How You Can Take Advantage of ACT Math Question Order

How You Can Take Advantage of ACT Math Question Order SAT / ACT Prep Online Guides and Tips Understanding how to do your best on the ACT math section means understanding how the math section is structured and where you can get the most points for your time and energy. We’ll walk you through how each ACT math section is organized and how you can use this information to your benefit, both in your studies and as you take your official ACTs. ACT Math Organization The ACT math section is ordered in two main ways- by difficulty and by content. Let's look at each. Math Organization Type 1: Difficulty Of the two organization categories, the biggest factor that determines the order of questions is difficulty level. "Difficulty" on the ACT math questions is characterized by: the time necessary to solve a problem, the steps required, how many math concepts you must employ, and/or how familiar or unfamiliar you are likely to be with the material. And the difficulty level increases over the course of the math test. You can generally split the difficulty of ACT math problems into three even zones. There are 60 math questions total and you can arrange them roughly like so: Questions 1-20- "easy" Questions 21-40- "medium" Questions 41-60- "hard" The reason we put these terms in quotes is due to the fact that these breakdowns are approximately true, but not everyone will have the same concept of"easy" or "hard" when it comes to math problems. The difficulty of any particular problem will depend on your experience with the topic, how well you understand the phrasing of the question, or even your level of fatigue and concentration at the time. But splitting the ACT math section this way works as a rough guideline for most students. In general, with each new tier of difficulty, the questions will take longer to solve and often require more steps. For instance, it might take you as little as 10 seconds to solve question number 3, but take as many as a two or three minutes to puzzle over question 55. (Note: we will talk more about how you can balance your time per question later in the guide.) Math Organization Type 2: Content Because â€Å"difficulty† is partially determined by how well you’re likely to know the material (based on the typical middle and high school curriculum), this follows that the test is also ordered, in part, by topic. The more years you’ve spent studying a math topic, the more likely that you are to consider a particular question â€Å"easy.† Though the topics mix and mesh with one another, there are still overarching patterns of where you are most likely to find your algebra questions or your trigonometry problems. Because you’re likely to have seen and studied single variable equationsfor more years than you've studiedtrigonometry, you’ll see more of your algebra questions early on in the test and more of your coordinate geometry and trig questions later in the test. So most of the algebra questions will be "easy" (though not all) and most of the geometry and trig questions will be "medium" or "hard" (though, again, not all). The ACT is a standardized test, so each test will look very similar. We have broken down one ACT math test (test code 67C) by math topicto demonstrate this pattern in action. 1. Algebra 31. Plane and Solid Geometry 2. Algebra 32. Numbers 3. Algebra 33. Coordinate Geometry 4. Numbers 34. Coordinate Geometry 5. Algebra 35. Numbers 6. Algebra 36. Coordinate Geometry 7. Algebra 37. Plane and Solid Geometry 8. Algebra 38. Plane and Solid Geometry 9. Algebra 39. Coordinate Geometry 10. Plane and Solid Geometry 40. Plane and Solid Geometry 11. Plane and Solid Geometry 41. Coordinate Geometry 12. Algebra 42. Trigonometry 13. Numbers 43. Numbers 14. Algebra 44. Coordinate Geometry 15. Numbers 45. Plane and Solid Geometry 16. Numbers 46. Plane and Solid Geometry 17. Plane and Solid Geometry 47. Plane and Solid Geometry 18. Numbers 48. Plane and Solid Geometry 19. Numbers 49. Algebra 20. Plane and Solid Geometry 50. Coordinate Geometry 21. Algebra 51. Coordinate Geometry 22. Trigonometry 52. Coordinate Geometry 23. Numbers 53. Algebra 24. Coordinate Geometry 54. Algebra 25. Algebra 55. Algebra 26. Numbers 56. Plane and Solid Geometry 27. Plane and Solid Geometry 57. Trigonometry 28. Coordinate Geometry 58. Numbers 29. Algebra 59. Algebra 30. Coordinate Geometry 60. Numbers As you can see, the math topics are mixed in with one another, but there are some distinct patterns. Questions 1-30 are more algebra and numbers heavy (70% of the questions), while questions 31-60 are more geometry and trig heavy (67% of the questions). This pattern will hold true for any given ACT. The difficulty of questions may increase as you go, but if you take it one step at a time, you'll soon be scaling to the top. How to Use the Test Structure to Your Advantage There is no guessing penalty on the ACT, so your goal is to answer as many questions as accurately as possible across the board. Of course you are also on a strict time crunch, so this is not always easy. Depending on your current scores (and your target scores), this may mean that you focus most of your time and energy on a particular section of the test and then blindly- or, time permitting, strategically- guess the rest of your questions. (Note: for more on how to guess to your best advantage, check out how to guess on the ACT math section). For others, your score goals may mean that you look at at and attempt every single question. There will, however, be a general step-by-step guideline to follow for students scoring at all levels. So let's break it down. Step 1: Take a Full Practice Test Taking a practice test- a full practice test!- is always step one when embarking on any kind of study plan for a standardized test. You won’t truly know where you currently stand or how to specifically improve from there without first taking a practice test. And though you may be concerned specifically with your math score right now, that score fits into the larger test-taking picture. The ACT lasts for several hours at a time, and your levels of concentration and fatigue will fluctuate. So only by taking the full test will you be able to see how your math score fits into your overall ACT score. Try to emulate the structure of the real test as much as possible, so carve out a few hours on a weekend and take the full practice test in a quiet environment. Here, you can find free full ACT practice tests and answer keys. Step 2: Set a Target Score Goal Now that you’ve taken your practice test and scored the results, check out how your scores currently stack upand set yourself a target score goal. This will be the score that you aim to reach by test day, and both your current scores and your progress towards this goal will determine how you go about your studying. Step 3: Find the Patterns in Your Right and Wrong Answers Now take a look at all your wrong answers and see if you can spot any patterns to the errors. Are you mostly getting wrong answers in a particular section, like questions 25 - 35 or 45 - 60? Are you mostly getting questions wrong by topic (do those triangle problems throw you for a loop no matter where they are on the test)? Let's look at the different types of errors by location and by content and see which apply to your current test scores. Different types of location errors include: Errors spread fairly evenly throughout the math test (so about as many wrong answers in questions in the first 20 questions as the last 20). Errors clustered in pockets. Usually, these occur around questions 25-35 and questions 40-50 because this is where the test transitions difficulty levels. Errors mostly contained in the "medium-high" and "high" difficulty ranges of questions 45-60. Now look over your math test and see if you can identify the questions according to topic. How did your right and wrong answers sync up with specificACT math topicsbeing tested? Tally how many questions on each topic were on the test and how many questions you answered correctly for each topic. (So if questions 15 and 29 were sequence questions and you answered number 15 correctly and 29 incorrectly, give yourself a score of $1/2$ in sequences.) Often, student errors will be a combination of location and topic, so don’t be alarmed if this is the case. Write down on a separate piece of paper: The location of most of your errors Your personal "score" by math topic (e.g., $3/6$ in lines and angles, $4/4$ in statistics, and so forth.) This list will help you hone in on your weak areas and target them as you go through your studies. Step 4: Brush Up on the Most Important Content The big-picture goal when studying for the ACT is the maximize your score gain for every hour spent studying. This means that the best strategy for success is to focus your time and energy on places you can make the easiest (and, therefore, quickest) improvements and areas where you can make the most improvement. So let's divide and conquer. Making Quick Improvements Each and every question on the ACT is worth one point. It doesn't matter if it was the easiest question on the test and took you all of three seconds to solve, or if it was the hardest question on the test and took three minutes- each question is worth the same amount of points as every other question. This means you should maximize your time and energy by picking up any points you're missing in the first half of the test (which, you'll remember, is the "easier" half of the test). This will net you a point increase in the shortest amount of time. So if you’re missing five or more questions in the 1-30 range, take a close look at each of your wrong answers. This is about 17% or more of the "easy" half of your test, so see if you can look at your errors and identify whether or not you’re missing these questions based on a lack of knowledge of the content. If so, it’s time to brush up on some of your algebra and numbers topics. If, however, you’ve taken a look at your errors list and seen that you're mostly missing questions in the later half of the test based on both difficulty and content, it’s time to more specifically hone your focus. Making the Most Improvement Let’s say you can organize your current mathematical knowledge into four categories: perfect understanding, good understanding, okay understanding, and no understanding. Because we're looking to now gain the most improvement from your time, the first step is to focus on improving your "okay" areas. These are areas you have some familiarity with, but aren't the strongest in, and just a quick refresher on the topic can gain you tremendous point value for your time. Our individual math topic guides will take you through the know-how on each and every ACT math topic you need to brush up on. In each, you'll gain a greater understanding of the topic in question as well as how you'll see it presented on the ACT, as well as get a chance to practice on real ACT math problems. After you've brought these "okay" topics up to speed, the next step is to look at improving your "no understanding" topics. These are areas where you have a current weak foundation and so will represent the greatest potential leap and improvement in your score. (Again, our math topic guides will help you improve your knowledge of each and every ACT math topic you'll see on the test.) Because this might be difficult to visualize right now, let's take a sample score breakdown of the test by topic. Let’s say that there were six questions each on four different topics- exponents, circles, lines and slopes, and trigonometry- and your score breakdown of correct answers looked like this: Exponent questions: 5 out of 6 Circle questions: 2 out of 6 Lines and slope questions: 4 out of 6 Trigonometry questions: 0 out of 6 If we classify each of these topics by your understanding, we would say that you had a â€Å"perfect† (or nearly perfect) understanding of exponents, â€Å"good† understanding of lines and slopes, an â€Å"okay† understanding of circles, and â€Å"no understanding† of trigonometry. Now that you've cataloged your scores, you know which topics to target your study focus on and in which order. To start with, the next step would be to focus and brush up on your â€Å"okay understanding† areas (in this case circles). Although rehashing your near-perfect knowledge might make you feel productive, it won’t actually help you all that much at this moment. Until you start getting â€Å"perfects† or nearly perfects in all topics across the board, it’s better to spend your study time on areas where you can make the greatest improvement. In this case, honing your knowledge of exponents would only gain you one more point out of 60. Your time can be better spent elsewhere. You may also be tempted to perfect those â€Å"good† understanding areas (in this case lines and slopes). But the difference between â€Å"good† understanding and â€Å"perfect† is likely to only be a question or two out of 60. In this case, you would get a maximum return of 2 points, which is not nothing, but you can spend the same amount of time studying circles and probably get a higher point return for that time. Again, only focus on getting your good scores up to perfect once you’ve brought up your scores on all your topics and you’re aiming for that perfect ACT math score. Now if you bring your â€Å"okay† areas up to almost perfect, you will likely be able to gain a significant point increase. In this case, if you spend your study time learning your circle material, you could potentially increase your score by 3 or 4 points. Once you’ve brushed up on your â€Å"okay† understanding areas, set your sights on those â€Å"no understanding† math topics. The reason these topics are in â€Å"no understanding† purgatory is likely because it is a topic that you dislike or that you haven’t studied much in school. But, despite this, even a little more understanding of the topic than you have now will likely gain you a few more points than you had before. In addition, bringing up your â€Å"okay† understanding and â€Å"no understanding† areas will allow you to use your imperfect- but still significant- knowledge of the ACT math topics in question to strategically eliminate answer choices. Even if you don’t actually know how to solve the problem, knowing a little more about the topic than you do now will give you a much better foundation to strategically eliminate answer options and guess for your right answer. Your study time is precious and limited, so distribute it wisely and use it to gain the most point return for your energy. An hour spent brushing up on unfamiliar topics will gain you a much more significant point increase than an hour spent brushing up on topics you already understand almost perfectly. Step 5: Develop Your Own Personal Timing Plan for the ACT Math Section One of the hardest aspects of the ACT math section is the fact that you must keep track of your pacing yourself. You are given 60 minutes and 60 questions to do with what you will, so taking too long on some questions will leave you with no time at all to solve others. And yet going too quickly through the test can lead you to make careless errors. Everyone's pacing and ability to solve questions on a time crunch will be different, and yours may even change from test to test as you get used to ACT questions and the pacing involved. So take the time as you study to develop your own personal timing structure and adapt it as you need to. A good plan to start with is to break the test into thirds and give yourself varying time limits for each section. So begin by giving yourself: 15 minutes for questions 1-20 20 minutes for questions 21-40 25 minutes for questions 41-60 Now this may not be the perfect timing structure for you, but it's a place to start. See how you need to adapt it to your own personal preferences by experimenting. And if you find that you're simply running short on time no matter what you try, check out our more specific advice on how to stop running out of time of the ACT math section. Step 6: Adapt Your Study Focus Based on Your Current and Target Scores As you go through your studies, we recommend that you take at least two to three practice tests, evenly distributed across your study time. So, if you have three months to prep, take a practice test about once a month. This will give you not only the chance to practice the best simulation of the real ACT possible, but will also show you how well and in which areas you’re improving. Your study plan will adapt based on your current scores, your score goals, and your rate of improvement. Current Score is 25 or Under If you’re currently scoring in the 25 or under range, your goal is to turn yourself into a â€Å"jack of all trades, master of none† type of mathematical warrior. If you already have a â€Å"perfect† understanding of any given math topic, great! If not, don’t worry about it right this second. Try your best to get yourself up to â€Å"okay† or even â€Å"good† understanding of each topic before you start mastering any particular one. As you go through your list of "okay" and "no understanding" topics to improve your knowledge of each, focus first on the topics that come earlier in the test, since most of the questions will be "easy" or "medium" difficulty.So if you have an "okay" understanding on both an algebra topic and a coordinate geometry topic, start by bringing up your knowledge of the algebra topic first. If your knowledge base in each topic is relatively similar, then always start by improving your algebra and numbers topics first, then turn to plane and coordinate geometry, and finally trigonometry. We have compiled all of our math guides by topic as well all the free ACT math practice you can find online. No matter where you're struggling, we'll help get you up to speed on where you need to be before test day. Current Score is 26 and Above Only once you start getting into the 26 and above range should you work on perfecting all of your math topic knowledge as much as possible. At this scoring level, you’ve probably already achieved at least a passing understanding of all the math topics on the test, so now is the time to master them to the best of your ability. Look to the types of questions and math topics you missed the most questions in and start by focusing your attention there. Again, areas in which you can make the greatest improvement will be the best focus of your time and energy. And just as you would in the 25 and under range, check out our math topic guides for definitions of each topic, ACT math strategies to solve the questions on each topic based on how you’ll see them on the ACT, and practice questions with answer explanations. Practice and more practice is the way to go when attempting to master an ACT math topic. Be sure to also test yourself against the most difficult math problemson the test to see where you currently stand against the toughest of the tough and where you can improve. Deep breaths, clear head. Though it may all seem overwhelming right now, you are entirely capable of mastering the ACT.(John Henderson/Flickr) The Take-Aways Understanding how the ACT math test is structured and how to use that knowledge to your best advantage while studying is a good chunk of the battle won already. The key to mastering the ACT math section is a combination of understanding and practice, and you’re well on your way already. Your study plan should always be a reflection of your current standing and your target goals, and should adapt as you make progress. Study smart and work with the structure of the test instead, and you’ll see improvements in your scores in no time. What’s Next? Stuck on your ACT math problems? Check out our guide to learn how to spot when you're going down the wrong path and how to correct the course. Stuck procrastinating? Learn how to turn your studying around and overcome your desire to procrastinate. Looking to get a perfect score on the ACT math section? Our guide (written by a perfect-scorer) will help you get those high scores you've been aiming for. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Reflection Essay Example | Topics and Well Written Essays - 750 words

Reflection - Essay Example As the paper hghlights the reporter found meaning in herlife with her children and her total being, without him by her side. Today, her children and she is very happy living together and she is proud to say that she feels accomplished and complete without her husband. The early phase of her married life falls on Erikson’s psychosocial stage 6 which covers her early adulthood. This is the stage when she was longing for intimacy; thus, marrying her husband even if she had to go against the will of herv family. This is the time when she wanted to have a close personal relationship rather than be isolated. The reporter wanted to have a satisfying relationship and develop a family of her own. The later part of her married life is a perfect example of Erikson’s â€Å"penultimate† stage or the middle adulthood stage. When she separated from her husband, that was the time when her focus shifted from herself to her immediate surroundings which are her children. Had she fo cused on herself, she could have just wallowed in depression and not strive to work hard for her children. The reporter   focused on integrity and not despair. She focused on the positive rather than on the negative. She had to do something for the good of my children. Her strength was her children, which is what Erickson terms as â€Å"generativity†. She feared of becoming meaningless or inactive. She knew she had to find new meaning and purpose in life because she did not want to be self-absorbed and stagnate. Her going back to school and finding a job was instrumental in helping her get through this stage. The population that the reporter most want to â€Å"give forward† to are the separated wives who feel so depressed and useless. She wants to share with them my experience. From this paper it is clear that she wants to show them how she was able to rise up again from the pain of being left by a husband. She want to prove to them that they do not need a husband to take care of their children. She will show them how to find meaning in their lives and view the separation as a challenge to improve oneself and be useful to society. The reporter will point out to them that the options that they face are â€Å"generativity† or â€Å"stagnation†. It is her objective that they make the better choice of moving forward and care for the â€Å"next generation†, meaning their children. The reporter will prove to them through her experience that choosing â€Å"generativity† will lead them to the path of â€Å"integrity†, which is the positive result of the eighth stage in Erikson’s stages of development. On the other hand, if they choose â€Å"stagnation†, it will only bring them towards â€Å"despair†, the oppos ite side of the eighth stage. Her   ideal legacy for her family is to be able to give a college education to her children. Hopefully, if they are well-educated, they can become successful individuals both with their careers and their family lives. She may not be able to leave them with wealth but she hopes through their education they can pursue whatever it is they dream for in their lives.

Advertising in mass media Essay Example | Topics and Well Written Essays - 2750 words

Advertising in mass media - Essay Example Unlike other forms of indoctrination; this approach is mild and oblique in its approach. Advertisers do not challenge prevailing values and ideas. They preferred to introduce new terms of fulfillment and satisfaction. The most predominant theme echoed in several advertisements throughout the ages is the superiority of capitalism and consumer culture. Marketers make it appear as though consumer goods are the ultimate solution for contemporary problems. They tend to obscure distinctions between the rich and poor or the lower and the upper class. Several advertisements contain seemingly exclusive products that should be a reserve for the well to do. However, through the phenomenon of mass production, these products can be accessed by any member of society. Marchand describes several instances in which mass media specialists of the 1920s sought to convince buyers that their products would equalize their status (82). A wealthy socialite could afford the finest china or expensive butler, but they still enjoyed the same brand of coffee that typical citizens bought. Alternatively, a marketer might claim that their soap could make women’s hands just as soft as their favorite socialite. In society today, advertisers use celebrities to endorse their products, and make them seem accessible to the common man. These media bodies illustrate that consumer products accord similar comforts to all members of society and thus endorse the status quo. The subtle message behind such advertisers is to obscure the economic inequalities inherent in any capitalist society. If consumers heed to these ideas, they will learn to accept their place in the existing social order. Revolts against the elite or other similar controllers of wealth would be unnecessary if people of all walks of life could enjoy similar things. Furthermore, political leaders would not need to organize a massive wealth redistribution program since the electorate was already satisfied with

Rousseaus Concepts of Inequality

Rousseaus Concepts of Inequality In 1754 Jean-Jacques Rousseau wrote his Discourse on the Origin and Basis of Inequality Among Men. This essay was in response to a question posed for a prize competition by the Academy of Dijon. The question posed was: What is the origin of inequality among men, and is it authorized by natural law? Rousseau found the terms of the inquiry restraining; he reasoned that, to be considered a law it has to be agreed upon rationally and to be natural it must speak with the voice of nature (Rousseau and Cress, 25). In order to truly delve into the ontology of inequalities Rousseau asserts that we need to examine the characteristics and maxims which are natural to humans outside of the artificiality of society. However; Rousseau differs from other social theorists like Thomas Hobbes in the method that he separates reason or perfectibility from the instincts of the natural man. This leads Rousseau to espouse a positive stance on the natural man contrary to Hobbes conception. I will argue in this essay that Jean-Jacques innovative theory on the state of nature accompanies a firm stance that humanitys perfectibility allows for both positive and negative advancement; but society in its current manifestation, is inherently unequal. Rousseau recognizes two different forms of inequality which lead him to a positive ideological view on the state of nature. Rousseau makes the argument that violence and inequalities are not inherent to humans but rather that they occur due to socialization and improper assertion of reason. Rousseau identifies two different types of inequality: natural and moral. Natural inequalities are those that derive from differences in age, intelligence, capacity for reason and health or other physical characteristics. (Rousseau and Cress, 34) However; it is moral inequalities that are of greater concern to Rousseau. It is Rousseaus belief that these inequalities occur due to consent and convention. Thus these inequalities are merely a form of political rule and are preventable. In the Discourse on the Origin and Basis of Inequality Among Men Rousseau proves that these moral inequalities do not occur in the state of nature due to several human maxims. The state of nature to Jean Jacques Rousseau is one that draws many parallels to an animal existence but differs because of one essential human characteristic. Rousseau claims two basic maxims which exist prior to mans nurturing within human societal systems of rationality. These are self-preservation and pity. It is from these principles that natural right manifest themselves. A natural right is pervasive among all people by virtue of being human itself. In the state of nature man feels a responsibility to prevent the harm of other sentient beings. This is unless a persons self-preservation is at stake. Pity and self-preservation essentially balance each other out and make it possible for savage men to exist together. These two principles rarely conflict because, according to Rousseau, one mans pity should prevent him from interfering with anothers attempts to preserve himself. Rousseau states: pity is a natural sentiment, which, by moderating in each individual the activity of the love of oneself, contributes to the mutual preservation of the entire species.(Rousseau and Cress, 55) This natural right of pity is not a rational one but rather is drawn from the empathy of being able to feel. This contrasts with the modern rational discourse which protects the individual. The natural man requires vigorous sense of dedication towards self-preservation. Animals also embody both these principles of self-preservation and pity. Humans and animals differ in one aspect which Rousseau describes as the faculty of perfectibility. (Rousseau and Cress, 45) Man is a free agent possessing the freedom to override the natural and their instincts. This distinct adaptability and unlimited faculty gives humans the capability for vice and virtue to develop. Rousseau describes this faculty of perfectibility, or reason, as having developed through a desire or fear. (Rousseau and Cress, 45) Perfectibility also implies that humans are subject to their environment. In the state of natur e humans have only natural passions of food, sex and rest and a fear of pain and hunger. Instinct alone provides that our own self-preservation does not conflict with the self-preservation of others. Because of this savage man is as ignorant of good as he is of evil. The reduced nature of their passions keeps them from rationalizing actions that contradict the natural right. Pity is essential to what Rousseau states as the mutual preservation of the species. (Rousseau and Cress, 55) Outside of the state of nature reason engenders amour propre, or love of oneself, and overrides pity. Amour Propre is a kind of supreme self-preservation unchecked by empathetic feelings of pity. (Rousseau and Cress, 56) This instills the human identification as an individual, separate and comparable to others. In Rousseaus state of nature pity takes the place of laws, morals and virtues. Savage men arent prone to quarrels they are solitary and have no conception of property or vengeance. Only self-pres ervation and pity can guarantee human equality. It is due to humanitys faculty of perfectibility that creates the potential for the greater good or the greatest evil. Modern society is the foil to ignorant equality of the state of nature. Jean-Jacques Rousseau presents a very different conception of the state of nature, in comparison to many previous philosophers The portrayal of the state of nature, as one guaranteeing equality, by Rousseau differs greatly from conception by many other political thinkers. In particular Rousseaus views go against the ideas which liberal thinkers like Thomas Hobbes set forth. Hobbes state of nature, described in the Leviathan, is that the state of nature is one where humans engage in perpetual warfare. Mankinds passions drive him to desire things and to fear others. In this state self-preservation is the supreme and singular goal. The singularity of self-preservation leads to the human belief that they have a right to all things. Only through the submission to the social contract does Hobbes believe that humanity can escape the dangers and evils of the state of nature. Rousseaus conception of the state of nature shares some similar principals but the overall outcome is in stark opposition. Man in Rousseaus state of nature is ruled by the dichotomous relationship between pity and self-preservation. The right t o all things does not exist since maxim of self-preservation is checked by pity. Hobbes also fails to acknowledge that in the state of nature man is ignorant to Rousseaus idea of amour propre. It is through a simplified world-view that the natural man exists their passions are simple. Rousseaus natural man is not wicked because they do not know what it is to be good. While Hobbes insists savage man has no conception of good and thus he is wicked. The social contract Hobbes solution to his exacerbating state of nature requires a consensually chosen Sovereign to protect its citizens from the state of nature. In opposition; Rousseau believes that it is these institutions, created under an illusion of reason, that create unequal competition between people. Rousseau states All ran to chains themselves, in the belief that they secured their liberty, for although they had enough reason to feel the advantages of political establishment, they did not have enough experience to foresee its dangers. (Rousseau and Cress, 70) Rousseaus connotative meaning surrounding the social contract and its effects on humanity are portrayed through his depiction of the evolution of man from the state of nature. The conditions surrounding Rousseaus embryonic man are simple yet positive compared to the situation of his successors. His first concern was for self-preservation. Man had no dreams for exploiting or profiting from nature. However different natural obstacles forced humanity to their faculty of perfectibility to adapt to different climates producing different lifestyles. The hunt of different animals led to the axiomatic belief in preeminence among earths species. Rousseau asserts that were several revolutions that originated from the adaptations due to human perfectibility. The first revolution, that Rousseau addresses, spurred from the creation of tools. Tools led to the establishment of communal homes and family life. Conjugal love resulted and also led to different familial and societal roles. These changes in lifestyle allowed for more than self-preservation, but also leisure. (Rousseau and Cress, 62) New conveniences were developed and eventually relied upon. Mankind grew to be more settled increasing the salience of culture and tradition. These in turn led to ideas of merit, preference and eventually jealousy. (Rousseau and Cress, 62) However; Rousseau believes that this early society was the happiest epoch representing a middle way between the indolence of state of nature and the activity of amour propre. From this we can draw what was Rousseaus larger purpose. He believed as long as men applied themselves only to one-man tasks, they were free and healthy. The moment when one man needed the help of another, and one man wanted what was enough for two, equality disappeared, work became necessary and oppression developed. Thus it is during what Rousseau calls the second revolution (cause by metallurgy and agriculture) that inequality begins to emerged. (Rousseau and Cress, 62) Initially the division of land followed its cultivation, and labour gave the right to the land. Eventually due to the unequal distribution of talents and resources gave way to the exploitation of labour. The division between land and labour is what has spurred modern inequalities. Rousseau states: the first man who, having fenced in a piece of land, said This is mine, and found people naÃÆ'Â ¯ve enough to believe him, that man was the true founder of civil society. From how many crimes, wars and murders, from how many horrors and misfortunes might not any one have saved mankind, by pulling up the stakes, or filling up the ditch, and crying to his fellows: Beware of listening to this impostor; you are undone if you once forget that the fruits of the earth belong to us all, and the earth itself to nobody. (Rousseau and Cress, 60) This division between labour and property coupled with the social contract are what Rousseau deems responsible for societal inequalities. By uniting the rich and poor in a supreme power of the social contract laws of inequality and property became fixed thus systemically ensuring the profit of the few. When the principal maxims of humanity become peripheral the result is of overarching inequalities in the civil society and state. I believe that Rousseau thought that humans are not inherently evil but that their faculty of perfectibility has led them temporarily astray. His belief could be interpreted as distaste for the capitalist system in which Amour Propre is essential. However; humanity is not trapped within the system of Amour Propre. Humans may also use the faculty of perfectibility positively. Rousseau dismisses the importance of the distinction between natural and moral inequalities. We can draw from this that Rousseau is against the argument for the origins of the division of labour that some people are by their nature physically and mentally inferior to others. This is an argument that was also used to discredit slavery. Rousseau argues that the establishment of property and division of labour are at the root of societal inequality but he does not argue against cooperat ion. Rousseaus innovative theory on mans natural state of being led him towards the transformative concept of the general will. He states: There is often a great deal of difference between the will of all and the general will. The latter looks only to the common interest; the former considers private interest and is only a sum of private wills. But take away from these same wills the pluses and minuses that cancel each other out, and the remaining sum of the differences is the general will. (Rousseau and Cress, 155) The general will allows for the citizens in their ignorance of their place within civil society to make decisions in the interest of the greater good. Rousseau espouses a state in which the sovereign incurs freedom and equality of citizens rather than limiting them; for, the general will is utterly well intentioned. Rather than being ruled over by the sovereign, the people rule the sovereign or are the sovereign. In effect; Rousseau is proposing a system radically different than his counterparts due to his conception on the state of nature. What is the origin of Inequality? Is it due to natural law? Are people inherently inclined to subjugate one another? Rousseau answers these questions with a resounding no. He proves that it is humanitys own actions and intentions which give rise to inequality. He does not believe we are destined to behave this way. Our reason given birth through desire and fear- can be our salvation or our undoing.

Jinnah’s Vision of Pakistan and our Success to realize it Essay

There is not much debate or even concern about what was the vision of the founders of Pakistan. What type of state they had in mind when they struggled of an independent country that we call our homeland, Pakistan? In answering this question, we will assess whether or not we have been driven by that vision and how we have shaped our system of governance. The Muslim intellectuals, thinkers and social reformers that contributed to the idea of Muslims being a separate political category in India were essentially modernist, rationalist Muslims. They wanted the Muslims to acquire knowledge of new sciences and empower themselves economically and politically. Their central objective was rights of the Muslims and their share in power under the British colonial system. They understood how the world had changed, and accordingly they thought the best tools for Muslim empowerment were modernity, education, politics of rights and peaceful struggle for accommodation of their interests. Jinnah and many other leaders of the Muslim communities in the subcontinent were products of post-reissuance modern world. Unlike European modernists all varieties of nationalists in the colonial world had more difficult task of building a modern nation in a traditional, Islamic cultural climate. The question then and now for modernists is how to reconcile modernity with religion and social structures. Muslim modernists from Sir Syed Ahmad Khan to Jinnah wanted modem education, science and technology and political forms and institutions without offending religion. Jinnah’s vision of Pakistan in this respect has four salient points. We can judge where does Pakistan stand today in the light of these four ideas. 1: Constitutionalism First and foremost, Jinnah was quintessential a constitutionalist. The term and its underlying philosophy is so foreign to our rulers that they have really disabled themselves intellectually to seek guidance from him. What it really means in modern political theory is that a civilized system of governance must function within the boundaries of laws. There must be limits on the exercise of power which is primarily meant to serve national and public interest. This is one of the central themes of philosophical debates that have defined the system of state and the relations between political authority and the society during the past three hundred years or so. Jinnah had thoroughly and profoundly internalized constitutionalism at a very young age and this defined all his politics in his long career. Actually constitutionalism is what separates the pre-modern and the modern world system. It gives dignity to human beings in rooting the ideas of freedom, civil rights and social capacity to force the government to stay within the limits of laws. 2: Supremacy of law and independence of judiciary. Philosophically as well as in practical politics these are basic norms of good society and good politics. Jinnah’s political orientation and practical life were perfect reflection of these two ideas of the modern world. Let us not forget that Jinnah was one the most distinguished, outstanding and powerful defender of rule of law and independence of judiciary. These two institutions are intertwined. It would be absurd to think of rule of law without the independence of judiciary, Building one of these institutions independently is not possible. They grow together; the development of one strengthens the other. 3: Personal liberties and freedoms These constitute third important flank of Jinnah’s political ideology. His political struggle first at the platform of the Indian National Congress for home rule, independence and rights of minorities, and later on throughout the Pakistan movement was based on universal human instincts of freedoms and civil rights. It would be unconceivable in any situation that the battle for national independence could be fought without the recognizing individuals’ right to make their own choices. This is an important notion that transforms them from subjects of a colonial administration to a citizen of a modern nation state. 4: Representative Democratic Government. The ideas we have briefly mentioned above give rise to the representative government, another facet of Jinnah’s political philosophy. Such a government is in our view a defining characteristic of the modem form of authority. It answers some fundamental questions about how political power in a society like Pakistan is to be organized, and for what purposes to be exercised in modern times. Jinnah couldn’t think of any other system for Pakistan except a constitutional, democratic government. Have we succeeded in realization of Jinnah’s Vision? How do we measure up to some of these basic political principles of Jinnah today? We have mixed record at best on shaping Pakistan according to Jinnah’s ideas. We have elected governments at the moment and we had had them before. But many a times we disrupted growth of democracy. For that reason, the checks and balance system among the institutions of the state remains troubled and respect for constitutionalism weak. We have not sufficiently debated the reasons for repeated deviation from the constitutionalist principles and ‘rule of law’ tradition of our founders. We know they are too many, as no single factor can explain it sufficiently. They are essentially rooted in stubborn feudalistic culture, class character of the ruling classes and an alliance between the electoral elites and the rulers in the past. Contrarily, people at large and the rising middle classes of Pakistan and even a large section of political groups have struggled for democracy, which as a political system is manifestation of the political vision of Jinnah. Against all the problems we have today, they want democracy in substantive terms because the procedural or electoral democracy has turned the system into personalized, autocratic form. It is why it is not fully alive to the problems of the people or responsive enough to the needs of the society. In my view, we face multiple challenges of bad governance, political confrontations and terrorism because we have not shaped our state and political institutions, including the political parties, according to the modernist, liberal vision of Jinnah. In these times of rising despair and despondency, we can set Pakistan on the course of stability and development by embracing ideas and vision of Jinnah, which in nutshell are; liberal democratic state of Pakistan.

Professionalism Professionalism For Public Health

Nowadays we can see professionalism presenting in every career. Professionalism is required to help companies or any working facilities easily solve their problems so that they can generate the best outcomes of their services. In the medical aspect, professionalism is importantly needed because this field has high responsibility for public health. Medical staff need to show their professionalism in order to avoid preventable accidents which can cause regretful losses. Their professional characteristics also help our community live happier and healthier. So what does professionalism mean? As Alistair Cooke said: â€Å"a professional is a person who can do his best at a time when he doesn’t particularly feel like it.† The definition seems to be simple for some people, but there are actually many stand-out characteristics required to become any types of professionals in general, and medical professionals in particular. On the road of being a professional, we need to fulfill the first requirement which is to acquire a substantial knowledge and essential skills toward our desired future profession. A comprehensive knowledge will allow professionals to finish their work appropriately. Being a professional doesn’t mean we are at the best of the knowledge. Things change frequently nowadays. Therefore, professionals will need to improve themselves by keeping learning new knowledge. Learning is also important to medical professionals. The health care system is a place conveying newShow MoreRelatedProfessionalism Is Necessary For Public Health1627 Words   |  7 PagesThese days we can see professionalism presented in every career. Professionalism is required to help companies or any working facilities easily solve their problems so that they can generate the best outcomes of their services. 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Technology That Changed Global Living - 1586 Words

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