Full Analysis of SAT Grammar Rules Which Are Most Important

Full Analysis of SAT Grammar Rules Which Are Most Important SAT / ACT Prep Online Guides and Tips When you are planning your study approach for SAT Writing, it’s important to know where your time is best spent. Which grammar rules are really the most important to learn? What can help you make the greatest improvement to your score? Read on to find out exactly how much each grammar rule matters and how you can use this information on the test. What kinds of questions are on SAT Writing? SAT Writing follows an extremely predictable format. There are two Writing sections on the test. (Note: There are always two graded Writing sections, but some tests may have a third one that is experimental and ungraded.) The first Writing section will be between Section 2 and Section 7, and the second will ALWAYS be Section 10. In the first Writing section, you will have three question types. #1: Improving Sentences The first, which accounts for questions 1 – , isImproving Sentences. You will be given a sentence with an underlined portion and 5 answer choices. The first answer choice, A, is always the same as what is given in the original sentence (or Correct As Is). The other answers will re-write the underlined portion of the sentence in various ways. We have written aguide to the best way to approach Improving Sentences Questions. #2: Identifying Sentence Errors The second question type isIdentifying Errors (questions 12 – 29).In this type of question, you will be given a sentence that has four underlined words or phrases labeledA – D. After the sentence you also have the option of E, which is â€Å"No Error†. You have to choose the underlined part of the sentence that has a grammar mistake, or decide that the sentence has no errors and is correct as it is written. #3: Improving Paragraphs The third question type isImproving Paragraphs,which is questions 30 – 35. This section is a little different. You may be asked a grammar question, which oftentimes will look a lot like the Improving Sentences questions. However, you also may be asked questions about style and logic, such as where sentences best fit in the paragraph or what transition to use, and you can also be asked about the author’s rhetorical strategy. This ishow you should attack the Improving Paragraphssection. Section 10 consists of 14 questions which are alwaysImproving Sentences. So to summarize, this is what the breakdown of different question types looks like: But what concepts are tested? And why should you care? Almost as predictable as the question types are the grammar rules that SAT Writing will test you on. SAT Writing heavily favors a few main grammar rules,and lightly touches on a multitude of others. Why should this matter to you? This means that especially if you are aiming for a score in the 500 – 700 range, you shouldfocus your studying on the main grammar rules that are covered. In fact, many of the rules the SAT covers are so infrequently seen that there is a good chance that your testmay not cover them at all. I analyzed almost 700 SAT Writing questions from 14 official SAT tests, and wrote down the grammar concepts tested in each. For most SAT questions, the answer is fairly obvious if you know one main grammar rule. Occasionally, however, more than one rule is tested in the same question. In these circumstances, I counted the question for both grammar rules. And the winners are†¦ The overwhelming winner of the frequency test isverb tense and form.Using the correct form of the verb can mean quite a few different things, including whether or notverbs are used consistently throughout the sentence, knowing when to use gerunds and avoiding them when they are unnecessary, when to use the infinitive, when to use certain tenses, and when past participles are appropriate. These concepts make up over a whopping20% of the questionsin the Improving Sentences and Identifying Errors sections of the test. Not far behind in second place are questions dealing withcorrect use of pronouns.These questions make up12.5% of the questionsin Improving Sentences and Identifying Errors. These concepts include missing and ambiguous antecedents, pronoun case, and making sure that pronouns match their antecedents in number. We have a three-way tie for third place.Subject-Verb Agreement, Run-ons and Fragments,andParallel Structureeach weigh in at around9.5% of the questions asked. If you master these five concepts, you will have all the information you need toover 60% of the questions on SAT Writing. The full breakdown Here is the analysis of the most commonly-tested grammar concepts on SAT Writing, along with brief explanations of what each grammar rule means. #1: Correct Verb Tense and Form: 20.5% Verbs tenses are used consistently and correctly throughout the sentence Gerunds are only used when necessary Infinitives are used correctly Tenses of verbs are formed correctly Past participles are not confused with past tense Wordiness with gerunds To master this section, see our guide onhow verbs are used on SAT Writing. #2: Correct Pronouns and Antecedents: 12.5% Missing and ambiguous antecedents Correct use of singular and plural pronouns Pronoun case Pronoun-antecedent agreement â€Å"He or she† vs. â€Å"they† See our guides onpronoun caseandpronoun agreementto master these concepts. #3: Subject-Verb Agreement: 9.5% Matching singular subjects with singular verbs and plural subjects with plural verbs Sentences with verbs before subjects Sentences with non-essential clauses or prepositional phrases between subject and verb See thisguide to subject-verb agreement. #3: Parallel Structure: 9.5% Items in a list are phrased the same way Phrases connected by a conjunctionhave the same structure See ourguide to parallel structure on SAT Writingfor more on this topic. #3: Fragments and Run-ons: 9.5% Joining independent clauses incorrectly Missing subject and/or verb Recognizing non-essential or dependent clause vs. independent clause Correct use of semicolons and commas This guide breaks downhow to recognize and fix run-ons and fragments on SAT Writing. #6: Misplaced and Dangling Modifiers: 7% Descriptive phrases must be next to the word they describe See theguide to modifiers here. #7: Idioms, Preposition use, and Diction: 6% Knowing which preposition is idiomatically correct in a phrase Recognizing commonly-confused words This guide will teach youall about idioms on the SAT Writing, and here is a guide to diction and word choice. #8: Faulty Comparisons: 4% Comparing two unlike things See theguide to faulty comparisonshere. #10: Logical conjunction use: 3% Using conjunctions correctly according to their meaning: e.g., â€Å"but† for contrast, â€Å"and† for similarity, etc. See more about conjunctions in ourcomplete parts of speech guide. #10: Word pairs: 3% Properly completed word pairs, e.g.either†¦or, neither†¦nor, not only†¦but also, between†¦and, just as†¦so #10: Adjective vs. Adverb: 3% Using adjectives to describe nouns, and adverbs to describe adjectives, verbs, and adverbs See theguide to adjectives and adverbs on SAT Writing here. The above concepts make up 87.5% of the questions on SAT Writing. What about that other 12.5%? In addition to the above, master the following topics if youare aiming for an 800 on SAT Writing.The following concepts each make upless than 2.5% of the questionson SAT Writing, and many of them will not appear on any given test. #: Active or Passive voice: 2.2% Using the active voice when possible to avoid wordiness Passive voice used to correct dangling modifier or in certain constructions #12: Correct relative pronouns: 2% See the guide to relative pronouns formore information #13: Noun agreement: 1.5% Match singular subjects with singular predicate nominatives, and plural subjects with plural predicate nominatives For example: John is a scientist. John and Maria are scientists. #14: Comparative vs. Superlative: 1% Comparative used for comparing two things, superlative used for three or more Correct formation of comparative and superlative #15: Redundancy: 0.8% Repeating the same information twice See theguide to redundancy here #16: Other: 5% These concepts are tested so infrequently that it would be pointless to give them their own category These questions are very unpredictable. They can include: â€Å"noun is because† structure, â€Å"the reason is that†, comma used between subject and verb, general awkwardness, and many more miscellaneous topics How can you use this information? You should use the information above to target your studying. The first step here is to understand what kind of SAT score you are aiming for in order to get into the colleges you are applying to. If you haven’t figured this out yet, take some time to do that first. For Low Scorers If you are currently getting a low score on the SAT Writing, you should use the list above as a checklist to master one grammar concept at a time. Start with Verb Tense and Form, and work your way down. Keep in mind that if you manage to completely master just the first 6 grammar concepts listed above (Verb Tense through Misplaced Modifiers), you will be able to answer close to 70% of the grammar questions on the test correctly. After you have reviewed these concepts, take a practice test. When you correct it, make sure you note what kind of questions you have missed. (Note: If you have The Official SAT Study Guide, you can use their online resource to find answers to the questions, or you can use the appendices in Erica Meltzer’s The Ultimate Guide to SAT Grammar to check which question types you are missing.) If you are missing questions based on the top 6 topics, go back and focus all of your study time on just those question types before moving on. If you want a mid-range score†¦ If you are aiming for a mid-level score (500 – 650), you should focus your attention on learning the grammar concepts that make up the top 87.5% of the questions and ignore the concepts that make up the trickier 12.5% of the test. If you get 87% of the questions correct on SAT Writing, and get a 7 or above on the essay, most curves will put you score in the 500 – 650 range. Take practice tests to check that you have mastered concepts #1 – 10. If you are able to answers those questions comfortably, move on to the more obscure topics. If you are aiming for a high score†¦ You will need to study all of the concepts listed above. The grammar concepts that appear infrequently, such as noun agreement and relative pronoun use, individually don’t count for much. However, enough mistakes in these areas could quickly add up to give you a lower score than you are aiming for. Once you have a good grasp on all of the concepts, you may want to add a bit of strategy to your game to make the test easier to conquer. You can do this by breaking down the test even further and understanding where you will see each type of question so that you know what to expect. Fortunately, I’ve done that work for you. Not All Question Types are Equal The above percentages correspond to the grammar concepts tested across all three question types on SAT Writing, taken as a whole. However, what if we were to break the test down by question type? Though most of the grammar concepts listed above will appear in all of the question types, there are a few grammar concepts that will only appear in certain question types. Others will heavily appear in a certain type of question. Let’s look at the Improving Sentences questions first. As you can see, there are a few concepts that make up a majority of the questions in Improving Sentences: Correct Verb Tense and Form (including gerund use) Sentence Fragments and Run-ons Parallel Structure Misplaced and Dangling Modifiers Correct Pronoun and Antecedent Use There are also some question types that will almost never appear on the Improving Sentences sections. They include: Adjectives vs. Adverbs Relative Pronoun Errors Noun Agreement Comparative vs. Superlative Now let’s look at Identifying Errors. Again, a few question types make up the majority here: Correct Verb Tense and Form Subject-Verb Agreement Correct Pronoun and Antecedent Use And the question types you will almost never see include: Sentence Fragments and Run-ons Active vs. Passive Redundancy Misplaced and Dangling Modifiers How can you use this information? You can use this knowledge of the test to help anticipate what grammar concepts you will see in each type of question. When you approach an Identifying Errors or Improving Sentences question, always look for the most common grammar mistakes first. For example, when you know that over 70% of the Improving Sentences questions will have one of the top five errors listed above, you will have a much better idea what kind of answers to look for, and it will also help you make more educated guesses. What about the Improving Paragraphs section? This sectiontests the same grammar rules as Improving Sentences. However, this section also tests several rules that don’t really fall into the grammar category. Instead, they are based on style and logic, and being able to understand how words and sentences work together in the context of a paragraph. This section will also occasionally test rhetorical strategy.This means that you may be asked what the purpose of a paragraph or sentence is. Here are the types of questions you will see on this section of the test: Sentence Revision (exactly like Improving Sentences): 33% Sentence insertion or deletion: 22% Using transitions: 15% Rhetorical strategy: % Information or word insertion: 7% Combining sentences: 7% Sentence order: 2% Paragraph division: 2% What does this mean for you? Keep in mind that Improving Paragraphs only make up 6 questions on every test. That means that even if you can’t figure out any of the style, logic, and rhetorical strategy questions, but ace the grammar, you will only be missing about 4 questions on the whole SAT Writing. Students aiming for a high score obviously will not want to write off four whole questions. However, if you are aiming for a lower score, you should use your study time wisely by focusing on the grammar concepts listed above instead of worrying about the extra question types that only appear in the Improving Paragraphs section. What about â€Å"No Error† and correct as is? On the Improving Sentences section, answer A is always the same as what’s given to you in the original sentence – meaning if you choose this, you are saying the sentence is correct as is. In Identifying Errors, answer E means there is no error. How often will you see these? Taken as a whole, you will see these answers about 15% of the time. You are slightly more likely to get a no error answer in Identifying Errors (19%) than in Improving Sentences (12.5%). So if you are completing one of these sections and you don’t have any of these answers, know you’ve gone wrong somewhere! Though somequestions don't containan error, they still test you on the above grammar concepts - byseeing if you can tell when they arebeing used correctly. We havea full article on the No Error answer here. What would the statistically perfect test look like? Now that we know everything about how the test breaks down by each question type and grammar concept, let’s see what a theoretically perfect test would look like. Of course, no real SAT would follow these figures exactly, but it’ll give you a decent idea of what to expect. Use this "Perfect Test" list to help guide your studying. After you take a practice test, take note of what kind of questions you have missed. Compare your notes to this list, and start off tackling your problem areas that appear highest up. Improving Sentences: 25 Questions Total 6 questions on Correct Verb Tense and Form 4 questions on Fragments and Run-ons 3 questions on Parallel Structure 3 questions on Misplaced and Dangling Modifiers 3 questions on Correct Pronouns and Antecedents 1 question on Subject-Verb Agreement 1 question on Logical Conjunctions 1 question on Faulty Comparisons 1 question on Correct Use of Active and Passive 1 question on Word Pairs 1 question on Miscellaneous Topics Identifying Errors: 18 Questions Total 4 questions on Correct Verb Tense and Form 3 questions on Correct Pronouns and Antecedents 3 questions on Subject-Verb Agreement 1 question on Idiom, Preposition Use, and Diction 1 question on Parallel Structure 1 question on Faulty Comparisons 1 question on Word Pairs 1 question on Adjectives vs. Adverbs 1 question on Noun Agreement 1 question on Comparative vs. Superlative 1 question on Miscellaneous Topics Improving Paragraphs: 6 Questions Total 2 questions on Sentence Revision (Improving Sentences) 1 question on Sentence Insertion or Deletion 1 question on Using Transitions 1 question on Rhetorical Strategy 1 question on either Combining Sentences OR Word or Information Insertion You would have about seven questions with the answer â€Å"No Error† or Correct As Is. What’s next? Now you knowexactly what is on SAT Writing.Use the above links to master each topic. All too much for you to handle? Never fear, there aresome schools out there who don’t care about SAT Writing at all! If you are aiming to improve a low grade, see our article onhow to score a 600 on SAT Writing. If you are aiming for an 800, you will need to master all of the above concepts, even the infrequently used ones. See our article on top tips forscoring an 800 on SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar 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:

The decline of US hegemonic power Essay Example | Topics and Well Written Essays - 1000 words

The decline of US hegemonic power - Essay Example However, this theory has been under strong criticism from emerging theories such the power transition theory which views parity among a great nation which is a challenger and the dominant nation as the cause of war rather than peace and stability. According to this theory, peace can only be achieved when a greater power surpasses the dominant nation (D’Anieri, 2009). Since World War II, the US has been the dominant or hegemonic power owing to its enormous wealth and influence in the global scene. However, according to Witkopf (1997) hegemonic periods last approximately 60-90 years. So could America be on the decline owing to the fact that it has been a hegemonic power for over 60yrs? This is what this paper will try to find out. In doing so, it will utilize the levels of analysis in international system to explain the decline of US hegemonic power. These levels of analysis include the individual, state-level and system-level analysis but first, the power transition theory will be expounded further in order to understand how the international system works as opposed to the balance of power theory and levels of analysis. ... The balance of power theory would tell us that the system would be stable as long as the strong nations are at par or are satisfied with the system. The dominant nation influences how the international system operates and makes the rules of the game (D’Anieri, 2009). For example, the US determines the rules in the system and other nations follow. However, emerging nations may feel left out of the system despite having the capability to be involved in making rules and defending their interests. As such, they challenge the status quo to get a place in running the system. This leads to war as the strong nations defend their status and stability is only achieved when parity is achieved (Wittkopf, 1997). For power transition theorists, stability is impossible when nations are at parity, meaning they have capacity and resources to fight each other. If the challenger nation which is a great power does not have the capacity to fight the dominant nation, it cannot wage war against it u ntil such a time it will have equal power. If it gains more power than the dominant nation, then it has no business waging war against it since it has already acquired the superpower status. The danger is therefore when the transition is taking place. War is inevitable to determine who governs the international system (Tammen, 2000). Since the nations get weary after a power transition, they remain at peace for some time before thinking of engaging in conflict. The status gained after the transition does not last for long as evidenced by previous wars. Rome, Britain and Mongols were once superpowers but their power and dominance declined and US attained the status (Hamraie, 2013). The US is no exception and has

Poverty Essay Example | Topics and Well Written Essays - 750 words - 10

Poverty - Essay Example However, this definition lacks distinction because it does not include time and space. Living conditions that were considered normal twenty or thirty years ago might be defined as poor or belonging to poverty nowadays. In addition, a person considered poor in the United States or any other developed nation can belong to middle-class in a less developed nation. For these reasons, poverty needs to be redefined. Features like skin color, race and age can be characteristics of poverty in some countries. In addition, many governments and international institutions define poverty by classifying it in two forms, absolute and relative poverty. These differences and conditions increase the complexity of defining poverty. The current definition of poverty is superficial; all of the factors mentioned above have to be kept in mind to formulate a broader definition. Poverty is the state of one who lacks a usual or socially acceptable amount of money or material possessions in a certain point in t ime, and space, race, and age play roles in defining it. Traditionally, a person is considered poor if they have less than a certain amount of dollars to spend on a daily basis. Later, this classification was given the name poverty line. Taylor explains that The World Bank determines the poverty line based on a person having only $1 to $2 to spend on necessities each day (Taylor 200). Individuals living anywhere close to or under this line are trapped in a life of destitute and neediness. In the United States, a country with millions of poor individuals, the poverty line is calculated differently. It is based on the amount of money needed to buy basic nutrition to survive. Silverstein clarifies, â€Å"The poverty threshold is based on a minimum adequate diet, the USDAs Thrifty Food Plan. In 2004, a family of four with two preschool children would have been allotted $13.93 per day to meet its nutrition needs. That same year the poverty

Vietnam War Essay Example for Free

Vietnam War Essay The film shows the importance of having an army that is well equipped and knows what their enemy has for troops and artillery. This battle at the La Drang Valley is important to the rest of the Vietnam War because this is where helicopter-based. The air mobile operations helped the U. S army because it was able to bring soldiers and supplies into the combat zone. Without these helicopters and supplies the soldiers that were at the combat zone would not have stood a chance against the Viet Cong army. Film stayed as close to the historical truth as possible. The names and events that are in the movie match with the true events that occurred during the war. Some minor details in the film slanted from the reality, requirement of the commercial movies. Major part of the movie is critical in depicting the war time events to as close as possible. It gives profound knowledge of the historic war, thus contributing to the nation as a source of knowledge. The film We Were Soldiers is not an invention of historical truth but actually a history movie that enables new generations to view the war visually that happened in Vietnam. The visual graphics of the movie are outstanding and it is simply remarkable how they are able to make things look so real. The plot of the movie is wisely done. There were numerous short scenes in this section of the movie that were both fascinating and gave life to it. It is based on fact and shows the facts very well. Although there is some fiction in this film it is not a faction, or combination of truth and fiction. The film is true but with certain Hollywood aspects which you will get in most movies. Although the Vietnam War was a very controversial war this was not portrayed as much as it should have been in the movie. The film shows very little insight into the publics attitude regarding war with northern Vietnam. Even though this was the first battle in Vietnam they were no opinions expressed by the public in this film. The only hint of what the public thought about the war was with the soldiers wives that were home, and they shared biased thoughts because their husbands were fighting in the war so obviously they thought that it was an unnecessary war. This film gave us insight into the beliefs of the united states government as they were at war because of their beliefs that communism was bad, and all communists nations had to be dealt with and punished for they wrong doings and be made into democratic nations. It showed that the military would send troops into battle being outnumbered just to make a country do what the United States wanted it to do. This film was inspired by the book We Were Soldiers Once†¦And Young, written by Harold G. Moore. Moore was the Lt. General at the battle of The La Drang Valley. He wrote this book about the battle that took place there and has interviews with soldiers from both sides about the battle. He also talks about the importance of the helicopters role in bringing men into battle and how this would play a huge part in the rest of the war in Vietnam. The book was the basis for the historical relevance of the movie. The film got most of its information about what really happened at the battle zone through the book as it was written from the commanding officer at the battle and interviews were taken from soldiers that were there and fought and witnessed what was going on first hand. The battle at the La Drang Valley shows us insight into what further battles in Vietnam would look like and what the American military would have to do to be victorious in Vietnam. The film We Were Soldiers shows us this in a first hand experience. It takes us to the actual battlefield and shows us the hardship and defeat that the American soldiers had to go through to stay alive and defeat the Vietnam army. This film is very important to this generation and the next generations to come as is shows close detail of the first battle of the Vietnam War. Bibliography 1. http://bluray. highdefdigest. com/weweresoldiers. html 2. http://search. reviews. ebay. co. uk/We-Were-Soldiers_EAN_7321900934787_W0QQfvcsZ1172QQsoprZ3951947

Regulatory Environment at Kudler Fine Foods :: Business Regulation

Regulatory Environment at Kudler Fine Foods Kudler Fine Foods is going through a shrinking and expanding process in the few months and will be temporarily closing some departments while a new catering service is being created. While some businesses may have personnel issues in dramatic expansions of business, Kudler Fine Foods has a path to follow that will allow all employees to stay employed and learn new aspects of the grocery business. With the expansion of Kudler Fine Foods, new resources will be needed. This paper illuminates the way to this goal and be in compliance with existing regulations. Kudler Fine Foods Obligations to the Employees The decision to use local growers of organic produce and start a catering service will result in the shutting down of some departments during a three-month refurbishing process. Because Kudler Fine Foods operates in the state of California, where "employment is at will', this means that the employer can fire the employee for no reason or any reason," (Greenburg, 2007). The only two exceptions are discrimination and breach of contract. Kudler Fine Foods' Employee Handbook states, "The only policy we will never change or cancel is our employment-at-will policy." The employment-at-will policy allows the employee or KFF to terminate employment at any time for any reason," (Apollo, 2007). Kudler Fine Foods has no obligations under "breach of contract", because no contracted employees exist in the company, so long as no terminations during the refurbishing are based on discrimination. The question of obligations to affected employees can be answered by looking at laws governing unemployment insurance. Since 1935, "federal law has authorized joint federal-state efforts [to protect] employees after their employment end," (Mallor, 2003, p. 1169). The Kudler Fine Foods Employee Handbook expressly states that all employees are eligible for unemployment insurance (Apollo, 2007). Because of this, the affected employees may be entitled to unemployment insurance payments if that meet certain requirements set forth by the state, including being unemployed through no fault of their own, being physically able to work and actively seeking work, (State of California, 2007). Kudler Fine Foods will need to keep in mind that the positions that are being laid off will need to be filled in three months, the company will have to be careful how they layoff the employees, so that the employees do not become disgruntled and look for other jobs, which would increase Kudler Fine Foods' need to train new employees.

Prisons and Jails

The government has imposed punishment as a means to control crime. There are four key justifications for punishing criminals: retribution, incapacitation, deterrence, and rehabilitation (Seiter, R. P. , 2005). These four justifications serve as the goals of the United States correctional system. The other side of retribution can be simply stated that when an offender commits a crime, he must be punished for his actions. Retribution serves as a means to keep the general public safe. (Seiter, R. P. , 2005). In so many ways offenders are punished due to the crimes they commit, you are locked up in a cell and you stay there until you go in front of the judge and receive a sentence if found guilty. Now there are fines you must pay for certain crimes, community service is another consequence for a crime you have committed. No matter what the crime you will have to suffer the consequences for them. Incarceration is the most common example of punishment in the correctional system, but the death penalty and lesser penalties such as probation are also designed to be punitive. Perhaps the most obvious goals of the correctional system is to punish those who are found guilty of crimes. In theory this is suppose to serve as a deterrent against one repeating criminal activity and as an example to others of why criminal activity should be avoided. It is unclear how well the modern U. S. correctional system achieves these goals and whether the money invested in the correctional system might be better spent. The main question is does punishment deter crime at all? Retribution is an act of moral vengeance which society makes the offender suffer as much as the suffering caused by the crime committed (Macionis, 2006). People have a choice whether or not to do a crime. How Does Our Correctional System Rehabilitate Offenders? In the early 1900’s rehabilitation had emerged as the primary theory of corrections and shaped every aspect of correctional policy and practice. Then in the 1960’s and 1970’s rehabilitation was attacked for not having evidentiary standing and in the resulting turmoil. Rehabilitation has been shown to help offenders to not re-offend where as the other theories have shown to have little to no effect on the reoccurring crime rate and some in fact have been shown to have the opposite effect in increasing the reoccurring crime rate. On any given day there are more than seven million Americans under the supervision of the correctional system which includes approximately 1. 5 million inmates incarceratedin jail, 4. 2 million on probation and over 828,000 on parole according to the Bureau of Justice Statistics. The statistics are staggering considering according to the U. S. Census the United States population is 307,006,550 (U. S. Census 2010). So, that means that approximately for every one hundred people two are incarcerated. Also according to the Disaster Center in 2009 31,916,949 crimes were committed in the United States. Giving inmates the opportunity to deal with the reason for entering prison and prison life, will promote alternative ways to handle negative behavioral issues (Hagebrook & Zgoba). The added medical and counsel care, in addition to requiring extensive pre-release counseling will help prepare for constructive life outside of prison. Many inmates enter prison with a mental illness and many are unaware of the illness until they are imprisoned (cdcr. ca. gov). It would be very beneficial to treat the illness head on, at that point. Which Method Is More Effective? I feel that rehabilitation would be a more effective way in reducing crime for these reasons. When an inmate has access to options to help themselves change for the better and re-enter the outside world again, then they are willing to make a difference. Now Therapy is another form of rehabilitation needed to help deter individuals from committing future crimes. Some examples of therapy include drug therapy to those offenders addicted to drugs and psychological counseling to those offenders who grew up in an abusive household. Rehabilitation can help to solve the problem of overcrowding in most prisons. The criminal population continues growing, as the death penalty has been abolished, and the state would need to spend more on facilities to house criminals. Education is one of the ways in which this positive change was affected. Education works in two levels to successfully rehabilitate the criminal. I do see that in criminal rehabilitation, prisoners are given opportunities to increase their content knowledge base. This is essential as studies show that many inmates do not have basic grade school education. Is will also impede their success of acquiring jobs, thus many had to turn to a life crime. Rehabilitation also ensures that inmates are socially well adjusted. Psychological assessments are being meted to test for mental or physical disabilities that led to their incarceration in the first place. I personally do know a few ex cons and from what they went through in prison to get help for a better life out here in society was real nice to see, I haven’t seen them even step back to the old ways they had of committing crimes, and I always hear them tell me that they just want to keep their Freedom! So I do what I can to help them stay on the right track, and if they even think that it will make them happier to back track. I just throw up what they will be missing out on in this world, and how hurt their family members will be without them daily. So with that said I for sure think that Rehabilitation is the best for our convicts these days.

Islam( in the Eyes of Western Media) - 2244 Words

ISLAM (THROUGH THE EYES OF WESTERN MEDIA) By Jasmine Bhangoo The worldwide Islamic revival of the 1970s and the 11 September 2001 attacks on the United States have prompted many to predict that the two cultures are on a major collision course. Islam is the fastest growing religion in the West. Nevertheless, the West has many stereotypes and misconceptions about Islam that are due to the media, prejudice, and ignorance. Islam is often looked upon as a extremist, terrorist, or fundamental religion. Many people hate Islam and do not want to acknowledge its true teachings. In many cases, the media s reports about Islam are incorrect due to ignorance. This is one of the reasons why the West often hates Islam.†¦show more content†¦The true images of Muslims, Islam, and Arabs are never taken into account and that is where the prejudice, hate, and discrimination originate. The positive stories are nowhere to be found about the Middle East region. The American public sees violence, war, and poverty associated with the Middle East region. Others might associate all Arabs as being rich because there is oil in the Middle East. People lump in all Muslims and all Arabs as all being the same but this is usually not done to other people, to other cultures, or to other religions. Most Americans don t know that the country with the largest population of Muslims is not in the Middle East; it is Indonesia, which is not a Middle Eastern country. Arabs only account for 18% of the Muslim population across the world. Adding to the fact that the media creates inaccurate ideas about Islam, the Western media is also very influential to its audiences in making negative Islamic stereotypes, such as the assertion that all Muslims are fundamentalists. The term fundamentalist is actually a term that is interpreted by the media. A fundamentalist, in fact, only represents a normal Muslim who follows his or her religion. 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