. d. ). Retrieved April 26, 2010, from http://www. pmusa. com/ed/ cms/Company/Market_Information/default. aspx

The strategic role of the Royal British Navy in the First World War

Introduction The Royal Navy of the United Kingdom (UK) is the oldest part of Britain’s combat forces and is often referred to as the â€Å"Senior Service†. The Naval Service is comprised of the Royal Navy, Royal Marines, Royal Fleet Auxiliary, Fleet Air Arm and reserve forces. From the 18th century up to the end of World War II, the Navy was the world’s principal and most powerful navy. Therefore it played a very important role during the period in keeping Britain’s position as the ultimate ‘superpower.’ The Royal Navy used various strategies and tactics such as the Antwerp, Mesopotamia, Gallipoli and the Zeebruge campaigns. The involvement of various sections of the Royal Navy helped to make sure of victories against serious enemies and opponents of British interests (Benbow 2011). This paper discusses the role of the Royal British Navy during the First World War by analyzing the war tactics they used in varying campaigns both on land and on sea. In the first place, the Royal Navy was crucial from a defensive point of view, a point made all the more acute by the fact that Britain is an island nation that is relatively isolated geographically. In terms of the home front, therefore, the navy was the first and more imperative line of defence. It must be considered, as an adjunct to this, that the wealth and power of Britain relied in large part on his expansive Empire, which could not have been protected by means other than naval power. It might be argued, of course, that Britain had established effective naval supremacy at the Battle of Trafalgar in 1805 (Benbow 2011; Halpern 1994). However, despite the nation’s best efforts in conflicts such as the Seven Years War, among others, the state of affairs in 1805 had in actual fact been reversed to a significant extent by the turn of the 20th century. By the time of WWI, Britain’s navy was fairly outdated and its competitors were on the ascendant (Benbow 2011). The changing status quo by WWI made the burden on the navy heavier than ever. It still remained its 19th-century reputation as the ultimate military power and it had massive capacity to move soldiers and vessels across large international spaces territories. It still, moreover, had the capability to prevent rivals from doing similar strategic moving of troops and equipment (Halpern 1994). The floating gun vessels in particular were a devastating tool in the arsenal that frequently made it impossible for foreign leaders to act against Britain. The crucial fact was that the Royal Navy was able to stymie the efforts of foreign powers, making certain that there was always a supply of tradecrafts and raw materials so that Britain’s factories could make and distribute their products overseas. The Laissez Faire economic model that Britain adopted as the basis of its trading would not have been possible without the authority of the Royal Navy (Friedman 2001; Halpern 1994). It is clear , therefore, that regardless of apparent historical supremacy, the navy as important as ever in economic and defensive terms during WWI. Another aspect of the Royal Navy’s powerful role was control of communications and supply lines, so that it was possible to link up the Empire and control activities across the globe. Throughout the whole period, the Royal Navy’s war preparation and entry into the First World War demonstrates its state-of-the-art operation. This ability, however, arose not just through the navy itself but also the vast and sophisticated underpinning of expertise and strategy. For example, the Royal Navy was backed by a comprehensive research programme into maritime history, careful studies of allied and defensive maneuvers, and knowledge of politics and power in various regions across Europe and beyond (Friedman 2001). An important part of this was that Navy’s role in reconnaissance and observation. It was able to procure information about the capabilities of rivals, for example, whether political, military, or economic. The strategic role of the navy is best discussed in the context of contemporary events. The Germans marched into France and Belgium in August 1914 and desperately needed a â€Å"flying column†. At this time, Britain had between 20 000 to 30 000 navy reservists but could not make sure that all these reservists played a full role. Those parties in charge of strategy concluded that there were enough reserve soldiers to create two groups that would form vital brigades. So, in Britain the Naval Brigades and the Royal Marines Brigade were set up. The brigades became publicly recognized as the RND (Royal Naval Division) and soon after they were sent to Ostend, where they took part in a fierce battle in Antwerp. This battle demonstrates a number of different things about the strategic important of the navy. On the one hand, it indicates a clear purpose: the opposing of a German threat on the continent which, if unimpeded by the reservists, might have become a serious threat. The Marines were among the only British forces participating at the battle of Antwerp, and they brought about Germany’s withdrawal of a large proportion of their troops from the French front in order to capture of Antwerp (Stephenson 2011). However, the extent to which these soldiers struggled in due to poor training and shortages of proper equipment suggests that at this stage the Royal Navy was of limited strategic value. Thus, the Belgium army, which was comprised of mainly six divisions, was overcome by the Germans at Liege and the River Gate and had to retreat to the stronghold city of Antwerp (Halpern 1994). Had the Royal Navy been more adept in the first place this might never have occurred. However, the strategic role of the navy in this instance was salvaged to an extent when Winston Churchill, astutely realizing the important of Antwerp, bolstered the city using the Royal Navy Division. In this way, a key strategic position, in terms of Allied shipping, was saved by virtue of the navy. This point is made all the more compelling by the fact that the Belgians were forced to withdraw their forces from the fray on 6t October 1914, opening the path to a German victory. The intervention of the Royal Navy therefore came at a critical moment, heightening its importance (Grove 1987). The tactics of the Royal Naval Division on this occasion also suggests strategic relevance. An innovative plan was devised by which the troops dug trenches so that they could position themselves strategically during the battle. The aftermath of the battle is also worth mentioning. On 11 October 1914, the residual divisions of the Royal Navy Division arrived back home in England and immediately commenced their training camp in Blanford in Dorset (Jolly 2000). Crucially, they brought with them Belgian experience and the innovation of British armed forces. Changes were made to the training to better prepare the Naval Division as well as the Marine substitutes, that in the future would be selected and serve in Royal Marine battalions. Thus, through the navy’s combat experience and later role in Britain, the capability of the armed forces was enhanced. The French believed the Germans were on maneuvers in Belgium and sent some ships to trouble the German cavalry which were by now in North of Dunkirk. This maneuver was successful, which managed to give the impression that it was the central army. The British forces began to move ahead towards Brasa and captured Fort Zain. They also stopped efforts by the Turks to obstruct the river so the Turkish forces retreated from Brasa. Then, General Sir Arthur Barrett, the commander of the British army, deployed regiments to the city and the British forces established a strong occupation on 23 November 1914 (Knight 2006). The triumphant campaign allowed the majority of the British troops to return home, leaving only a small garrison. This episode is more than mere narrative. It reveals that for certain periods the Royal Navy was rendered almost redundant in a military sense due to a lack of conflict at sea. This is suggested by the fact that on 28 August, marines were located on ships during t he battle of Heligoland, with no lives lost. Later, however, at the Battle of Coronel in November, the British forces experienced a loss of 196 soldiers. One of the last encounters at sea was in 1914 during the Battle of the Falkland Islands in December. The importance of the navy was brought back into focus when, towards the end of 1914, the deadlock between the Western and Eastern Fronts ceased (Friedman 2011). This allowed the British Navy to establish and consolidate maritime control and superiority, but it was not practical to have the opening of a similar instance as Trafalgar. The British administration therefore needed to begin searching for an alternative that would conclude the war. During December 1914, the strategic importance of the navy on the Western Front became apparent. The British government had responded to a request for assistance from Russia, which was struggling to fight the Turks in the Caucuses. On 2 January 1915, the Secretary of State for War, Field Marshal Lord Kitchener agreed to demonstrate British strength to support Russia (McMillan 2013). Kitchener could not take any troops from the Western Front, so he turned to naval capacities for active involvement. As a result, the best location for action would be the tapered strip of water from the Mediterranean into the Sea of Marmara. The purpose and plan, masterminded by Winston Churchill, was to avoid the Turkish capital, First Lord of the Admiralty. Churchill created a complicated structure of a ‘third Allied front’ which gave tremendous assistance to Russia. The Royal Naval Division, moreover, went on to form an important part of the Mediterranean Expeditionary force (MEF), was wh ich also included the Australian and New Zealand Army Corps (ANZAC), the 29th Division (British Army) and the Royal Naval Division (RND) (Dupuy 1967). Responsibility for the division was given to General Sir Ian Hamilton, The marines’ first conflict was in March 1915, where they targeted Turkish citadels and 22 individuals lost their lives while several others were injured. On 25 April the Plymouth Battalion with a group of 2nd South Wales Borderers landed on â€Å"Y† beach where a number of soldiers lost their lives (Churchill 1940). However, these successes were not without setbacks, and it should not be concluded that the Royal Navy was unequivocally of strategic value in these cases. There had been an early problem when the navy initially landed on 25 April and this had given Turkey chance of help to organize their defenses from Germany especially on top of cliffs that gave a direct view of the neighboring beaches and into the interior of the land (Dupuy 1967). On 28th April, the Chatham Battalion landed on the Anzac shoreline in order to safeguard a beach, and they stayed there until 12th May despite many deaths and casualties. On the 29th April, the Admiralty gave control of the Royal Navy Division to the British War office and it became the 63rd Royal Naval Division. The 63rd also had control of the RM training division located at Blanford (Herwig 1987). During May and June, Royal Marines participated in warfare at the 2nd and 3rd Battles of Krithnia. Additionally, there was action at Achi Baba on the 12th June. The MEF held their initial position at Gallipoli to try and find a conclusion to the struggle (Herwig 1987). One point of important to note about this episode is that the Mediterranean Expeditionary Force (MEF), along with the Royal Navy, experienced various levels of difficulties and higher levels of casualties. This prompted MEF’s withdrawal from Gallipoli, moreover. Winston Churchill’s administration has received severe criticism for the large number of lives lost over this period, and it can reasonably be questioned whether such as campaign can be deemed of strategic value. One might even say it was a strategic folly in human terms; and as Osbourne (2004) points out, the fact that Churchill stepped down from the Admiralty as a result is damning. Following the activities of this period, more action then took place in the sea rather than on land. The Battle of Jutland was the largest wartime conflict that occurred at sea during World War I. The battle commenced on 31st May 1916 when Germany fired against the British Battle Cruiser regiments. Royal Marines proved their strategic value here, as they were involved in 10% of the most important naval attack on crafts (Osbourne 2004). This proportion comprised mainly RMA whose job during this time was to operate guns. As it got bigger, the battle looked like it was getting out of control. The next day, British demolisher vessels attacked and sunk the Pommern. However in total, the Germans lost 11 ships while the British lost 14 ships, which suggests strategic folly in numerical terms (Osbourne 2004). In May the same year, RMLI brigades arrived from Gallipoli and were repatriated to France where new resources and weapons were organised. In addition, they were given more manpower and upgraded weapons to machine guns. In July, the RM Company was joined by companies called Howe and Anson the 188th Brigade of the re-titled 63rd RND (Herwig 1987). This group moved to a fairly quiet region of the Western Front. At this point, because of new weapons technology it was necessary to safeguard the line using three trench positions. Common Trench warfare was intended for use in heavy infantry but that was not commonly experienced through the commando tactics of RMLI (Friedman 2011). These battalions became a vital element to the Battle of Ancre Heights near Beaumont Hill. There were financial implications for this battle, as well as many casualties. On 17th April 1917 the 1st and 2nd regiments participated in armed combat at Miraumant and also during the 2nd Battle of the Scarpe later that m onth. During this armed effort, troops from the 63rd Division took over captured Gavrelle, led by General C. Lawrie. Immediately afterward, the 63rd Division also participated in the Battle of Arleux (Friedman 2011). The RND marched to various regions including Arras and Ypres during the winter weather, carrying heavy army equipment. In Ypres, the battalions trained very hard to prepare for a key offensive on the German border, north of Ypres. When it happened, the attack would take the forces to the strategic location of the Paddebrek stream, in the north region of the canal (Randier 2006). Because of significant losses earlier that year the 1st and 2nd RMLI contingents joined together to increase their masses numbers. However, at this point, there were some signs that the war was moving towards an end and the Germans begun realizing that their momentum begun to slow down. Finally, on 8th August the British put into place their counter plan to impact on German troops, disturbing all levels of hierarchy in the army, including the German High Command. This appeared to be a possible chance for victory, although it is vital to point out that victory was not guaranteed. On 2nd to 3rd September 1918, the 1st and 3rd Armies fought at the Battle of Drocourt-Queant, alongside the 63rd (RN) division in the Third army (Morison 1942). On 27th September to 1st October 1918, the 1st and 3rd Armies also engaged in combat at the Battle of the Canal du Nord. During this time, the 63rd RN group was once again a component of the third Army (Stephenson 2011; Osbourne 2004). As has emerged through this essay, the strategic value of the Royal Navy was mixed. Many historians viewed Gallipoli as a catastrophic tragedy, facilitated by confusing tactics and problems that allowed the enemy to prepare for the attack (Stephenson 2011). However, despite awful circumstances, the Marines still managed several successes demonstrating that they were a significant force on the ground in the capacity of infantry. Many of the experiences acquired by soldiers in World War I were valuable resources that were applied again in the experiences they would go through in WWII (Stephenson 2011). This essay has detailed the many triumphs of the Royal Navy; however, of them all the Zeebruge campaign was arguably the most important in strategic terms (Koerver 2010). After dealing with frightful conditions and dreadful weather, the Marines still managed to carry out their responsibilities and sabotage the canal (Stephenson 2011). Their accomplishments led to an unintentional benefit of giving a confidence boost and momentum for all British soldiers involved in the conflict in other places (Knight 2006). As a final, but by no means insignificant point, the importance of the Royal Navy as a blockading force deserves a mention. The efforts of the marines and the navy kept Germany surrounded, creating barrier to many trade routes and ports, causing starvation and eventually defeat. This contributed to higher levels of bankruptcy, as Germany exhausted its finances trying to keep up with Britain (Stephenson 2011; Osbourne 2004). In conclusion, is clear that the Royal Navy was an indispensible strategic tool during WWI. It had the capacity to fight effectively in different environments and landscapes, as has been outlined in the narrative sections of this essay. It was also useful in observing and introducing a wide range of tactics, strategies, and military equipment to Britain, which helped to evolve many modern aspects of warfare that are still with us today (Knight 2006). Its versatility on land and sea, moreover, which has been outlined throughout this essay in description of campaigns, was enormously useful. In concrete terms, the most essential raids that consolidated included Antwerp, Mesopotamia, Gallipoli, and Zeebruge, all of which involved the Royal Navy. Of course, it certainly had its shortcomings, and some of its failures and blunders have been discussed. However, this is an inevitable part of the operations of any force. In the end, while the Germans lost the war for a wide range of reasons, the impact of the British Royal Navy was certainly one of them; it was undoubtedly of great strategic value. Reference List Benbow, T Naval Warfare 1914-1918: From Coronel to the Atlantic and Zeebrugge. (Newbury: Amber Books Ltd, 2011) Churchill, W The Second World War. Vol. 2, Their Finest Hour ( Houghton Mifflin Company, 1949) Dupuy, T. N. The Military History of World War I: naval and overseas war, 1916-1918. (New York: Franklin Watts, 1967) Friedman, N., Naval Weapons of World War One: Guns, Torpedoes, Mines, and ASW Weapons of All Nations: An Illustrated Directory (UK: Naval Institute Press 2011). Grove, E. Vanguard to Trident, (London: Naval Institute Press/The Bodley Head, 1987) Halpern, P. A Naval History of World War I. The Standard Scholarly Survey. (Annapolis: Naval Institute Press, 1994) Koerver, H. J. German Submarine Warfare 1914 – 1918 in the Eyes of British Intelligence, (Reinisch: LIS 2010) Herwig, H. H. Luxury Fleet: The Imperial German Navy,1888-1918. (Oxon: Routledge, 1987) Joll, R. Jackspeak. (UK: Maritime Books, 2000) Will Knight, UK unveils plans for a new submarine fleet. New Scientist (Environment) 2006, McMillan, M. The War That Ended Peace: The Road to 1914(London: Profile Books Ltd, 2013) Morison, E. Admiral Sims and the Modern American Navy. (UK: Houghton Mifflin Company, 1942) Osbourne, E. W. Britain’s Economic Blockade of Germany, 1914–1919. (London and New York: Routledge 2004). Randier, J. La Royale: L’histoire illustree de la Marine Nationale Francaise. (Brest: Editions de la Cite, 2006) Stephenson, D. With our backs to the wall: Victory and defeat in 1918. (UK: Penguin, 2011)

Animal Management assignment Essays

Animal Management assignment Essays Animal Management assignment Essay Animal Management assignment Essay Risk assessment for chicken transportation from a farm to a slaughter house (2 of 2) 12. References 13. References Free range chicken management system Introduction Poultry is one of the most popular meat products in the I-J. EX. marketing rules require that free-range poultry farming allows chickens to run free giving them a chance to spend at least half of their day in the open air. European marketing standards require that free-range chickens have access to an open-air run in the day time in the night time chickens are let inside to protect them from predators. The birds should have the option to go inside when weather conditions are bad. In a free-range management system a chickens life span is longer than caged chickens, it also causes less stress to chickens in comparison to any other management system. This system requires minimal Costs, but moralities due to predators are quite high (Amelia J. G. 1999). Free-range chickens have an additional opportunity to show their natural behavior. It gives them more space for exercising and they are able to get natural sunlight (DEFRAY 2001). Access outdoors reduces the level of ridding for birds that choose to stay inside. Also more space and enrichment prevents chickens from cannibalism and feather pecking. Housing EX. marketing laws require that free-range chickens have access to open-air runs for at least half of their lives. There must be at least alma of range per bird. (Compassion in World Farming March 2013) Substrate in the shelter needs to be straw like or wood shavings; this is so chickens can display their natural behavior such as digging, dust bathing, pecking etc. Outside substrate has to be free draining and covered mainly in vegetation (DEFRAY 001 ), (Fig. 1). The area has to have some enrichment for birds like trees, bushes, hay piles etc. The roost must provide shade from the sun shelter from the wind and aerial predators, real or apparent (planes, other vehicles, humans etc. ). The building has to have plenty of open access for chickens to go in and out as desired. The housing needs to have easy access in all weather conditions for vehicles to park for bird transfers. Fig 1. Free-range chicken farm (Mutton p. 2006) Ventilation The shelter must have natural automatic ventilation control (side vents along he length of the housing, above the windows). The ventilation system needs to function so the air change rate is adequate to remove the heat from the building during hot weather. This is referred to as the maximum ventilation rate. During periods of low ventilation cold weather it needs to be able to remove stale/unpleasant air and humidity (minimum ventilation rate). Confirm and draught free distribution of air within the building is important. (DEFRAY Publications, 2001) Ventilation can be produced by natural forces or by powered fans (Fig. 2), either way the birds need to have the right enraptures at all times. Good ventilation is essential, especially in the summer time when weather gets hot. If ventilation is poor the birds might overheat, this could lead to stress and in the worst case, death. Ventilation helps to lower ammonia levels in closed areas; it also provides fresh air and reduces unpleasant doors. Fig. 2 Building ventilation system (SHEIKH, F. 2012) Layout feeders perches other equipment It is essential for feeders, drinkers, nest boxes and perches to have the right layout, Otherwise it could cause stress lower production. Feeders and drinkers (as shown in a Fig. ) are installed along the entire roost; this gives a chance for every chicken to have access to food and water. This layout reduces chances of starvation and dehydration. Perches should be arranger in such a way that chickens can freely move between them and other equipment, if not the birds could get hurt. Moreover, if the birds were to get damaged it could compromise the resale of the product. All equipment should be mobile and easy to move/remove for cleaning or when gathering the birds for transportation. Lighting Lighting needs to be designed and installed evenly throughout the building etc reduce an equal amount of artificial and natural light. For health and safety reasons the lighting system must be raised high enough so that the birds cannot reach peck it. Conclusion Free-range farming is beneficial for birds and consumers. For chickens it means that they will have slightly longer, healthier and more fulfilled life. Moreover, it provides higher quality welfare along with opportunities to go outside and roam, whilst offering a more enriched life inside. Slower growing bird breeds with access to open-air produces less but better fat and a higher quality product (RASPS, 201 1). Free range farming is beneficial to the consumer as the birds receive higher welfare, tend to be higher quality product, reasonably priced and are kept in an environment that is more natural. There are many issues surrounding the sustainability of agriculture, including restoration of habitats, improving soil health and water quality. The unsustainable practices that are uneaten have an ill effect on the aforementioned and the environment as a whole. The world population is growing at a fast rate which leads to the demand of agricultural commodities. Moreover, this leads for a call to action in sustainable agriculture management to support demands, an area of concern is water control. Water is the life blood of agriculture and wildlife alike, poor water management can have an impact on crop grow/regeneration to habitat disruption. An example of poor water management affecting crops is in the Irish grasslands, the grasslands have poorly drained soil which impedes the growth and yield of crops. To resolve the issues surrounding this area it has been suggested to improve the natural flow of the water off of the land by creating properly managed hedgerows, wetlands and buffer zones. Therefore, creating a lance that can see the sustainability of wildlife and crops equally, rather than only focusing on the yield of crops alone. Another area that is causing concern in agricultural water management sustainability is the impact it is having on the habitat of wildlife in general. Agriculture has a deep impact on the water resources within watersheds. When wildlife habitats are converted into agricultural land the effects alter the diversion of water, through the use of pesticides and removal of plants/water etc. To sustain these habitats plant diversity and water sources in the agricultural surrounding areas should be maintained, this will support a diversity of wildlife. The sustainability of wildlife and agriculture go hand in hand, if a natural ecosystem is upheld in the surrounding areas it could provide a natural source of pest management. In a world that the population could reach 9 billion by 2050, demand must equal supply. The requirement for agricultural sustainability is fundamental for the future of the environment and human demand. An ongoing strategy must be implemented and upheld to conquer the issues that are present, this will help ensure demand is met but not adversely affecting wildlife or the environment in the process. Agricultures deep connections to the world economy, human societies and biodiversity make it one of the most important frontiers for conservation around the globe. (World Wildlife Fund 2015) Zoo management nationally and internationally The diagram above is a tree structure of coordination in zoo management. The following will describe each organization and outline their activities: CNN International Union for the Conservation of Nature or World Union for the Conservation Of Nature. The JINN is responsible for valuing and conserving nature, it also provides information to attempt to solve major sues in climate change, food and overall development. GAZA The European Association of Zoos and Aquaria is a community that ensures that its zoo members throughout Europe uphold the highest standard of care. This relates to breeding and protecting endangered species. PEP The European Endangered species Programmer has workers collecting vital information on endangered species. They present a plan to ensure the species are protected and are managed correctly in the future. ESP. The European StudBook keeps data on all births, deaths and transfers of animals in Europe. This data can be used to advise zoos on how to manage healthier environment if required. TAGS Taxonomic Action Groups advises on how captive rearing should be managed and what space should be allocated for each species, alongside conservation. PIZZA British and Irish Association of Zoos and Aquaria is an organization that represents the zoo and aquaria community in Britain and Ireland, it provides a voice for its members. WAS -? World Association for Zoos and Aquaria encourages relationships between zoological gardens and aquariums with the intent of promoting the highest level animal welfare, it also represents both communities. ISIS International Species Information System is a medium for international sharing of knowledge of animal species in animal management and conservation. Sims Zoological Information Management Systems goal is to improve local care by promoting population health and international conservation. SPARKS Single Population Animal Records Keeping System analyzes, records and manages the animal data, usually its focus is a single species. ARKS Animal Record Keeping System collects key data on animals in zoos to provide a management inventory. Medusas Medical Animal Record Keeping System works with ARKS to link he animal inventory to medical records. This data can be used to provide medical care advice and when tests are required. Animal identification methods Identification method Animals the method can be used on Application Use Implications for the welfare of the animals Ringing/ banding Wild domesticated birds. Small, individually numbered/marked metal or plastic tags are put on to the leg or wing of the bird. To identify individual birds, to track bird migration population. Causes stress in the process of catching and ringing/banding. Ear tagging Domestic livestock: cattle, sheep, pigs goats. Two plastic or metal tags that have identical numbers are joined through animals ear. To identify individual animals, to record and trace their life since the moment they are born to their death. The procedure might cause stress and pain. Freeze branding Horses cattle. The iron is cooled to a temperature of between -160 to -ICC. The branding iron is then pressed onto a shaved patch of skin on the animal. Is manly used by farmers to identify animal ownership. Causes pain and stress. Marking is permanent. Ear punching Mainly rodents. Could be used on cats and dogs. Using a special punch to produce a small notch in the animals ear. To identify rodents. Mainly used in laboratories. Causes pain, stress and is permanent. The Microchip Cats, dogs rabbits. The Microchip is implanted under an animals skin. To identify lost pets or other animals. Can cause stress, pain and is Permanent. Chip might move under the skin. Identification collars Companion animals. The collar is placed around the neck with important contact information. To identify individual animals, helps to find the owners of lost animals. Can be easily lost. Can cause damage to the animal or suffocation. Acoustic tag Fish.

ACT vs. TOEFL What to Know About Each Test

ACT vs. TOEFL What to Know About Each Test SAT / ACT Prep Online Guides and Tips If you’re an international student or non-native English speaker applying to college in the United States, then this guide is for you! To get into college, you’ll likely have to take two admissions tests: the TOEFL and the ACT. This guide is specifically geared toward students interested in taking the TOEFL and ACT (if you’re taking the SAT, then check out this guide instead!). Read on to learn what colleges require, how the TOEFL and ACT compare, and what you can do to prepare for both. What Tests Do Colleges Require? U.S. colleges require two tests for admission from non-native English speakers. One is the TOEFL, which demonstrates your English language skills. The other is the ACT, which demonstrates your reasoning and problem-solving skills. It’s important to note that you always have options. Instead of the TOEFL, you could take the IELTS, and instead of the ACT, you could take the SAT. This guide, as mentioned above, is focused on the TOEFL and ACT. Colleges vary in their policies, and some will waive the TOEFL if you’ve taken English classes throughout high school or achieved a certain score on the English and Reading sections of the ACT. Before you take any unnecessary tests, make sure you understand college requirements. Read on for advice on where to find admission test requirements. How to Find Colleges’ Testing Requirements If you’re a non-native English speaker applying to college, chances are that you’ll take both the TOEFL and the ACT. Colleges vary in their policies, though, so you should do your research before registering for any tests. Typically, you’ll find the information you need on the admissions section of a college’s official website. More specifically, you should go to the section for international applicants. Even if you’re a U.S. citizen, this international applicant section is usually where colleges publicize their TOEFL policies. To give you one example, let’s say you go to Boston University’s page for â€Å"Freshman Applicants - International.† There you’ll find this message: â€Å"BU requires the SAT or ACT with writing. The TOEFL or IELTS is also required if your first language or the primary language spoken in your home is not English.† On BU’s website, you see that you’ll need to take both the ACT and the TOEFL. If you go to a college’s website and can’t find these details, you should definitely contact the admissions office via phone or email. Whether you’re researching a college’s website or talking to its admissions office directly, you should askthree main questions. 1. Which Tests Are Required? First, you need to research the admissions testing requirements of your school. What tests do they want to see from non-native English speakers? Do they require the ACT, or are they a test-optional or test-flexible school that will let you send AP scores instead? Don’t assume that all colleges are the same. They might all have different policies! Check the requirements of each college that you’re interested in individually. 2. DoYouRequire a Minimum TOEFL Score? Many schools require a minimum TOEFL score from applicants. ATOEFL cutoff is an essential piece of information. Even if the rest of your application’s great, it won’t matter if you don’t have the requisite TOEFL score. To give a few examples, Northeastern and UMass Boston want to see at least a 79 to 80 on the TOEFL iBT. More selective schools, like NYU, American University, and Harvard, want to see at least 100. As you research colleges of interest, find out if they post a TOEFL cutoff, again by visiting the website or calling up the admissions office. Then set your target TOEFL score at least ten points higher than the minimum to present yourself as a competitive candidate. 3. Will You Waive the TOEFL If I Get High VerbalScores on the ACT? Finally, the last piece of information you should seek is whether there are any circumstances when a college waives its TOEFL requirement. There are some schools that will consider a high score on the ACT English and Reading sections sufficient evidence of your English language skills. Since these sections test your reading comprehension and grammar skills, they can sometimes act as a stand-in for TOEFL scores. Columbia, for example, will waive the TOEFL requirement if you score a 29 on the verbal sections of the ACT. Johns Hopkins eliminates its TOEFL requirement if you score a 30 on ACT English and Reading. You might notice that some schools publicize an SAT minimum, but not an ACT minimum in relation to the TOEFL. This doesn’t necessarily mean that they won’t waive the TOEFL with a certain ACT score; it just reflects the fact that the SAT was a more popular test with international applicants in past years (and that colleges don’t update their websites often enough!). If you see that a college of interest posted an SAT cutoff but not an ACT one, definitely give the admissions office a call to ask about this. Since colleges accept the SAT and ACT equally, they should have a similar policy for both tests. Once you’ve figured out all the answers to all of these questions (whether or not a school requires the TOEFL, if it calls for a minimum score, and if it waives the TOEFL in the case of high ACT verbal scores), then you can go on to plan your test dates and prep schedule. Read on to learn more about both admissions tests, starting with the TOEFL. Throw on your thinkingcap. It's time to learn about both tests. TOEFL and ACT: Learn About Both Tests If you’re taking the TOEFL and ACT to apply to college, then your first step in preparing should be learning about both tests. Below you’ll find an overview of each in terms of its structure and skills tested. While the two tests have some overlap, they’re largely unique exams that require their own individual approach. Let’s start with the TOEFL and go over its structure and content, along with tips onhow to prepare. TOEFL: Structure, Content, and Prep The TOEFL is a test of your English language skills. Most students will take the TOEFL iBT, or internet-based test, on the computer. The score range for the TOEFL iBT is from 0 to 120. A few countries offer it on paper. The TOEFL PBT, or paper-based test, has a score range from 310 to 677. Regardless of the test type, it will contain four main sections: Reading, Listening, Speaking, and Writing. Below is the full structure of the test. TOEFL Structure The TOEFL tests the four main skill areas of English language: Reading, Listening, Speaking, and Writing, in that order. The length of the first two sections, Reading and Listening, actually varies depending on whether or not you get extra experimental questions. These extra questions won’t be scored, but you won’t know which ones they are, so you’ll have to treat every question equally. This chart shows the length of the TOEFL sections, along with a brief description of the tasks in each. Order Section Time Limit Questions Tasks 1 Reading 60–80 minutes 36–56 questions Read 3 or 4 passages from academic texts and answer questions. 2 Listening 60–90 minutes 34–51 questions Listen to lectures, classroom discussions and conversations, then answer questions. Break 10 minutes - - 3 Speaking 20 minutes 6 tasks Express an opinion on a familiar topic; speak based on reading and listening tasks. 4 Writing 50 minutes 2 tasks Write essay responses based on reading and listening tasks; support an opinion in writing. Total: 3 hours, 20 min - 4 hours, 10 min (break included) Each section is scored between 0 and 30 points. Your total score is the sum of your section scores, so the maximum possible score is 120. While the chart has a brief description of tasks in each section, let’s take a closer look at the content in each, along with a few official sample questions! TOEFL Content As you read above, the TOEFL tests your English language across four main skill areas. You’ll find that some sections integrate more than one skill. For instance, the Speaking section features a reading and a listening task. Let’s delve into each section in the same order that they appear on the test, starting with Reading. TOEFL Reading The Reading section of the TOEFL features three to four short passages, most of which are taken from college-level textbooks. The passages may be expository, argument-based, or historical; you won’t find any fictional prose. Each passage is followed by questions about elements like the main point, key details, relationships between ideas, and vocabulary. The questions fall into three types: multiple choice, sentence insertions, and Reading to Learn questions. The multiple choice tend to be straightforward reading comprehension questions, about you about the meaning of a passage or details or vocabulary words within it. Here are two examples that refer to a preceding passage (not pictured here). The first example question asks about a vocabulary word, while the second asks you to make an inference. The word â€Å"perspective† on line 46 is closest in meaning to sense of values point of view calculation complication Which of the following can be inferred from paragraph 3 about the location of the meteorite impact in Mexico? The location of the impact site in Mexico was kept secret by geologists from 1980 to 1990. It was a well-known fact that the impact had occurred in the Yucatn region. Geologists knew that there had been an impact before they knew where it had occurred. The Yucatn region was chosen by geologists as the most probable impact site because of its climate. The second question type, sentence insertions, ask you to add a sentence to a paragraph and indicate where it would fit best. Your goal is to clarify the meaning or organization of the selected passage. Reading to Learn questions are the most involved of the three types. They ask you to sort given information into a chart. You might place it into certain categories or put it in chronological order. Since these questions are multi-part, they may grant partial credit. Once you learn about the ACT, you’ll notice some similarities between the TOEFL Reading and ACT Reading and English. Reading comprehension questions are similar, and the sentence insertions resemble similar questions on the ACT English section. The next section on the TOEFL, though, is completely unique, as you’ll see below. Listening's next, you say? I'm all ears. TOEFL Listening As its name indicates, this section is meant to measure your listening comprehension of the English language. You’ll listen to selections from academic lectures or conversations. The conversations usually take place between students or between a professor or coach and a student. You can take notes throughout listening to the recordings. Then you’ll answer questions about what you heard. Multiple choice questions, like those in the Reading section, ask about main points, key details, vocabulary words, and cause and effect. You’ll also get a few questions that ask you to list events in order. Here are a couple examples of Listening section questions that are based on a conversation between a player and a coach. Who is buying new jackets for the team? The coach The captain of the team A former player A group of basketball fans There are two answers for the next question. Mark two answers. Why is the woman surprised to learn that she has been chosen as the new team captain? She is not the best player on the team. Her teammates did not tell her about the decision. She does not have many friends on the team. She has missed a lot of practices. Note that the second example asks you to mark two answers, meaning you need to pay attention to directions when answering each question type. After the Reading and Listening sections, you’ll get a ten-minute break to stretch and reenergize. Then it’s on to the Speaking section. TOEFL Speaking This section will get you talking. While the other sections are focused on your receptive skills, this one’s aimed at your productive skills. You’ll record your oral responses onthe computer. This section contains two independent speaking tasks and four integrated speaking tasks. Independent speaking tasks ask you to speak for 45 seconds on a familiar topic. Here, you can talk about your own ideas, opinions, observations, or experiences. You’ll have 15 seconds to prepare your answer. The following is an example of an independent speaking task: Independent speaking task: Some people think it is more fun to spend time with friends in restaurants or cafà ©s. Others think it is more fun to spend time with friends at home. Which do you think is better? Explain why. Integrated speaking tasks are based on a passage and/or a recording. You’ll read and/or listen and then answer a question. The question might ask you to summarize the selection or suggest solutions to a featured problem. For your first two integrated speaking tasks, you’ll have 45 seconds to speak and 30 seconds to prepare. For your next two integrated speaking tasks, you’ll get 60 seconds to speak and just 20 seconds to prepare. The following example is based on both a short passage and a listening task about a student association and its purchase of a new sound system. Integrated speaking task: The man expresses his opinion of the Student Association’s recent purchase. State his opinion and explain the reasons he gives for holding that opinion. Your responses should be structured and thoughtful, almost like giving an oral essay. As for written essays, they’ll be your task in the next and final section of the TOEFL, the Writing section. The TOEFL Writing section ties several skills together, including writing, reading, and listening. TOEFL Writing This last section on the TOEFL shares some similarities with the Speaking section, in that it presents you with an integrated writing task and an independent writing task. The integrated task asks you to read a passage and listen to a lecture or conversation. Then you’ll get 20 minutes to summarize the two selections and perhaps compare and contrast them. Here’s an example of an integrated task that refers to a lecture and a reading passage. Integrated writing task: Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. The independent task asks you to present your opinion and support it with examples. You’ll get 30 minutes to write your response. Here’s a typical example of an independent task in the Writing section. Independent writing task: Do you agree or disagree with the following statement? A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught. Use specific reasons and examples to support your answer. You’ll seea word counter beneath each text box that tells you how many words you’ve written. Your responses will be graded on organization, grammar, usage, and accuracy. This section, along with the others, is challenging, even for students with an advanced grasp of or even fluency in English. Like the ACT and any other college admissions test, the TOEFL calls for a lot of preparation to do well. To help you start planning your approach, let’s go over some strategies for prepping for the TOEFL. Prepping for the TOEFL First and foremost, the TOEFL requires a certain level of English. Testmakers suggest that you’ve studied English for at least two years before taking the test. Even if you’re fluent, you should still take time to prep for this unusual test. You can use TOEFL books, as well as online sample questions from the test-makers. To improve your reading comprehension skills, try reading passages from college-level textbooks. A lot of students particularly have a tough time with the Speaking section, which asks you to give structured responses in 45 to 60 seconds. As you practice for this section, check out the rubric and evaluate your efforts. You should give yourself plenty of time to prepare, starting perhaps at least three months before your test date. You might start even earlier to give yourself additional test dates in case you want to retake the TOEFL to improve your scores. As you prep, take timed practice tests under simulated testing conditions to measure your progress. Analyze your results to figure out your strong points and weak areas and learn how to improve. At the same time as you prep for the TOEFL, you may also be studying for the ACT. While there’s some overlap between the TOEFL and the verbal sections of the ACT, the two tests still require their own approach, as you’ll see below. Before discussing some ACT study strategies, let’s go over the structure and content of the test. While the TOEFL tests your English language skills, the ACT brings other subjects into play, like math and science. ACT: Structure, Content, and Prep While the TOEFL is a test of your English language skills, the ACT is more geared toward academic skills and college readiness. It has two verbal sections, the Reading and English, but it additionally has a math and a science section. The ACT has had increasing popularity with international students in recent years largely because of its Science section. The SAT tends to be more verbal, so many non-native English speakers appreciate the ACT’s emphasis on math and science. Below you’ll find the full structure of the ACT. ACT Structure The ACT has four main sections, English, Math, Reading, and Science, in that order. It also features an optional fifth section, Writing, that asks students to write an essay. Each section is scored between 1 and 36, and your total score that takes into account all the sections will also range between 1 and 36. The chart below shows the structure of the entire test and number of questions in each section: Order Section Time in Minutes # of Questions 1 Reading 65 52 2 Writing and Language 35 44 3 Math No Calculator 25 20 4 Math Calculator 55 38 5 Essay (optional) 50 1 Total: 3 hours, 50 minutes (3 hours without essay) 154 (+ 1 essay prompt) Now that you know the overall format of the ACT, let’s take a closer look at each section of the test. ACT Content The test has four or five main sections, depending on whether or not you take the ACT with Writing. Your decision about whether to include the Writing section should mainly be based on colleges’ requirements. If you’re not sure what colleges you’re applying to, you might as well include the Writing section so you don’t prematurely limit your options. Unlike the TOEFL, the ACT is a paper-based test. There aren’t any options to take it on the computer. Your first section will be English, so let’s take a closer look at the skills it tests and question types. ACT English The ACT English section will give you five passages alongside multiple choice questions. These questions test your understanding of English grammar and usage. They might test grammar rules like parallel structure or verb tense, along with your understanding of punctuation, word choice, paragraph structure, or rearranging sentences and paragraphs for the best organization. All of the questions are passage-based and in context. You won’t be asked explicitly about a grammar rule, but rather asked to demonstrate your understanding by fixing an error in the passage. Here’s an example taken from an official ACT practice test. The questions above ask about word choice, usage, commas, and verb tense. Note that questions give you the option of No Change, as not all of the selections will actually contain an error. After showing your grammar skills, you’ll move onto math. Hopefully, you've been paying attention in math class! The ACT tests geometry, algebra, and trigonometry. ACT Math ACT Math is a time-intensive section, asking you 60 questions in 60 minutes. Math questions ask about pre-algebra, algebra, geometry, trigonometry, complex numbers, and data analysis. You won’t get any formulas, so you’ll have to show up with a working knowledge of any formulas you might need. Here are a few examples of ACT math problems: As you can see, some of these questions are word problems, meaning that your English reading comprehension skills will need to come into play. It’s a good warm-up for the next section, which is all about your reading comprehension. ACT Reading The ACT Reading section will give you four passages, one of which may involve a set of paired passages, followed by ten questions each. The passages will be taken from prose fiction, social science, humanities, and natural science. The prose fiction passage, by the way, is unique to the ACT; you won’t get any prose on the TOEFL. The multiple choice questions might ask about main idea, details, vocabulary, function, development, or inferences. Here are a few example questions that are based on a preceding passage. This section requires you to comprehend the passage in a detailed way while also reading quickly under time constraints. After Reading, you’ll move onto ACT Science. The Science section is actually more similar to the Reading section than you might think. Read on to learn about their similarities. ACT Science You don’t have to show up to the ACT with a lot of scientific knowledge. This section is more about testing your scientific skills. Rather than demonstrating preexisting knowledge, you’ll have to show that you can read scientific passages, interpret data from graphics, and evaluate experimental designs. So how is this Science section similar to Reading? It will give you seven passages, and you’ll be asked to interpret them and make predictions. Three of the passages involve data representation, three are research summaries, and one presents conflicting viewpoints. You’ll interpret graphs and data trends, compare scientific opinions, and evaluate the design of experiments. In the example below, the questions ask you to read selections, interpret hypotheses, and represent information in a graph. The various excerpts and graphs in the ACT Science section may be related to biology, earth science, chemistry, physics, or basic math. After the Science section, you might be all done with the ACT. If you registered for the ACT with Writing, though, then you have one last section to complete. The optional ACT Writing section asks you to write an essay in 40 minutes. ACT Writing (Optional) As you read above, the TOEFL Writing section asks you to complete two writing tasks. In ACT Writing, you’ll just write one essay, and you’ll have 40 minutes to do so. Your writing prompt will ask you to evaluate multiple perspectives on an issue and present your own stance. You’ll support your opinion with examples. Here’s an example of an ACT Writing prompt that’s based on a short passage and three different perspectives about public health. Essay task:Write a unified, coherent essay in which you evaluate multiple perspectives on the conflict between public health and individual freedom. In your essay, be sure to Analyze and evaluate the perspectives given State and develop your own perspective on the issue Explain the relationship between your perspective and those given Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples. As with your TOEFL Speaking and Writing tasks, you can study the rubric that graders use to score your ACT essay. Read on for a few other strategies for preparing for the ACT. Prepping for the ACT As with the TOEFL, you should start prepping at least threemonths before the ACT. If you take it early, then you’ll have extra test dates in case you want to improve your scores. Your first step in preparing for the ACT should be learning all about the structure and content of the test in detail.Then you might takea diagnostic practice test to measure your starting level. Analyze your results and figure out which sections, question types, and concepts you should study most to improve. Like the TOEFL, the ACT requires a strong working knowledge of English. It also tests your math and science skills. Make sure that you use high-quality, ACT-specific materials that break down each and every concept you need to know. In addition to setting your own personal goals, you should also research colleges to figure out what scores they expect from applicants. While colleges don’t usually have a cutoff ACT score, the way they do with the TOEFL, they do publicize the average ACT scores of accepted students. In closing, let’s review the main similarities and differences of these two admission tests, the TOEFL and the ACT. TOEFL and ACT: Similarities and Differences The TOEFL and ACT are largely different tests, with the TOEFL meant to test your English language level and the ACT focused on reasoning and problem-solving skills. One especially big difference is that the ACT has a math and science section, while the TOEFL is completely focused on English language. The tests do have some overlap, especially between the TOEFL Reading section and ACT Reading and English section. Because the ACT verbal sections require a strong level of English, some colleges will waive the TOEFL requirement with high ACT verbal scores. Unlike the TOEFL, the ACT has a math and science section that requires you to manipulate numbers and interpret data. Both tests require you to have a strong grasp of the English language, whether you’re recording an oral essay during the TOEFL Speaking section or interpreting a scientific passage on the ACT Science. As timed tests, both also require you to practice time management strategies and your ability to work efficiently under pressure. Before you start exploring prep materials to learn more about both tests, let’s review the main points you should remember about the ACT and the TOEFL. If your sights are set on a U.S. college, then you'll need to take the TOEFL and ACT to get there. ACT and TOEFL: Key Points Most U.S. colleges require the ACT (or SAT) from all applicants. Non-native English speakers must additionally take the TOEFL (or IELTS) to demonstrate their English language skills. These tests are meant to show that the applicant has the language and academic skills to succeed in college-level classes. Before you start signing up for any tests, make sure to research college requirements. Every college sets its own policy, and there are some that will waive the TOEFL with a high ACT verbal score. At the same time, your college planning might not line up exactly with your test prep. You should start prepping early, like in 10th grade, to leave yourself plenty of time to improve and take the test again if necessary. At this point, you might not know exactly what colleges you want to apply to. If you’re set on studying in the US, then it’s a good idea to take these admissions tests so you don’t limit your options. For the most part, it’s safe to assume that colleges want you to send TOEFL and ACT scores with your application. Start early, study smart, and work toward achieving your target TOEFL and ACT scores. Then you’ll be able to apply to any college you want! What’s Next? Are you an international student preparing for the ACT or SAT? Check out our guide for international students taking either of these admissions tests. You can also find the full list of international test dates here! Is the ACT your admissions test of choice? To help you prepare, we’ve put together comprehensive study guides for each section of the ACT. Check out our study guides for ACT English, ACT Math, ACT Reading, ACT Science, and ACT Writing! Are you figuring out where to apply? This in-depth guide will help you choose colleges for your college list. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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