Allogeneic MCSs to make Cartilage for Knee Function

Allogeneic MCSs to make Cartilage for Knee Function Presentation: 1.1 What is Osteoarthritis? Articular ligament is an exceptionally versatile hyaline tissue made out of chondrocytes and encompassed by extracellular grid present in a joint which go about as safeguard, shields the bones from the grinding and wear and aides in smooth development of the joint (Bhumiratana et al. 2014). Osteoarthritis is an ailment of joint where absence of ligament causes musculoskeletal agony and limitation of the development or inability of the joint for the patient. (Ahmed and Hincke, 2010) (Duthey, 2015). Purposes behind ligament harm are: The effect/blow caused during sport exercises or mishap Mileage on account of abuse of a joint (Observed in old individuals) Absence of development (Medical News Today, 2017) Figure No.1. Osteoarthritis Affected Region Picture Source: www.osteoosteoOsteoarthritisresearchuk.org Osteoarthritis can influence any joint present in the body. As the knee-joint Osteoarthritis is the most widely recognized sort of Osteoarthritis, in this report, we will talk about knee-joint Osteoarthritis as it were. Tibiofemoral and patellofemoral are the two articular surfaces that the knee comprises of. As it very well may be found in the beneath picture, the harmed ligament, lessens the hole among joint and grating is created between the bones which eventually brings about bone disintegration and causes muscle torment or irritation or limitation to the development. Figure No.2. Osteoarthritis influenced Knee Picture Source: http://www.bupa.co.uk/wellbeing data/registry/o/Osteoarthritis Osteoarthritis is assessed to influence 250 million individuals around the world. Osteoarthritis victims incorporate people, youngsters and grown-ups. What's more, as per World Health Organization, 30% of people beyond 65 2003 years old Osteoarthritis (Woolf and Pfleger, 2003). Around the world, 9.6% of men and 18.0% of ladies beyond 60 years old years have indicative Osteoarthritis. Roughly 80% of those with Osteoarthritis will have impediments in development, and 25% can't play out their significant exercises of day by day life (Duthey, 2015). Figure No.3. Commonness of Osteoarthritis of Knee Picture Source: Burden of major musculoskeletal conditions, Bulletin of the WHO 2003 1.2 Treatments accessible for Osteoarthritis: There are different approaches to fix Osteoarthritis when it is at the underlying level, for example, Exercise and weight reduction Supporting Medicine Viscosupplementation Dietary enhancements (Duthey, 2015). Be that as it may, when it gets serious by exercise and prescription, careful tasks must be performed. Surgeries include: Debridement for example Smoothening of the ligament utilizing careful instruments Marrow Stimulation, a treatment which helps in regrowth of ligament in the joint (however this procedure is less dependable) (Treatment Options for Osteoarthritis in the Knee, 2017). Mosaicplasty, a procedure where the ligament from some other joint of body is utilized. In any case, this procedure has size confinements (Medical News Today, 2017). Autologous Chondrocyte Implantation, a treatment wherein a little piece of no-heap bearing ligament is expelled from the joint of the patient by Arthroscopy, regrown and increased in the research center and afterward embedded back in the body by a strategy called arthrotomy. (Ligament Repair, 2017) (Ahmed and Hincke, 2010) (Duthey, 2015). Despite the fact that the Autologous Chondrocyte Implantation appears to be compelling and simple, it has numerous inconveniences, for example, The patients ligament test must be expelled by a clinical strategy, stamped/labeled and rewarded independently simply like blood test. This treatment requires huge Logistics and Supply Chain. It requires a ton of time (around a month and a half) for cells to increase. Subsequently, till then the patient will experience the ill effects of torment (Peretti et al. 2000). 1.3 Proposed Treatment for Osteoarthritis: Every one of these issues can be comprehended by Allogeneic Human Mesenchymal Stem Cell. For autologous transplant benefactor and beneficiary are same, while for allogeneic transplant, the giver and the recipient are extraordinary. The choice of the giver must be done cautiously cause if the tissue type, for example HLA (Human Leukocyte Antigens) doesnt coordinate, the patients body will treat the transplanted organ or tissue as a remote body. It may result in GVHD for example Join Vs Host Disease. It is a deadly safe framework reaction against undifferentiated organism transplant (Si et al. 2011). Determination of giver for allogeneic transplant: Syngeneic (for example Twins) It is the ideal HLA coordinate, yet not many individuals have a twin. HLA-coordinated family member (kin) It is the second favored choice as HLA will be firmly coordinated. HLA-coordinated irrelevant giver, it very well may be conceivable to discover a benefactor whose HLA matches to the patient. HLA-jumbled relative, despite the fact that the HLA doesnt coordinate, it has incredible possibility that patients body may acknowledge it. Umbilical string blood, undeveloped cells recovered during birth of the patient and protected in a phone bank. It will be most secure of everything except undifferentiated cells must be accessible (Flomenberg et al. 2004). Thus, allogeneic embed will ensure that the patient wont need to experience two clinical techniques, as observed in autologous chondrocyte implantation. 1.4 What are HMSCs? HMSC implies Human Mesenchymal Stem Cells. They are multipotent cells, which can change into bone, muscle, fat or ligament, and so forth upon the best possible reenactment of giving ecological conditions in the lab. They have potential for recovery (Si et al. 2011) (Li, LHeureux and Elisseeff, 2011) (Wei, 2013). Figure No.4. Capability of MSCs Picture Source: http://www.medicalnewstoday.com/articles/241215.php Figure No.5. Mesenchymal Stem Cells Picture Source: http://www.cytopeutics.com/IntroductionOfStemCells.html For knee rebuilding, ligament cells are required. Consequently, the MSCs will be reenacted for ligament improvement. MSCs exists in practically all tissues. These cells can be handily acquired from bone marrow, fat tissue, line cells and molar cells, fetal liver, muscle, and lung (Ahmed and Hincke, 2014) (Si et al. 2011). 1.5 Product conveyance to the Patient: For blood transfusion, the blood gathering and nearness of Rh factor is checked and the coordinating blood is brought into the body. Essentially, in the wake of checking the tissue (HLA) coordinate, the best coordinating cells are picked and regrown exponentially in the controlled condition of a research center. At the point when the necessary number of cells, shape, and size is accomplished, the ligament is embedded into the patient by means of an open joint medical procedure named arthrotomy. This embedded ligament will work precisely as that of the first ligament. This ligament will work appropriately for around 10 years (Ahmed and Hincke, 2010). 1.7 Functioning of the item in the patients body: Since, the HLA was coordinated, and the ligament is made utilizing MSCs which has the equivalent utilitarian properties and attributes that of the first ligament, the capacity of the joint will come back to typical. There wont be any inconvenience after the treatment and that join will be acknowledged by the body as a piece of it, it wont be treated as a remote body. Assembling FEASIBILITY REVIEW: 2.1 Current Manufacturing Technology and Scope for Future: At present, the knee rebuilding is done by means of other surgeries. But since of those strategies have numerous restrictions and they give just transitory alleviation, allogeneic Mesenchymal Stem Cell treatment will supplant them in the coming time. Mesenchymal Stem Cell treatment is as of now a work in progress. Different tests are being performed on them in the research facility (Ahmed and Hincke, 2010). To begin with, the bone marrow or fat tissue or rope test is gathered from the giver. At that point the mesenchymal undifferentiated organisms are isolated out from different cells, for example, fat or muscle by centrifugation or apheresis. These two thickness partition forms are plausible just for fluid. For the extraction from strong tissues, the cuts of tissue are processed by the catalysts, for example, trypsin or collagenase. It breaks the holding of cells for example the extracellular grid (ECM) that holds the cells. Thus, the cell line is discovered (Li, LHeureux and Elisseeff, 2011). At that point the cells are reaped. During the phone culture process, there are different parameters that should be observed, little irregularity will bring about odd item or it may be only a misuse of item. Temperature, mugginess, oxygen, pH level of the cell culture reagent, supplement flexibly and squander expulsion are the physical parameters and cell check and cell feasibility are the natural parameters that should be observed (Schwamb, Puskeiler and Wiedemann, 2015). When the ideal number of cells is accomplished, limit for CMB (Condensed Mesenchymal Cell Bodies) is set. At that point the cells are consolidated to expand the seeding thickness as the ligament requires higher seeding thickness. At that point the combination of the CMB occurs. Presently this melded CMB is pressurized against a permeable decellularized bone grid to make thick cell locale for example ligament (Bhumiratana et al. 2014). As the knee joint is a mechanical tissue, physical incitement is required for its turn of events. In any case, extreme incitement can prompt ligament harm (Ahmed and Hincke, 2010). Ligament at that point adheres to the outside of that bone lattice and takes its shape while developing around it. At that point it is expelled from the bone network to embed into the knee joint of the patient (Bhumiratana et al. 2014). Figure No.6. Consolidated Mesenchymal Cell Bodies Fusion Picture Source: http://www.pnas.org/content/111/19/6940.abstract Presently, just culture plates and culture cups are being utilized for allogeneic Mesenchymal Stem Cells as it is still in testing stage (Schwamb, Puskeiler, and Wiedemann, 2015). Figure No.7. Culture flagons and plates Picture Source: https://www.shutterstock.com Be that as it may, observing every one of these parameters turns out to be exceptionally hard when utilizing cups and plates. What's more, the cells should be move

Cellular Essay (ameritech) Essays - Broadcast Engineering

Cell Essay (ameritech) Cell Essay (ameritech) The orange is the home advanced help zone and the yellow is simple help territory. Ameritech likewise offers free significant distance everywhere throughout the U.S.A. With an extraordinary bundle bargain they have going at the present time. For sixty-five dollars per month you get 325 minutes of the month. For their Chicago land administration zone it depends on which plan you pick, in light of the fact that the nearby rate every moment could either be .25 pennies or .29 pennies for each moment for nearby brings that went over your minutes you got with the expectation of complimentary as of now. The cost every moment too changes in the event that you are in the pinnacle or off pinnacle schedule openings. Pinnacle hours are from 6 a.m. to 10 p.m. Monday through Friday. Off top occasions are from 10:01 p.m. to 5:59 a.m. Monday through Friday. Saturday and Sunday are the entire day away from work pinnacle and a few occasions. Long separation runs from .25 pennies for every moment to .35 pennies for each moment. Contingent upon the separation it shifts. In the event that you leave your administration region furthermore, enter another at that point meandering charges will be additionally included. In the event that you choose to go with a phone they have bundle bargains that incorporate a phone for a thirty five-dollar initiation charge. They offer a few bundles to address everybody's issues. You may likewise move up to a superior telephone, yet then you should buy that telephone. I reached Ameritech and they told me that since I wasn't a business that they couldn't discharge that data. They at that point disclosed to me that they would take a few to get back some composure of one of their administrators and possibly they could give me this data. They took my name and number and I never got any longer data. I disclosed to them this was for a school venture, yet that didn't make a difference. The PBX I picked was Meridian1 choice 11c. This is an incredible PBX that arrives in a little bundle. It bolsters 30 to 400 lines. Some different highlights are advanced phones, in building remote correspondences, voice informing, call focus, PC-based framework the board, Ethernet association, remote association, keycode programming enactment, and sight and sound applications. This PBX can be handily redesigned to new abilities. A portion of the projects that this PBX can run are PC Telephony Integration (CTI), Customer Controlled Routing (CCR), what's more, Integrated Voice Response (IVR). Double tone multifrequency dial (DTMF) is a keypad containing 12 to 16 catches. These are orchestrated in sections what's more, columns. At the point when the catches are pushed they send two tones to the focal trade. The focal trade translates the tones and rings the goal. A rotating telephone or heartbeat dialing telephone is sent over by clicks. The revolving dial contains two separate contacts. These contacts open and close for each digit. So if the number 3 were dialed, at that point the contacts would open and close multiple times. Yet a heartbeat dial won't go through the focal trade. Which implies that if a voice message framework answers you can not break through to the menu alternatives. The number 8 tones are segment 1336 Hz and column 852 Hz. For the focal office to get the tone it must be available for 40 ms what's more, an interruption of 60 ms between digits. For a revolving telephone it takes 15 seconds to transmit 10 digits. Conveyed Load: calls that are served, traffic that is conveyed to its goal Offered load: showing up calls, calls endeavoring to enter a framework Blocked calls: traffic that can not be conveyed to its goal, blocked considers leave the framework or flood to another circuit Blocked Calls-Cleared: after getting sign that all circuit are occupied and can not be dealt with, the guest hangs up and is lost to the framework. Blocked Calls-Delayed: after getting sign that all circuits are occupied, the guest pauses and is held in the framework until it very well may be prepared. First endeavor traffic is an equation that Jacobsen created to calculate the level of individuals who retry their call right away. The Jacobsen retrial table accept that 70% of the individuals retry right away. Henry Jacobsen created the entirety of the retry tables. These tables help the server's make sense of what number of blocked calls that they get. This permits them to figure on the off chance that they need more lines or what number of lines they will require in a specific region. PCS: Personal correspondence administration, transmit 1850-1910 MHz, get 1930-1990 MHz PCS 1900: Provided by time division different access or code division different access innovation. BSC: Connects to base handset station destinations. BTS: Base handset station for the PCS 1900 is a structure that holds base station transmitter and recipients and recieving wire tower. The pinnacle has 9 reception apparatuses with one transmitting recieving wire what's more, two getting radio wires'. HLR: Home area register

In Summary 10 Examples of Essay Conclusions

In Summary 10 Examples of Essay Conclusions The conclusion of an essay may be the toughest section to write. Think about it; youre really tired at this point. Its probably the night before your paper is due and you just want to be done. So, the temptation is there to simply rush through it, and hope that your teacher is exhausted once she gets to your paper and doesnt bother to read it fully.But the conclusion is probably the most important part of the paper. It ties everything together up nicely in the end. Not writing a good conclusion would be like if we never found out if Elizabeth and Mr. Darcy got together or if we never knew what that monster was in the Upside Down in Stranger Things. Though not every ending has to be 100% conclusive (in fact, most endings never areâ€"think the movie Inception), it does have to have a well-thought out conclusion.So, how do you write a good conclusion? What are the key components of a solid conclusion? What does a thorough and effective conclusion look like?Read on for more information a bout our conclusion on conclusions.What are the key components of a good conclusion?Remember that thesis statement which you wrote in the first or second paragraph of your essay? You know, the one where you stated a claim about something? You argued something about a topic and you used the body paragraphs to prove your thesis statement through all of the research that youve performed.Now that youve fully explained the research and the support for your thesis statement throughout the body of the paper, its time to come back to that original idea in the conclusion. The conclusion basically asks us to do a few things:Restate the main idea of the paper (why you wrote this entire long piece to begin with).Summarize all the key points you made throughout the body of the paper (things that proved your thesis statement).Write about why this paper and topic are important, and leave the reader with ideas for additional research or maybe some questions that didnt get answered. The idea is that you want to leave the reader with a long-lasting impression. This is your opportunity to really drive your point home and to use some really interesting language.Okay, so now that we have a game plan of how we need to write a good conclusion and what components consists of, lets look at a few examples of some sample essay conclusions.Essay conclusion 1 â€" Why Ross didnt deserve Rachel on FriendsAlthough viewers always expected Ross and Rachel to reunite at the end of the series, the fact remains that Ross didnt deserve Rachel as a partner. As we saw in the beginning of the series, Ross was unfaithful to Rachel when they had been dating for over a year, and he didnt want to admit his wrongdoing when they tried to get back together after their initial breakup. Additionally, Ross was an extremely jealous and demanding partner, yelling at Rachel in front of all of their friends on several occasions. Finally, and most egregiously, Ross had a terrible reaction when Rachel told Ross she was pregnant after Monica and Chandlers wedding, making him an undesirable romantic partner for her, or any other character on the show for that matter. This conclusion is especially apparent after viewing the show more than 10 years after the final episode aired and having a collectively better understanding of womens rights and domestic abuse in relationships.Essay conclusion 2 â€" Should students be allowed to have cell phones in elementary school?In conclusion, although its easy to see why allowing an elementary school child to have a cell phone would be convenient for after-school pickups or arranging playdates with friends, there is too much evidence to show that its generally not a good idea. Children already have a lot of access to media (on average over seven hours per day) and it is the parents responsibility to monitor their media access, which is more difficult if the child has exclusive cell phone access. Cyber bullying, which is increasingly becoming a problem, is also going to be a risk when your child has unlimited access to a smart phone. Clearly, elementary school-aged children are not emotionally mature enough to handle the responsibility of a smart phone, and the borrowing of a parents cell phone should be highly monitored to ensure safe and healthful usage.Essay conclusion 3 â€" Should sexual education be taught in public schools?Its clear that sexual education is completely vital to the public-school curriculum. Not only does this lead to a better understanding of human development and human sexuality, but awareness and sex education also reduce the rates of teen pregnancy. Studies have shown that comprehensive sexual education increases the age of when teens have sex for the first time. Learning about contraception and how to use contraception correctly ultimately leads to lower rates of STDs. Lastly, comprehensive sex education also teaches students about consensual sex, and will hopefully lead to healthier sexual relationships and lower rates of sexual assault in the future. Not only should sex education be taught in public schools, but it should be mandatory for all public-school systems.Essay conclusion 4 â€" What are the biggest challenges for women in the workplace?Women have outnumbered men on the payroll in nonfarm jobs since 2010, but even with a majority of females in the office, there are still huge challenges for them at work. One of the biggest issues, which has been widely covered and debated on, is the fact that women still earn less of a wage for the same job as their male counterparts. Now that women are the breadwinners of many families, this is stunting economic growth and opportunity for their children. Additionally, women are less likely to be in charge at work. With less than 6% of Fortune 500 companies with a female CEO, women have a steeper hill to climb at the very top echelon of jobs. With a more level playing field, womens opportunities will increase and the workforce will ultimately be more inviting for all.Essay conclusion 5 â€" Youre having dinner with your favorite author. What happens? Describe the scene.Harper Lee puts down her cup of coffee on the table, quietly scanning the room for an exit.Im nervous, wondering what to say to end this surreal evening.Thank you so much for meeting with me. I know that youre a very private person, and I cant tell you how much this means to me.She smiles slightly at me and waves at the waiter for the check, which he brings promptly.Essay conclusion 6 â€" Should music with curse words be allowed at school dances?Language can be powerful and sometimes even harmful, but censorship of language is one of the worst things we can do as a society. I believe that the content of the song is more important than a few curse words. If a songs content is designed to provoke, intimidate, or make someone feel inferior, then I believe that is more harmful than a few impolite words in a chorus.Essay conclusion 7 â€" What is something that should be taught in school that isnt?Financial literacy is one of the most important things a person needs to understand as a fully functional adult. Its crucial for someone to be able to know how to purchase a car, open a bank account, invest in a 401k plan, and pay back his or her student debt all while being able to balance paying rent and saving money. Financial literacy should be taught to students while they are still in high school so that they can feel prepared to go out on their own and make a positive contribution to society.Essay conclusion 8 â€" Is an increased dependence on technology good for society?Technology surely isnt going anywhere. If anything, we will become more and more dependent on the capabilities of our smartphones and other devices in the future. However, we have to make sure that this dependence on technology isnt making us lazier or less curious about the world around us. With more knowledge available than ever before with todays technology, people are less discerning about what kind of materials they read and whether or not those materials are factual. People are also less likely to make a personal connection with someone while theyre out in the world, which can increase levels of depression, anxiety, and stress. Ultimately, we have to learn how to co-exist with technology in a way that is both healthful and constructive.Essay conclusion 9 â€" Should schools start later in the morning?There are some clear benefits to starting school later in the morning for K-12 students such as better academic performance and improved sleeping schedules. Although it might take a bit of rearranging schedules for parents to take their kids to school later on in the day, its more important that students perform better academically than for the drop-off to be convenient for the parents on their way to work. To combat this, increased bus routes and crossing guards should be implemented so that parents who have to get to work at a certain time can be assured that their kids are making it to school safely.Essay conclusion 10 â€" How do video games affect children and teenagers?Video games have been an integral part of childhood and adolescence for a few decades now, but the effects on aggression levels and exposure to violence may make us take pause on how much exposure parents should let their kids have to these games. The video game industry is growing exponentially, and as the technology and video quality increase so does the ability to separate virtual reality from reality. Games with violent content are known to cause aggressive and sometimes even violent behavior in teens. Many video games, first-person shooter games in particular, have violent content. When the player is rewarded for violent behavior in the game, it reinforces the subtle idea that violence is acceptable and can be used in real life. With busy schedules and easy access to so much media, its difficult for parents to be able to oversee everything that their children are exposed to. Video game designers should be held accountable for the violent content in their games, and a push should be made for more parental oversight and rules on video game usage.In conclusion of conclusionsConclusions are really just about wrapping things up. You want to be as succinct as possible, you want to reiterate the points youve already made throughout the essay, and you want to be compelling. With a little bit of practice and revision, you should be able to get the process down in no time. And if you need help with revising your conclusion or any other part of your paper, be sure to seek out the advice of a trusted teacher or a writing center, or hire one of our professional editors to give you a second opinion on your paper.

Essay Buddha a Man, not a God

Siddhartha Gautama Buddha is the central figure of Buddhism, a sage on whose teachings this religion has been founded. It is worth noting that he didn’t leave any written works, and his ideas were passed down in oral tradition, and first appeared in written form several centuries after his death (probably about four hundred years later). Still, Buddhists believe that the accounts of his life and wisdom he imparted to his followers were memorized well enough to survive for several centuries without distortions. One should also mention that â€Å"Buddha† is not a name as it is often thought to be. Buddha means â€Å"the awakened one†; it is a status, not a name. Yet when this word is said, people usually mean Gautama Buddha, the founder of Buddhism. What Is Really Known About Gautama Buddha In fact, there is not much, due to the aforementioned lack of written sources. Historical Gautama Buddha is believed to have lived somewhere in between 563 BC and 483 BC, with different historians disagreeing with each other wildly as to where exactly the dates of his birth and death should be placed. Needless to say, he is not mentioned in any written sources of his time, nor for several centuries afterwards. Everything that we know about this person comes from a number of traditional biographies written centuries after his death, emphasizing different aspects of his life and sometimes contradicting each other. The things that most biographies have in common are as follows: Siddhartha was born as a Kshatriya, i.e., a member of the caste of noblemen, with his father being either a king or an elected leader of his clan. He was prophesied to become either a great ruler or a great holy man. He lived through his earlier years shielded from outside world and any knowledge of human suffering. One day he ventured outside his palace and saw an old man, a diseased man, a rotting corpse and an ascetic. Greatly depressed, he decided to battle old age, disease and death by following the path of asceticism. Then he embarked upon a quest for enlightenment and, after a long an arduous path, achieved the status of Buddha, i.e., â€Å"the awakened one†. What Is Buddha’s Significance? Gautama Buddha is considered to be the Supreme Buddha of the current age, the symbol of Awakening and Enlightenment which can be achieved by any living person who really wants to reach this status and leave the wheel of deaths and rebirths. Traditional biographies mention his life not only in his last incarnation, but also the fact that his path to the Awakening went through countless previous rebirths. Many incarnations before he met a Buddha and was so impressed by his serenity that decided to take an oath to eventually become a Buddha himself. In his final life, he went from opulent life as a nobleman and an heir to the throne to wandering beggar to an esteemed teacher to, finally, the Awakened One, thus giving an example of sacrifice and ability to achieve the Enlightenment no matter where and how you start. This was an example of the Buddha essay, written by the writers of our custom writing service. To buy an essay on the necessary topic, please, fill in the Free Inquiry form in the top right corner of this page.

An Evaluation Strategy For The Business Problem - 1471 Words

2. Introduction Background to the Business problem With the advent of the era of globalization, many companies fail to notice that a steady state rise in the low-cost rivals in the same market. An evaluation strategy during which an organization offers a comparatively low worth to stimulate demand and gain market share is the low cost pricing. It s one in every of 3 generic selling ways that may be adopted by any company, and is sometimes utilized wherever the merchandise has few or no competitive advantage or wherever economies of scale square measure realizable with higher production volumes which is additionally known as low worth strategy. Lower costs owing to the massive variety of competitive corporations are seen everywhere.†¦show more content†¦Since provide and demand shift perpetually in response to tastes and prices, however the government worth can amendment solely when a protracted political method, the government worth can effectively ne er be equilibrium worth. This suggests that the government worth is either too high or too low. The most common approach is to require advantage of scale. A customer representing an outsized volume of market transactions will hash out for a higher worth by threatening to backward integrate or to maneuver its business to a competitive provider. Moreover, an outsized customer provides efficiencies to the vendor. Lower dealings prices (one invoice, one negotiation, and one shipment), secure volume, and economies of scale produce value savings for the provider that the two parties will share. The personal sector provides innumerable samples of this approach; for instance, massive grocery chains pay lower costs for foodstuff than corner stores owing to large-scale central getting. Another way to get lower costs through the market is to supply data on the competitive alternatives to individual consumers. 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Cochlear Implant RST Free Essays

It doesn’t change them it just makes their smile brighter. People get haircuts to express who they are, or who they want to be, but it doesn’t change who the eye actually are, it just makes them kick the way they want to. The same thing goes for a cochlea r implant. We will write a custom essay sample on Cochlear Implant RST or any similar topic only for you Order Now It enhances the possibilities of hearing for a deaf person, but it will never change e who they are because they will always be deaf. That’s why deaf people should get cochlear I implants because they will not change their identity. In the movie Sound and Fury a young girl’s parents restrain her from getting a cochlear implant in the fear that it will change her identity in the deaf world. There is al so a young boy whose parents are judged and tormented for deciding to implant him with a c cochlear implant. Both families want their children to play a role in the deaf community, but boot h families are told that with a cochlear implant, that could never happen. The parents of the you Eng girl are introduced to another young girl who was implanted to see if it was really right t for their daughter. The young girl was so accustomed to hearing that she didn’t sign a ND she spoke clearly. It was clear that the little girl most likely wasn’t aware she was even deaf. This upset the parents ND pretty much made their decision for them; they would never implant thee r child. Ironically six years later the daughter, along with her siblings and her own mother get t he implants and say how much their lives have improved. They said it made their daughters life EAI sire and they regretted not doing it when she was younger. And of course the girls role in the e deaf community did not change, but she gained a spot in the hearing world as well, which is w hat a cochlear implant really does. Now on the other side of that family, a deaf child is born and his parent s decide to implant IM, but receive a lot of hate from the deaf community. Part of the fact of so much resentment towards the device is that around the time the film â€Å"Sound and Fury† was ma De, the cochlear implants were just being introduced and it really offended the deaf community y that someone made something to fix deafness. It made them feel as if people thought Of De apneas as a disability. They wondered why anyone would want to change themselves fro m being deaf and being part of such a wonderful community. The mother of the daughter who was the mother of the deaf child even called her own daughter â€Å"a lousy daughter†. In reality the mother wasn’t implanting his son because she wanted to rebel against her parents, it was be cause she knew that although deafness is not a disability it is also not an enhancement to your life. She knew that her boy would have many more opportunities in life if he could hear, and although h that sounds like it’s shaming deafness, it isn’t. No matter whether you implant your child or give e him a hearing aid, it will never change them, just help them reach their potential easier. In the article Letting the deaf Be Deaf: Reconsidering the use of cochlear implants in prevailingly deaf children t expresses the difference between a hearing parent deciding whether or not to get their child implanted and a deaf parent deciding whether or not to get their child implanted. The choice is easy for a hearing parent because deciding if they WA NT the baby to hear is basically just saying let it be like us. While a deaf parent is the exact opposite. Deaf parents are the ones that have to make the decision to change their baby’s life, by making them hearing, different than themselves. ‘T he cochlear implant is intended to help the deaf child ultimately learn an oral language and, in so doing, to facilitate the assimilation of the IM Lansing child into the mainstream hearing culture† (Crouch). While this statement is correct , the implant doesn’t have to completely destroy deaf culture for the child. The child should still be taught sign language, and be introduced to people in the deaf community. If it is so import tan for the parents that their child be part of the deaf community, while still being in the hearing world, they will put in the effort. Sound and Fury; or, Much Ado about Nothing? Cochlear Implants in Historical Perspective it states â€Å"Cochlear implants are only the latest example of medical interventions promising to cure deafness† (Edwards). This statement itself is a brief summary of why the deaf community was so resentful towards the device in the first place . When hearing people say that there is a cure for deafness, it obviously upsets deaf people. T hey don’t view themselves as having a disease, and they really don’t have one, but as soon as someone from the hearing world challenges that opinion, all hell breaks loose. The deaf common tit could have just rejected the idea of the cochlear implants all together, but once people under stood it wasn’t a cure, just additional help, they started to accept it. When deaf people heard the e word cure, they panicked. They worried there would be no more deaf culture, and that the De oaf community would die off. Cure meant change to them, that everything in their lives would change e, which is why some people think the implants will change their identity. But that will never h append because no matter what, you will always be deaf. If you get hearing aids, once you take the me off you’re no longer capable of hearing. The same thing goes for the implant. The implant it self is not capable of wiping out a culture, it is the responsibility of the parents of the deaf child n to keep the culture and the community alive. How to cite Cochlear Implant RST, Papers

Social Security Essays - Economy, Finance, Income Distribution

Social Security Social Security is a hot topic of debate today, since most American's believe that the system is near collapse. The trust fund that Americans have been paying into for Social Security is likely to dry up in 2029 due to the large number of baby boomers heading into retirement. Franklin Roosevelt set up Social security to help the people that had worked and Struggled all their lives in honest toil. Social security was set up to accomplish two main goals. The first goal of Social Security is to act as a disability or life insurance policy that protects almost all Americans. Currently, there are seven million survivors of deceased workers and four million disabled Americans that receive income support from Social Security. The second goal is to provide lifetime retirement benefits that rise with inflation. Social Security payments for retirees are needed to keep half of the elderly Americans above the poverty line. A large number of baby boomers believe that they won't see a dime's worth of Social Security benefits, and most younger people assume that once they have reached retirement the program will be gone. There have been many proposed solutions to the Social Security problem. A first possible solution is to dramatically change the Social Security Payroll Tax. Another proposal is to change amount of benefits of the provided by Social Security. A third reform proposal includes investing Social Security money in stocks either by the government investing the money or by setting up mandatory IRA investing. Another major development in the future of Social Security is the recent proposals made by President Clinton's Advisory Committee on Social Security. In January of this year the Advisory Committee on Social Security presented a report of strategies to save Social Security. Shortly after the 261 page report was released there was a huge increase of debates and criticism over the future of Social Security. The issue facing American today is when and how to reform Social Security. Although the American public and political groups are unwilling to accept the burdens of social security reform, extensive reform is needed soon to continue paying the current benefits to American citizens. A change in the Social Security tax is a possible factor of reform to bring the Social Security program back on track. Currently the Social Security tax is a flat-rate tax paid on all employment earnings up to a specified limit. Due to inflation the limit is increased every year currently it is just over $60,000. This tax is much harder on a lower income individual because the higher income individual is only taxed on their income that is below a certain amount set every year. It has been proposed that if the limit on the payroll tax were lifted, two-thirds of the projected Social Security deficit would be eliminated. Once the limit on the payroll tax is lifted a rise in the tax rate of the employers and the employees by 1.1% is predicted to be enough to solve Social Security's problems. This is assuming that two evasive actions take place. First the government will have to keep its hands of this extra tax revenue gained by the tax increases. Second the proposed solution will only have a chance to work if it is started immediately while the baby boomers are still able to add a little more cash to the trust fund for there own retirement. This solution isn't likely to be implemented by today's political system. The advisory council on Social Security would not pursue the lift of the limit because the support of the wealthy voters for Social Security reform would be lost. Americans are also weary of Social Security tax increases. The middle and lower class voters would also not support a Social Security tax increase. A recent poll by Money magazine found that 70% of the public is unwilling to pay more tax than the current 6.2% rate. Another proposed solution to Social Security's problems is a to decrease the amount of benefits received by retirees. The first way to reduce the amount of benefits that are being paid out is to adjust the CPI. Sen. Daniel Monynihan of New York (Dem.) has proposed that a 1.1% cut in annual cost-of-living adjustments for pensioners would be a reasonable solution to Social Securities problems. The adjustment of the CPI would reflect the belief by many economists that the CPI overstates current inflation. He claims that this would almost completely solve the problems in the Social Security program by insuring that the expected inflow

Archetypes essays

Archetypes essays Archetypes in The Divine Secrets of the Ya Ya Sisterhood The film The Divine Secrets of the Ya Ya Sisterhood examines the lives of four southern women who have sustained a bond over many decades based on a mysterious childhood alliance, unmet dreams and dark secrets. When the relationship between one of these women and her daughter threatens to become permanently broken, her childhood friends come together, as always, to help them mend their relationship as well as heal the painful past that drove them apart. The alcoholic parent, is manifested in the character of Vivian Joan Vivi Abbott Walker, mother of the young playwright Sidda Walker, a daughter who is just beginning to make her mark in the New York theater circuit. At the start of the film, Vivi is portrayed as a woman who, troubled by the comments made by her daughter in an interview for Time magazine, resorts to extreme outbursts of anger and grudge holding. In flashbacks of her life as a young mother, Vivi turns to alcohol to soothe her own pain however the alcohol works to blur her role as mother and causes her to neglect and, on more than one occasion, abuse her children. In fact, the alcoholic as archetype is manifested not only in the character of Vivi, but also in the characters of the other ya ya sisters, Neci, Caro and Teensy, who regularly ensure that they have alcoholic drinks available throughout the film. The scapegoat as archetype can also be identified in this film. Through much of her young life, Sidda Walker has had to play scapegoat to her mothers eccentric and alcohol-charged behaviors. Vivi randomly takes out her pain on the young Sidda through verbal chastising and unusual mother-daughter role-playing, which often leaves her daughter confused about whether her mother is a tyrannical caretaker or peculiar playmate. Siddas role as her mothers scapegoat is demonstrated from the start when Vivi b...

How to Get 36 on ACT Reading 11 Strategies from a Perfect Scorer

How to Get 36 on ACT Reading Strategies from a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26–34 range on ACT Critical Reading? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT Reading score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've consistently scored 36 on Reading on my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT Reading or above. If you're below this range, my "How to Improve your ACT Reading Score to a 26" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview Most guides on the internet on how to score a 36 are pretty bad quality. They're often written by people who never scored a 36 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting a 36 available anywhere. I have confidence that these strategies work because I used them myself to score 36 on ACT Reading consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring a 36 is a good idea, what it takes to score a 36, and then go into the 10 key strategies so you know how to get a 36 on ACT Reading. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 Reading score is useful, since this will fuel your motivation to get a high score. Final note: in this guide, I talk mainly about getting to a 36. But if your goal is a 34, these strategies still equally apply. Understand the Stakes: Why a 36 ACT Reading? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton and when it comes to admissions, being average is bad, since the admissions rate is typically below 10%. So why get a 36 on ACT Reading? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score more than your individual section scores. If you can get a 36 in ACT Reading, that gives you more flexibility in your Math, English, and Science scores. It can compensate for a 32 in one other section, for example, to bring your average back up to 34. Harvard's 75th percentile Reading score is likely a 36. There's another scenario where a 36 in ACT Reading is really important. First is if you're planning to apply as a humanities or social science major (like English, political science, communications) to a top school. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a humanities/social science major, you're competing against other humanities/social science folks: people for whom ACT Reading is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, Yale, and U Chicago, the 75th percentile SAT Reading score is an 800, or equivalent to a 36 in ACT Reading. That means at least 25% of all students at these schools have a 36 in ACT Reading. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. I'll be honest- ACT Reading wasn't my strong suit in high school. When I started studying, I was scoring around the 31–32 range. I was always stronger in math and science. But I learned the tricks of the test, and I developed the strategies below to raise my score to a 36. Now I'm sharing them with you. Know that You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT Reading. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your ACT score is a reflection of how hard you work and how smartly you study. ACT Reading is Designed to Trick You. You Need to Learn How Here's why: the ACT is a weird test. When you take the Reading section, don't you get the sense that the questions are nothing like what you've seen in school? I bet you've had this problem: in ACT Reading passages, you often miss questions because of an "unlucky guess." You'll try to eliminate a few answer choices, and the remaining answer choices will all sound equally good to you. Well, you throw up your hands and randomly guess. This was one of the major issues for myself when I was studying ACT Reading, and I know they affect thousands of my students at PrepScholar. The ACT is purposely designed this way to confuse you. Literally millions of other students have the exact same problem you do. And the ACT knows this. Normally in your school's English class, the teacher tells you that all interpretations of the text are valid. You can write an essay about anything you want, and English teachers aren't (usually) allowed to tell you that your opinion is wrong. This is because they can get in trouble for telling you what to think, especially for complex issues like slavery or poverty. But the ACT has an entirely different problem. It's a national test, which means it needs a level playing field for all students around the country. It needs a solid test to compare students with each other. Every question needs a single, unambiguously, 100% correct answer. There's only ever one correct answer. Find a way to eliminate three incorrect answers. Imagine if this weren't the case. Imagine that each reading answer had two answer choices that might each be plausibly correct. When the scores came out, every single student who got the question wrong would complain to the ACT, Inc. about the test being wrong. If this were true, the ACT, Inc. would then have to invalidate the question, which weakens the power of the test. The ACT, Inc. wants to avoid this nightmare scenario. Therefore, every single Reading passage question has only one, single correct answer. But the ACT disguises this fact. It asks questions that sound subjective, like: The author would most likely agree with which of the following statements? The first paragraph primarily serves to: In line 20, 'dark' most nearly means: Notice a pattern here? The ACT always disguises the fact that there's always one unambiguous answer. It tries to make you waver between two or three answer choices that are most likely. And then you guess randomly. And then you get it wrong. You can bet that students fall for this. Millions of times every year. Students who don't prepare for the ACT in the right way don't appreciate this. But, if you prepare for the ACT in the right way, you'll learn the tricks the ACT plays on you. And you'll raise your score. The ACT Reading section is full of patterns like these. To improve your score, you just need to: learn the types of questions that the ACT tests, like the one above learn strategies to solve these questions, using skills you already know practice on a lot of questions so you learn from your mistakes The point is that you can learn these skills, even if you don't consider yourself a good reader or a great English student. I'll go into more detail about exactly how to do this. One last point: let's make sure we understand how many questions we can miss and still score a 36. What It Takes to Get a 36 in Reading If we have a target score in mind, it helps to understand what you need to get that score on the actual test. Unlike for English and Math, there's a large amount of variation in grading scale for the Reading and Science sections. On some tests, a certain raw score could get you a 36; on others, that same raw score could drop you down to a 34. I've compiled the conversion tables from 4 official ACT practice tests to show you what I mean. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) ACT Reading Score Raw Scores Test 1 Test 2 Test 3 Test 4 36 40 38–40 40 40 35 39 37 39 39 34 38 36 38 38 33 – 35 37 – 32 37 34 36 37 31 36 – 35 36 30 35 33 34 35 29 34 32 32–33 34 28 32–33 30–31 31 33 27 31 29 30 32 Notice that Test 1 is the strictest grading scale out of the four. In this case, missing one question drops you to a 35; miss another and you'll drop to a 34; miss one more, and you drop to a 32. This is a very unforgiving test that requires perfection. Test 2, on the other hand, is much more forgiving. You can miss two questions- with a raw score of 38- and still get a 36! The reason these tests differ so much is that the ACT tries to make the scores from every test equivalent to all other tests. A 36 on one test should mean the same as a 36 on another. So if a test has particularly difficult passages or questions, they'll soften the curve. Regardless: The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for a 36. Notice that in three of the four tests, you needed a perfect raw score to get a 36. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer five to seven more questions right to get to a 36. As a final example, here's a screenshot from my ACT score report. You can see that I likely missed one question, since I scored a 17 on Social Studies/Sciences. Also notice that a single mistake already drops me down to a 97 percentile- there are a lot of students who do extremely well on this test! OK- so we've covered why scoring a higher Reading score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies and reading tips that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT Reading What's your greatest weakness? Strategy 1: Understand Your High Level Weakness: Time Management, Passage Strategy, or Vocabulary Every student has different flaws in ACT Reading. Some people don't have good strategies for tackling the passage questions. Others don't read quickly enough and struggle to get through all the questions. Here's how you can figure out which one applies more to you: Find an official ACT practice test, and take only the Reading section. We have the complete list of free practice tests here. For that section, use a timer for 35 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: the realistic score you got under normal timing conditions, and the extra time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT Reading subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 2 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow across most questions? Or did particular questions slow you down more than others? Or are you spending too much time on reading the passage? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting an 36. Compare your Extra Time and Realistic score- if they differed by more than one point, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last skill weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get an 36. This type of analysis is so important that it's a central part of my prep program, PrepScholar. When a new student joins, he or she gets a diagnostic that figures out specific strengths and weaknesses. The program then automatically customizes your learning so that you're always studying according to where you can make the most improvement. No matter what your weakness is, my following strategies will address all weaknesses comprehensively. Strategy 2: Learn to Eliminate 3 Wrong Answers This strategy was by far the most effective for me in raising my Reading score. It completely changed the way I viewed passage questions. I spent some time talking above about how the ACT always has one unambiguous answer. This has a huge implication for the strategy you should use to find the right ACT Reading answer. Here's the other way to see it: Out of the four answer choices, three of them have something that is totally wrong about them. Only one answer is 100% correct, which means the other three are 100% wrong. You know how you try to eliminate answer choices, and then end up with a few at the end that all seem equally likely to be correct? "Well, this can work...but then again this could work as well..." STOP doing that. You're not doing a good enough job of eliminating answer choices. Remember- every single wrong choice can be crossed out for its own reasons. You need to do a 180 on your approach to Reading questions. Instead of trying to find the one right answer, find a reason to eliminate three answer choices. "Can I find a reason to eliminate this answer choice? How about this one?" You have to learn how to eliminate three answer choices for every single question. "Great, Allen. But this doesn't tell me anything about HOW to eliminate answer choices." Thanks for asking. One thing to remember is that even a single word can make an answer choice wrong. Every single word in each answer choice is put there by the ACT for a reason. If a single word in the answer choice isn't supported by the passage text, you need to eliminate it, even if the rest of the answer sounds good. There are a few classic wrong answer choices the ACT loves to use. Here's an example question. For example, let’s imagine you just read a passage talking about how human evolution shaped the environment. It gives a few examples. First, it talks about how the transition from earlier species like Homo habilis to neanderthals led to more tool usage like fire, which caused wildfires and shaped the ecology. It then talks about Homo sapiens 40,000 years ago and their overhunting of species like woolly mammoths to extinction. So then we run into a question asking, "Which of the following best describes the main subject of the passage?" Here are the answer choices: A: The transition between Homo habilis and neanderthals B: The study of evolution C: How the environment shaped human evolution D: The plausibility of evolution E: The influence of human development on ecology (I know the ACT only has four answer choices, but we'll just pretend they have five for this example to discuss the different kinds of wrong answers.) As you're reading these answer choices, a few of them probably started sounded really plausible to you. Surprise! Each of the answers from A–D has something seriously wrong about it. Each one is a classic example of a wrong answer type given by the ACT. Wrong Answer 1: Too Specific A: The transition between Homo habilis and neanderthals This type of wrong answer focuses on a smaller detail in the passage. It’s meant to trick you because you might think to yourself, "well, I see this mentioned in the passage, so it’s a plausible answer choice." Wrong! Think to yourself- can this answer choice really describe the entire passage? Can it basically function as the title of this passage? You’ll find that it’s just way too specific to convey the point of the overall passage. Wrong Answer 2: Too Broad B: The study of evolution This type of wrong answer has the opposite problem- it’s way too broad. Yes, theoretically the passage concerns the study of evolution, but only one aspect of it, and especially as it relates to the impact on the environment. To give another ludicrous example, if you talked to your friend about losing your cell phone, and he said your main point was about the universe. Yes, you were talking about the universe (since we all live in this universe), but you were talking about only a tiny, tiny fraction of it. This is way too broad. Wrong Answer 3: Reversed Relationship C: How the environment shaped human evolution This wrong answer choice can be tricky because it mentions all the right words. But of course the relationship between those words needs to be correct as well. Here, the relationship is flipped. Students who read too quickly make careless mistakes like these! Wrong Answer 4: Unrelated Concept D: The plausibility of evolution Finally, this kind of wrong answer preys on the tendency of students to overthink the question. If you’re passionate about arguing about evolution, this might be a trigger answer since any discussion of evolution becomes a chance to argue about the plausibility of evolution. Of course, this concept will appear nowhere in the passage, but some students just won’t be able to resist. Do you see the point? On the surface, each of the answer choices sounds possibly correct. A less prepared student would think that all of these were plausible answers. But plausible isn't good enough. The right answer needs to be 100%, totally right. Wrong answers might be off by even one word- you need to eliminate these. Carry this thought into every ACT Reading passage question you do and I guarantee you will start raising your score. Strategy 3: Predict the Answer Before Reading the Answer Choices As we've discussed already, the ACT is designed to goad you into making mistakes by putting really similar answer choices next to each other. In Strategy 2, we covered the strategy of ruthless, unforgiving elimination of answer choices. Here's another Strategy that works well for me. Before reading the answer choices, come up with your own answer to the question. Gaze into your crystal ball and predict the right answer. This strategy is exactly designed to counteract the trickiness of the answer choices. If you don't apply this strategy, your thinking process likely resembles something like this: "OK, I just read the question. Answer A is definitely out. B can kind of work. C...it doesn't exactly fit, but I can see how it can work." and so on. By now, you've already fallen into ACT, Inc.'s trap of starting to muddle the answer choices. Take the opposite approach. While you're reading the question, come up with your own ideal answer to the question before reading the answer choices. This prevents you from getting biased by the ACT's answer choices, especially the incorrect ones. If it's a "Big Picture" type question asking about the main point of the passage, answer for yourself, "What would make a good title for this passage?" If it's an "Inference" question, answer for yourself, "What would the author think about the situation given in the question?" Even if you can't answer the question straight away- for example, if you have to refer back to the line number to remember what the passage was saying- try to form a hunch briefly before looking at the answer choices. (There are of course some detail-oriented questions that are hard to solve this way. For example, questions that ask "All of these were mentioned as details EXCEPT FOR" require you to look at the passage. Even in these cases, you can form hunches about details that you remember reading about, and those you don't.) The key here is that the passage must support your answer choice. Every correct answer on ACT passages needs to be justified by the passage- otherwise the answer would be ambiguous, which would cause problems of cancelling questions I referred to earlier. Note that this only works if you can read and understand passages well! That's why I don't recommend this strategy yet before you hit a 26 level since you're more likely to come up with the wrong answer choice in your head. Strategy 4: Experiment with Passage Reading Strategies and Find the Best for You In your prep for the ACT, you may have read different strategies for how to read a passage and answer questions. Some students read the questions before reading the passage. Others read the passage in detail first. At your high level, I can't predict which method will work best for you. We're going for perfection, which means that your strategy needs to line up with your strengths and weaknesses perfectly, or else you'll make mistakes or run out of time. What I will do, however, is go through the most effective methods. You'll then have to figure out through your test data which one leads to the highest score for you. Passage Method 1: Skim the Passage, then Read the Questions This is the most common strategy I recommend to our students, and in my eyes the most effective. I prefer this one myself. Here it is: Skim the passage on the first read through. Don't try to understand every single line, or write notes predicting what the questions will be. Just get a general understanding of the passage. You want to try to finish reading the passage in three minutes, if possible. Next, go to the questions. If the question refers to a line number, then go back to that line number and understand the text around it. If you can't answer a question within 30 seconds, skip it. My preferred way to tackle a passage: skimming it on the first read-through. This strategy is a revelation for students who used to close-read every detail about a passage and run out of time. This skimming method works because the questions will ask about far fewer lines than the passage actually contains. For example, lines 5-20 of a reading passage might not be relevant to any question that follows. Therefore, if you spend time trying to deeply understand lines 5-20, you’ll be wasting time. By taking the opposite approach of going back to the passage when you need to refer to it, you guarantee reading efficiency. You're focusing only on the parts of the passage that are important to answering questions. Critical Skill: You must be able to skim effectively. This means being able to quickly digest a text without having to slowly read every word. If you're not quite good at this yet, practice it on newspaper articles and your homework reading. Passage Method 2: Read the Questions First and Mark the Passage This is the second most common strategy and, if used well, as effective as the first method. But it has some pitfalls if you don't do it correctly. Here's how it goes: Before you read the passage, go to the questions and read each one. If the question refers to a series of lines, mark those lines on the passage. Take a brief note about the gist of the question. Go back to the passage and skim it. When you reach one of your notes, slow down and take more notice of the question. Answer the questions. Here's an example passage that I marked up, with questions on the right. Notice that beyond marking the lines and phrases referenced in the question, I left clues for myself on what's important to get out of this phrase. In the hands of an ACT expert, this is a powerful strategy. Just like Method 1 above, you save time by skipping parts of the passage that aren't asked about. Furthermore, you get a head start on the questions by trying to answer them beforehand. But there are serious potential pitfalls to this method if you're not careful or prepared enough. Here's one: when you first read the questions before the passage, you won't have enough time to digest the actual answer choices (nor will they make sense to you). So you have to make your best guess for what the question is asking when you're writing a note along the passage. In some cases, this can lead you astray. Take this example from above: When I read the question, I saw that it referred to lines 75-76, starting with "Like an eagle." So I marked this in the passage and added a note to myself: "Meaning?" The problem is, it's not obvious what this is supposed to mean. What does it mean for a person's words to "slip regally and strike with awful ease?" This is especially difficult with figurative language. If I were the obsessive type, I might struggle for far too long trying to understand what this means. What meaning am I supposed to extract from these lines? How deeply should I read into this? But when I read the answer choices, I can see the answer choice is actually pretty obvious. The line is referring to the rich customer's words. It has nothing to do with the narrator and her relationship with her parents. It's clear then that the answer is G. The customer is implying that most of the house is dirty, and that the narrator's mother should take care to find a place where there aren't cockroaches scampering about. Critical Skill: You need to have so much experience with the ACT Reading section that you can anticipate what the question is going to ask you for your notes to be helpful. If you're not sure of this, you can easily be led down the wrong track and focus on the wrong aspect of the passage. Passage Method 3: Read the Passage In Detail, then Answer Questions This method is what beginner students usually use by default, because it's what they've been trained to do in school. Some beginner books like Princeton Review and Kaplan also suggest this as a strategy. It's my least favorite method because there are so many ways for it to go wrong. But for the sake of completeness, I'm listing it here in case it works best for you. Here's how it goes: Read the passage in detail, line by line. Take notes to yourself about the main point of each paragraph. Answer the questions. As you might guess, I don't like this method for the following reasons: By reading the passage closely, you absorb a lot of details that aren't useful for answering questions. The notes you take aren't directed toward helping you answer the questions. By interpreting the passage ahead of time, you risk being led astray. But this might work especially well for you if you're very good at reading for understanding, and if you have so much expertise with the ACT that you can predict what the test is going to ask you about anyway. This can also work if taking notes forces you to read the passage much more closely than you would otherwise. In all other cases, I haven't seen this strategy work very well. Choose Which Works Best for You, Based on Test Data Because I can't predict which one will work best for you, you need to figure this out yourself. To do this, you need cold, hard data from your test scores. Try each method on two sample test passages each, and tally up your percentage score for each. If one of them is a clear winner for you, then develop that method further. If there isn't a clear winner, choose the one that feels most comfortable for you. As part of our PrepScholar program, we give you advanced statistics on your score performance so that you can experiment with methods that work best for you. Next strategy: find your weak links and fix them. Strategy 5: Understand Every Single Mistake You Make On the path to perfection, you need to make sure every single one of your weak points is covered. Even just two mistakes will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who have done 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near a 36 on ACT Reading. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here's what you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by question type (vocab questions, big picture questions, inference questions, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes, you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- Why Did You Miss a Reading Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a Reading question, and how you take the analysis one step further: Elimination: I couldn't eliminate enough incorrect answer choices, or I eliminated the correct answer. One step further: Why couldn't I eliminate the answer choice during the test? How can I eliminate answer choices like this in the future? Careless Error: I misread what the question was asking for or answered for the wrong thing. One step further: Why did I misread the question? What should I do in the future to avoid this? Vocab: I didn't know what the key word meant. One step further: What word was this? What is the definition? Are there other words in this question I didn't know? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Reviewing mistakes is so important that in PrepScholar, for every one of our 1,500+ practice questions, we explain in detail how to get the correct answer, and why incorrect answers are wrong. We also point out bait answers so that you can you can learn the tricks that the ACT plays on test takers like you. Bonus Tip: Re-solve the Question Before Reading the Answer Explanation When you're reviewing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider this passive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-D or F-J), but don't look at the explanation. Instead, try to re-solve the question once over again and try to get to the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new reason to eliminate the wrong answer choice, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 6: Find Your Reading Skill Weaknesses and Drill Them Reading passage questions might look similar, but they actually test very different skills. At PrepScholar we believe the major passage skills to be: #1: Big Picture/Main Point: What is the main point of the passage or paragraph?#2: Little Picture/Detail: What does this small detail mean? Where in the passage was the following detailed mentioned?#3: Inference: What would the author most likely feel about the following hypothetical scenario?#4: Vocabulary in Context: What does this word or phrase mean in the context of the passage?#5: Author Method: How does the author construct the passage? What is the author's purpose in utilizing the following method? Each of these question types uses different skills in how you read and analyze a passage. They each require a different method of prep and focused practice. Luckily, there aren't very many unique skills on ACT Reading. There are only five above, compared to 18 for ACT English, and 24 for ACT Math. The passage tends to repeat these types of questions over and over again for the entire section. The flipside is, getting better at these skills is often a bit harder than mastering a narrow math skill like trigonometry. Because you've been reading and making logical arguments your entire life, bad habits are a lot harder to unlearn. The ACT requires a lot of skills. Make sure you know which ones are your weaknesses. If you're like most students, you're better at some areas in Reading than others. You might be better at getting the Big Picture of a passage, compared to the Inference. Or you might be great at reading passages quickly, but bad at memorizing details. If you're like most students, you also don't have an unlimited amount of time to study. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms, you need to find your greatest areas of improvement and work on those. Too many students study the "dumb" way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time on their weaknesses. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT Reading? You need to find the sub-skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. Within reading, you need to figure out whether you have patterns to your mistakes. Is it that you don't get Inference questions? Or maybe you're really weak at interpreting details? Or from Strategy 1: is it that you're running out of time in reading passages? For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of inference questions (this is typically the hardest type of question for students to get). You need to find a way to get focused practice questions for this skill so you can drill your mistakes. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work. When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 7: Force Yourself to Be Fascinated by the Passage Subject Matter The ACT has passages about a lot of weird topics. Victorian novels, underwater basket-weaving, and the evolution of gerbils are all fair game. It's unlikely that you're naturally thrilled about all the subjects you'll read about. This makes it easy to tune out when you're reading the passage. This makes it harder to answer the questions, which will make you more frustrated. Instead, adopt this mindset: For the next 10 minutes, I am the world's most passionate person about whatever subject this passage is about. For every single passage, be as excited as she is. Force yourself to care about what the passage is telling you. Pretend that your life depends on understanding this passage. Maybe you're about to give a lecture on this subject. Or someone's holding a puppy hostage if you don't answer enough questions correctly. When I was preparing for the ACT in high school, I even took this so extremely that I ended up genuinely interested in whatever the passage was telling me about. I remember reading a passage about Native American life and thinking, "Wow, I'm really glad I just learned this." (I know this sounds crazy.) If you stay engaged while reading, you'll understand the passage so much better, and you'll answer questions with way more accuracy. Strategy 8: Finish With Extra Time and Double-Check Your goal at the end of all this work is to get so good at ACT Reading that you solve every question and have extra time left over at the end of the section to recheck your work. I'll admit, this is hard for the ACT. You have 35 minutes for 40 questions, which means less than 10 minutes per passage and less than 60 seconds per question on average. After reading the passage, this might mean less than 30-40 seconds per question. But you get better at speed. In high school and even now, I can finish the 40 minute Reading section in 30 minutes or less. I then have 10 minutes left over to recheck my answers two times over. The best way to get faster is, as explained above, to choose an efficient reading strategy that works best for you, and to do so many questions that you're fluent at interpreting what the ACT wants you to do. Here are some time benchmarks that might help: You should finish skimming a long passage within three minutes. This ultimately means less than two seconds per line. If a question takes you more than 30 seconds to solve, and you're not within 30 seconds of the answer, skip it immediately. If you can do this well, you'll get a little less than a minute per remaining passage question. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate answer choices. Make sure that the passage supports your answer. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A J D F B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a near perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you two minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just five seconds per question, you get back 200 seconds on a section that has 40 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 9: Be Ready for Turbulence in Scores Now you know what it takes to achieve perfection in ACT Reading. You know the best strategies to use for tackling the passage. You know how to identify your weaknesses and learn from them. You know how to save time, and you know to stay engaged while reading a passage. Even despite all this, sometimes a passage just won't click with you. Of all ACT sections, I find that Reading has the most volatile score. How you vibe with a passage has a big impact on your score. You might get a string of questions wrong just because you couldn't really understand what the passage was really about. This doesn't happen on Math or Writing. No matter what happens, you need to keep calm and keep working. You might swing from a 36 on one practice test to a 32 on another. Don't let that faze you. Remember from the scoring charts above that there's a huge variation from test to test, which also suggests that students tend to vary significantly from test to test. Don't start doubting all the hard work you've put in. Keep a calm head, and, like always, work hard on reviewing your mistakes. This might even happen on the real ACT. You might get below your target score and be crestfallen. Pick yourself up. This happens. If you've consistently been getting 36's on practice tests, you should take the test again and try to score higher. Very likely, you will. And because many schools nowadays Superscore the ACT, you can combine that new 36 with your other sections for an awesome ACT score. Strategy 10: Don't Focus On Reading Other Texts One strategy for ACT Reading I hear proposed often is to read a lot of advanced writing like the New York Times, the Atlantic Monthly, and the New Yorker. Their logic is, the more you practice reading, the better you'll get at ACT Reading. This seems so plainly obvious that many don't question it. I don't fully agree with this approach. As I mentioned above, ACT Reading tests very specific skill sets- can you read a passage of a certain length and type, and can you answer specific types of questions about it. When you're reading a text casually, you're not going to treat it with the same type of scrutiny and mindset. You're in more of a general understanding mode, trying to get the gist of the reading. You're not actively in the mindset to pick apart what specific lines mean, or to infer what the author would feel about a specific situation. If you'd have to force yourself to read an hour a day to pick up this habit, it's far more effective to practice on ACT Reading passages. The skills you'll use align far more closely this way. Now, if reading these texts is already part of your regular routine, by all means continue doing it. You're likely reading at a very high level, and you can only get better at reading more quickly and with better comprehension. But if these kinds of texts are difficult for you, or you don't regularly do this as a habit, focus your time on the ACT. Your score will thank you. (Note that reading in general is a fantastic habit, and as a nation we don't do enough of it. It can lead to a lot of personal growth, so I encourage you to do it for your overall growth- just not if the purpose is to improve at ACT Reading). In Overview Those are the main strategies I have for you to improve your ACT Reading score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect ACT Reading score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short, and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our accompanying guide to a 36 on ACT Math. Read our complete guide to a perfect 36, written by me, a perfect scorer. Learn how to write a perfect-scoring 12 ACT essay, step by step. Make sure you study ACT vocab using the most effective way possible. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: