How To Use Outbound Sales To Expand Your Lead Sources With Trish Bertuzzi

How To Use Outbound Sales To Expand Your Lead Sources With Trish Bertuzzi For companies that generate $5-$20 million in annual recurring revenue (ARR), marketing typically sources about 42% of an account executive’s leads. For larger revenue-generating companies with $20-$50 million in ARR, marketing sources only 36% of an account executive’s leads. So, if your inbound traffic is flatlining, it’s time to look into new lead sources to grow your business. How? Outbound sales and marketing processes, which diversify lead sources that help grow your business. Today, we’re talking to Trish Bertuzzi, CEO and founder of The Bridge Group and author of The Sales Development Playbook. The Bridge Group provides services to the B2B technology space in three areas: Sales development, inside sales, and account-based selling. Trish identifies the biggest challenges when companies are getting started with outbound sales or marketing. Best practices include automation and getting past cold processes to drive huge returns from outbound efforts. Some of the highlights of the show include: Getting to engagement is hardest part of the sales process because we overwhelm buyers spam emails and robo voicemails Different buyer types react to different ways of outreach; figure out your buyer type, analyze their preferences, and build a strategy Effective Outbound Outreach Tactics: If you’re going to use the phone, tell a story with your voicemails; back that up with great emails and valuable content Sales and marketing teams should build stories together and consider implementing a CRM, sequencing tool, and conversational intelligence tools Get a steady stream of outbound leads through a strategy: Who to go after, what to say, how to say it, how message will be delivered, and how to analyze results Get to the point when reaching out to someone for the first time; tell them your objective and what’s in it for them Make voicemails and emails concise; subject lines matter and no attachments The Bridge Group publishes two primary reports: Inside Sales for SaaS Metrics and Comp and Sales Development Metrics and Comp Reports are the #1 lead source for The Bridge Group; they’ve impacted the company’s pipeline and revenues. Look at the right numbers; how many fit your ideal customer profile? Links: The Bridge Group The Bridge Group’s Blog The Bridge Group on LinkedIn Inside Sales for SaaS Metrics and Comp Sales Development Metrics and Comp The Sales Development Playbook Chorus Gong ExecVision OutBound Sales Acceleration Conference Fanatical Prospecting Write and send a review to receive a care package Quotes by Trish Bertuzzi: â€Å"We’re not being human with them, we’re just throwing crap against the wall and praying to God something sticks, so they’ve built a wall, the wall is higher than it’s ever been before, outbound’s tougher.† â€Å"Different buyer types will react to different ways of outreach, so I think you have to figure out how do your buyers want to be approached.† â€Å"Outbound is about making sure we’re all targeting our perfect ideal customer profile, that our story is in alignment, that our marketing message backs it up, and that all of our content is part of the overall story.† â€Å"I always say those who focus are those who win.

Criticaster †an Incompetent Critic or How Not to Spoil a Good Critical Review

Criticaster – an Incompetent Critic or How Not to Spoil a Good Critical Review Criticaster an Incompetent Critic or How Not to Spoil a Good Critical Review Any position or argument that cannot be subjected to a critical review is not qualified for an intellectual discourse. Now, the number one task is to understand what a critical review is. When a person posits or puts down ideas about a subject in an article, people are called upon to read and think clearly and carefully and come out with analysis of the ideas expressed in the said article according to what the author has penned down and the information they have about the point in discourse. Here, ideas expressed in the article are evaluated, summarized and reviewed to come out with your own idea hinging on the weaknesses and strengths of the article in question. Now, while making a critical review, there are two things that are paramount, and they will lead you to arrive at a very good review if you abide by them. The first is the acquisition of information as expressed in the article and this is done through reading and understanding of what is posited by the writer. Now, you must not limit yourself to the text under question when you want to get the best of information about the subject being discussed. You must get ideas and information from related texts. The next is the thorough questioning of every bit of information and idea presented in the article or text so as to evaluate and arrive at an informed judgment. For you to review efficiently, you must know the central idea under discussion and the purpose that the write up in question is meant to achieve. Never jump into a critical review because of shallow information or blanket idea about a topic. Understand the context in which the idea is being used and the result it is meant to achieve. You must also have great information about the audience the article or text is meant to address. Whenever you are evaluating, concentrate on the theories, frameworks and approaches and not just on the conclusions made. All the content must be analyzed according to concepts and you have to do this separately according to components. When you do, seek for the interrelation and connection between the different components, and how they can influence each other. You can start by following these simple steps: Ascertain if the text is balanced or biased Ascertain if it is a fair article Seek for ways of summarizing all the points Seek for the relationship between this and other literature you have read on the topic Evaluate the interpretations posited by the author Look at the main issues the writer raised Know where the author got his or her evidence And know the area that is being reviewed and discussed You have to answer all these questions, and be sure that your answers are not biased too. And the last thing you should remember is that you should know where the author is coming from and where he is heading to, his personality is not to be considered when evaluating, so that you do not mix the author with what he wrote to the extent of going ad hominem. If you do, it will affect the outcome of the review negatively. Feel free to buy a critical review essay at our website. will provide you with a great-quality custom written paper.

Art Essay Example | Topics and Well Written Essays - 500 words - 39

Art - Essay Example Lithographic images, unlike etching processes, may utilize stone plates in addition to those made of metal as long as the surface is initially smooth. These characteristics are due to the process adding to the base material, rather than removing it as occurs in etchings. Lithographic presses work by evenly pressing ink against a roughened base surface on which an image has been crafted using polymers. The desire to unite these tools has fueled research in a range of fields, including physics (Adalsteinsson & Sethian, 1997). Monotyping and monoprinting are very similar processes, as both are defined by the creation of a sole image source that can only be used to print a limited number of unique images. The main difference between the techniques is that monoprints can be reused, while images on monotyping source materials are impermanent and deteriorate after a couple of uses at most. Monoprinting can be used to produce many images, but the guide is altered with every pressing, guaranteeing the inability to massively duplicate an identical image from a single monoprint plate. The concepts of scale and proportion are easily confused because they both relate to size (Mag Uidher, 2012), but the differences are clear enough to warrant more attention than they have typically been afforded. Scale describes the size of an object as it compares to a separate item of reference. The human body is a common frame of reference for size, but the possibilities for comparison are virtually endless. In contrast, proportion is the relative size of the parts of an image as they compare to the whole. For example, the size of an eye can appear different based on the size of the entire face. This form of referencing is different than scale judgements because it does not depend on the use of an independent image. In visual art, representation refers to the role of direct symbolic

Common agricultural policy (research paper) Essay

Common agricultural policy (research paper) - Essay Example Currently, there are reforms that are being instituted with a view to reducing control on imports, as well as the transfer of subsidy to land stewardship, as opposed to a specified production of crops. In addition, the implementation of this scheme usually varies among the various member countries of the European Union. Up until 1992, the European Union share on agricultural expenditure amounted to 49 percent of the union's budget. It has thus far been projected that come the year 2013, the traditional share spending of CAP will have reduced by half, to 32 percent. It has further been opined that the cause behind this reduction shall be as a result of a reduction in real terms in the present financial period. Conversely, the amount spent by the European Union on regional policy, and which in 1988 represented 17 percent of the EIU budget, will by 2013 be more than double, to stand at 36 percent. The Common Agricultural Policy hopes to provide reasonable living standards to farmers the one hand, while also ensuring that consumers receives high quality food at prices that are fair (Richardson 2000). In addition, the CAP hopes to preserve rural heritage. Although some critics have regarded the CAP as a project whose sole intent is a waste of money, still there is a majority of others who views it as the most successful policies of the European Union. ... As opposed to the paying of farmers so that they can produce more, the payment made by the European Union are conditional; as long as the farmers are able to meet animal welfare and environmental standards. Additionally, the farmers are also supposed to ensure that their land is kept in a good condition always. Thus far, the CAP has recognized a need to take into consideration the agricultural social structure, as well as the natural disparities among various agricultural regions. Through the maintenance of the levels of commodity prices, the integrated measures of the CAP ensure that production of commodities in the European Union is subsidized. To achieve this, the cap uses a number of mechanisms: First, import levies are charged to specific goods that are imported from outside the European Union. Such levies are often set at such a level as to aid in the raising of world market prices to reach the target price of the European Union. Secondly, the CAP uses import quotas as a means of restricting the quantity food that is to be imported into the European Union. Then, such prices of the foods are usually set with a view to raising the world market prices so at to reach the targets fro the European Union. Such a target price is often chosen to become the maximum price that can be desired for such goods within the co9nfuines of the European Union. Thirdly, the import quotas are also used as a way of restricting the amount of food that can be imported into the European Union. To this end, there are some countries who are non-members of the European Union that have been able to negotiate for quotas that enables them sell specific products within the EU minus the tariffs. Finally, there is

Public Education Financing Essay Example for Free

Public Education Financing Essay In the present modern economics, public education financing is considered as one of the flourishing characteristics for the economy of any country. However, a wide variation has been observed in the financing practices related to the public education in the United States, as well as, across different parts of the globe. In this regard, differences and diversification can be observed in various economical activities that are considered especially for the public education system of a country. (Cubberley, 1916) For instance, the American educational system may also provide huge differences in terms of distribution and expenditures across the country. However, significant and noteworthy alterations have been observed in the public educational system of the United States. Over the last few years, the abovementioned theme has been a major concern of public debate at all levels. (National Association of Secondary School Principals, 1972) During the last few years, in order to get maximum funds for pubic education, different states of the US have made significant changes in public education funding system. In this regard, various experts believe that little analysis of the subject has been done in the past, and more considerations should be provided to the subject, which has an influencing effect on the education system of every country. (Rice, 1893) One of the biggest sources of public education financing is national funding system, as community wide funding system is implemented for the financing of educational activities across the country. In this regard, most of the public education financial expenses are funded at national level. In this funding system, all nationals of a country bear a substantial tax rates on income for pubic education financing. (Fitch, 1904) The important thing in this funding is that all the tax collected from individuals are funded and distributed equally among all the students, which is one of the major characteristics of a public education financing system. (Jordan, 1992) At community level, public education financing occurs at a certain community level and students receive sponsorship according to their requirements. Moreover, at community level education funding system, parents of the students support all the costs of their children’s education, which is same as private education funding. Nonetheless, at community level funding system, funding for public education is collected on behalf of communities and sorted randomly into communities contrary to perfect sorting. In this system, all contributors of the public education finance contribute same tax rate fixed by their community. Certainly, at community level, public education financing contributes a small share in overall education expenses, and this thing does not have a great impact on wide economic variable elements, such as social security benefits, etc. (National Association of Secondary School Principals, 1972) However, according to one of the experts in education, a rapid concern in the development sector has been observed in recent years, and a vital role has been played by the federal government. One of the reasons of expression of this concern is that more diversification has been observed in the capabilities of funding by the state governments. Moreover, steady increment has been observed in the mobility of these states. Lastly, the federal government has observed an important change in its perspective regarding the public education, and social welfare of the people has been given due importance during the recent years. On all the aforementioned public education-financing categories, finance education schedule is selected by agents through voting, which is carried out by either the community or federal government. It has been observed that balancing of the educational budget is performed by the provision of different taxation options to the voters by the government, and similar funding is provided according to the taxation level selected by the voters. However, it has been observed that young generation has not been given due significance by disallowing them from the voting, and education can be supported by only the voters who face the political decision.   The level of taxation is represented by a tax rate and the tax is levied on capital and labor income of all agents residing in the relevant area. When setting up the tax schedule, policy makers care only about being elected, and so they maximize the number of votes. As a result, any party in office will follow the same policy and that policy is the one that is voted for by the greatest number of agents. (Garber, 1964) During the period 2001-2002, the US spent approximately four hundred and twelve billion dollars in both elementary, as well as, secondary levels of the public education system. This budget on public education was spent with a view to declaring it the biggest single field of direct public expenditures, even beyond the national defense figures. Approximately, in the educational ground, this fund benefited around forty seven million public school students and five million of private schools. (Ana, 2004) Interestingly, per student expenditure during that period was $8,685 yearly. It has been noted by most of the experts that aforementioned budget was collected from federal, state and local sources. However, the amount spent during the year 2001-2002 on public education finance was varied form one state to another. In this regard, Connecticut was the state, which got the highest per student education funding fund, and Utah got the lowest fund for public education. In the United States, the state and the local government are responsible for public education funds. In the fiscal year of 1999, forty-nine percent of the funds for public education financing came from state appropriations in which, forty-four percent came from domestic revenue and the US federal government contributed seven percent funds for public education financing. In this regard, domestic government raised funds for education mainly through property taxes. On the other hand, for public education financing state rely on numerous funding sources such as corporate personal income taxes, sales excise taxes. However, public education financing from the US federal government remained constant if compare to past figures. (Jordan, 1992)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Historically, with the passage of time, a constant rise has been observed in school funding from the perspective of states. In this regard, the state contributed thirty percent in 1940, which was raised by 40 and forty-nine percent in the year 1970, as well as, 1999 respectively. However, figures of each state observed substantial variations by one another. Throughout the history of public education funding, funding sources of each state varied from others, and most importantly, the tax rates such as personal and property tax rates were varied according to states. In this context, Hawaii’s funds for education mainly came from state sources, and New Mexico public education funds came from both state and domestic sources. In this regard, it has been believed by Richard W and Lindholm that the provision of education as a local responsibility has been closely related with the imposition of property tax as a local tax in the United States. Every year, all the states contribute hundreds of billions of dollars on education financing. In order to distribute collected funds among different territories, states have designed some ground elements that differentiate territories from one another, as well as, estimate the affect of those differences on the cost of furnishing educational services, and distribute funding consequently. Besides all the factors discussed above, territory wealth in school funding is one of the most important elements that distinguish one territory to another. In this context, it has been believed by some of the experts in education, such as Torres and Puiggros that overall capability for the maintenance of students, as well as, the promotion of higher education has been improved and enhanced by the public schools, in addition to increasing the equality of educational opportunities. Actually, some territories are wealthy as compare to others. In this regard, states have designed a number of fundamental funding systems that evaluate the estimation of school territories funding levels and distribute it in keeping different grounds, such as domestic differences of wealth element. Although, different states have designed different public education funding system, but one can found many similarities in school funding structure system. Under the flat grant approach, in spite of domestic particular context, every territory gets the same flat grant for each student entered in any educational institute. Obviously, in this public education funding system it ponders that the state must assure a minimal level of funding for all educatees and then gives domestic territory liberty to increase funding beyond that level as they think fit for it. During the period of 1960s and 1970s, the power equalization funding approach arose out of the work of education crusaders; actually, they were the people who observed the huge deviations among different territories in the ability to lift domestic funds ensued in education funding inequalities. (Ana, 2004) The solution was to assure all territories a standard amount of fund for each educatee for each unit of taxation. For instance, every state is liable to determine that all school territories must be able to increase hundred dollars on each student, per mill of property tax rate. In any case, where school territory’s tax base does not able to rise forty dollar per student, in this case, the state will fulfill territory’s education funds demand of equal to difference between 100 and 40, or sixty dollar per student, per mill. (Garber, 1964) However, all districts which are considered as wealthier districts and whose tax base rate rises seventy dollars per students, per mill, will only get thirty dollars per student, per mill from the state. â€Å"In this way, the state â€Å"levels the playing field† for school districts in terms of the ability to raise revenue, ensuring that funding disparities are a result of differences in taxpayer preferences, not taxpayer wealth.† Undoubtedly, this approach shows the responsibility that all states all responsible for education funding according to their wealth and resources. The funding approach of foundation plans is presently use in almost forty states. This approach integrates components of the former described two approaches. Nonetheless, every state furnishes the deviation between the totals of revenue-raised form the domestic tax and the foundation funding level.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For instance, a state can found a foundation funding level of six thousand for each student. However, in a territory having one thousand students this will reflects a total funding of six million dollars. In this regard, if the state calculates a minimal domestic tax rate of two hundred mills increased two million in domestic property taxes, the states will have to furnish an extra fund, which will equal to the deviation between two million and six million. (Richter, 1986) In this approach, if employing the two hundred-mill lower limit tax rate in a wealthier territory with the same number of educatees increased five million, in this situation, the state is bound to furnish only one million in state’s education funds. In this regard, both territories ends up with the similar domestic tax rate and the similar combined state and domestic funding point for each student, though the proportional weight of those 2 sources is different to a great extent. It can be evaluated that this approach is designed to extenuate inequalities in domestic wealth. However, it takes the idea of equality in further steps; in this approach, typically, both outcome and opportunity are taken into consideration and rates are determined with respect of varying degrees of different states. (Williams, 1980) This foundation plan has designed to keep in mind that the domestic school territories must not enjoy limitless prudence while setting funding levels that are intolerably different from other states norms. The full state-funding plan is practically an uncommon approach for funding public education funds, in this approach of public education funding; the state is responsible for all education expenses. Hawaii is completely fit for this example; Hawaii within a single school territory combines full state funding. In suggesting or deciding public education funding policies, Hawaii is capable to eliminate, any deviations occur between domestic and state governance. Interestingly, in this public education funding system, domestic authorities have no control over levels of funding. (Ana, 2004) All the four aforementioned public education-funding categories show only the fundamental structure of public education funding plans. Nevertheless, in order to collect funds for public education most of the states use schemes that joint components of some or all of these funding plans. For instance, a state may distribute some funds through a flat grant education funding approach, or other may apply foundation plan to collect public education funding. In lieu, a state has an authority to give territories permit to raise tax rates in order to collect maximum funds for public education. It can be analyzed that the prime motive behind the public education funding is to get maximum funds, which can be used, effectively in public education. According to some public education funding reformers, public education funds schemes is just a technique to give equality among taxpayers at all levels such as property and other tax burdens. Domestic property taxes such as sales and income taxes are some of the main sources of California’s pubic education funds. In addition, these collection sources are supplemented with money from the California’s state lottery, federal government and other sundry public education funds collected domestically by school territories. The following diagram represents that how the public education funds were collected in California during the period of 2002-2003. K-12 Funding Comes From Five Sources (Ana, 2004) State Aid State aid collected mostly from California’s sales and income taxes. Property Taxes During the period of 2005-2006, property taxes were collected domestically and distributed to all schools through a formula determined by state.   Federal Aid Federal aid was appropriated for some especial purposes such as special children’s education, child nutrition programmes, child left behind programmes and so forth. Domestic Miscellaneous   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Domestic miscellaneous funds included, interest income, revenue generated from domestic parcel tax elections, communality contributions and so on. Lottery California state lottery funds were collected on behalf of public education funds on per student basis. Proposition 98 Proposition 98, the provisions of a voter initiative, this law define the responsibility of each state, under this rule every state is bound to contribute in K-12 community and education colleges. This public education funding contains both domestic property tax revenues and state monies. As far as amount of guarantee is concerned, it is determined by using a set of formulas dictated by law. Since the year 1988, one of the most crucial factors for the determination of amount of revenue received by the public schools is the calculation of the minimum guarantee, because of the passage of Proposition 98. In addition, proposition ninety-eight insures a minimal level of funding for public education. Proposition ninety-eight funds represents about eight dollar out of every ten dollar apportioned to K-12 education in California. As mentioned above, California’s public education funds, other sources include domestic sundry resources, federal government, and lottery, which shared twenty percent in Public education funds.   (Williams, 1980) Legally speaking, a minimum of thirty-four of the receipts from the California state lottery should have to be allocated to public educational institutes. Moreover, the apportioned money for each student basis, should have to be used only for instructional uses and not for research and development (RD) purposes. In the year 2000, Proposition 20 was approved and accepted by the voters, which required that instructional materials should be considered and given due importance by half of any increment in the share of revenue collected from the lottery for the education. For the year 2005, as well as, 2006, approximately $146 per pupil was received by the districts from the above-mentioned source, from which, instructional materials were bought by roughly $25 from the total amount per student. The domestic sundry category of funds per annum shows about six percent of entire revenue collected for K-12 schools. Moreover, this public education funding was separate from domestic tax incomes the state control. It came from the sources that were domestically administered, that income generated from cafeteria sales, income from lease, income from sale of territory property and so forth. Interestingly, for less than twenty percent territory in the state, a significant source of domestic sundry income was the voter-approved domestic parcel taxes. In reality, these were some of the special types of property taxes, which were not related to the value of property. Nonetheless, according to some of the experts, one of the most important policies on the domestic level is the education system in the United States. The implementation of American ideology in the lives of American people is represented by the education system of the country, and due significance should be provided in this regard, which has been given in the past, and must be given in the coming years. (Hutchins, 1961) In the United States, both government and public are expecting a lot from educational institutions like school and colleges. In the past, educational institutes were being gainsaid to fit the demand of a country’s economy that is increasingly oriented towards knowledge in all respects and information skills. (Hutchins, 1961) At both federal and state level, present American legislative has made some changes in educational funding system and have created some new systems that will test educational institutes’ teachers’ and students’ performance. In the light of present ongoing changes in public education financing system, many experts have already said that these ongoing policies will advance education level. Conclusively, the paper has tried to study different aspects and perspectives of public education system across the world, and specifically, in the United States. It was noted during the paper that during the last few years, in order to get maximum funds for pubic education, different states of the US have made significant changes in public education funding system. Every year, all the states contribute hundreds of billions of dollars on education financing. Moreover, various features of the government financing on the federal, state, as well as, community level were discussed in the paper. Lastly, different characteristics related to the funding of the education system in the country were studied and evaluated during the paper, which will support the better understanding of its funding by the students, experts, and policy makers in the future.   References   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kenneth Forbis Jordan. (1992). Financing Public Education in an Era of Change. Phi Delta Kappa Educational Foundation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   National Association of Secondary School Principals. (1972). Financing Public Education. National Association of Secondary School Principals.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lee Orville Garber. (1964). The Law Governing the Financing of Public Education. Interstate Printers and Publishers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mary Frase Williams. (1980). The Public School and Finances. Pilgrim Press.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Clayton Darius Hutchins. (1961). Trends in Financing Public Education, 1929-30 to 1959-60. U.S. Department of Health Education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Otto Santa Ana. (2004). Tongue-Tied. Rowman Littlefield.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ellwood Patterson Cubberley. (1916). Public School Administration. Houghton Mifflin Co.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Charles Elliot Fitch. (1904). the Public School. J. B. Lyon Company Printers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joseph Mayer Rice. (1893). the Public-School System of the United States. The Century Co.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Albert J. Richter. (1986). the Impact of the Rural Recession on Public School Financing and Programs. NEW Professional Library.

Indian Economic Movements :: Essays Papers

Indian Economic Movements Net losses at Tata Engineering Co (Telco) rose to Rs 60.36 crore, even as it struggled to absorb the full commissioning costs of its Rs 1,700 crore passenger car project. Turnover during the quarter was more encouraging, jumping 52 per cent to Rs 2,390 crore on the back of strong volume growth in the medium & heavy commercial vehicles segment and higher passenger car sales. Telco said it expected to break even towards the end of the year. Analysts said the Pune-based auto major’s margins came under pressure following lower, less-than-anticipated, profitability in the ambitious Indica project, Telco’s answer to the assault of global car makers in the domestic market. Margins, they said, will remain under pressure thanks to the competition in the commercial vehicles and car businesses. The relatively-insulated commercial vehicles segment, for instance, will see Swedish truck major Volvo going into expansion mode and Eicher (a newcomer in this segment) will launch its HCV sometime this year. PRODUCTION of petroleum products has fallen by almost 30 per cent in the last four months following a severe drop in refinery margins. Indian Oil Corporation, Reliance Petroleum, Bharat Petroleum and Hindustan Petroleum are amongst the leading refinery companies who are likely to take a hit following the sharp increase in international crude prices which have been rising at a faster pace than the product prices. Standalone refineries like the Mangalore refinery have cut production by almost one-third. Crude throughput, (processing crude in the refineries) has fallen significantly forcing the government to increase product imports. But theres a risk of getting exposed to a more volatile product market and going in for short term deals which may not always be on the best rates. Sources claimed that they have been fortunate in being able to procure the products at reasonable rates. â€Å"However, this is not a favourable situation, and should be avoided,† industry experts said. Sources argued that the benefits of attaining self sufficiency in refining capacity are not being reaped as the domestic refineries cannot function at optimum margin levels under the given duty structure. Had the duties on crude been lower, refineries would be encouraged to import and produce. â€Å"Buying crude at $24 a barrel may still allow you to make your margins, but when you pay an additional $3 just as duties, selling products become unviable.† In an update on an

Critically examine the relationship between different social groups Essay

There are significant differences between social groups and their religious beliefs and practice†¦ There is a very significant ethnic pattern in the participation of religion. The minority groups in britain are a lot more religious than the majority of the population (white christian) . For example, it is much more likely to find black christians(who make up 40% of the membership) in a pentecostal church than white christians†¦ In opposition to that, Modood found that while minorities have higher participation rates, there is a decline in importance of religion for all ethnic groups. There are clear ethnic patterns in religious participation, with minority groups having a higher level of religious participation. The UK today is a multi ethnic and multi religious society, with Muslims, Hindus and Black Christians more likely than white Christians to see religion as important and a central part of their lives. Among Christians blacks are more likely than whites to be found in Pentecostal churches, where they make up 40% of the membership. However Modood et al found that despite minority’s having higher participation rates, there’s decline in importance of religion for all ethnic groups and that fewer were observant, especially amongst the second generation. Sociologists have argued several reasons for ethnic differences in religiosity. One argument that most ethnic minorities originate from poorer countries with traditional cultures; these characteristics produce higher levels of belief and practice. Once they migrate into the UK they and their children uphold the pattern they bring from their country of origin. However it’s argued this disregards the impact of their experiences as immigrants and as minorities in a new society, and how this can give religion a new role in cultural defence and cultural transition. Bruce (2002) argues religion in such a situation offers support and a sense of cultural identity in an uncertain and hostile environment. Bird (1999) argues religion among minorities can be a foundation for community solidarity and a means of preserving ones culture and language as well as a way of coping with oppression in a racist society. For example the experience of African and Caribbean Christians, where they found white churches weren’t welcoming to them, thus they founded their own black churches which explains their high Pentecostal membership. Religion can also be a means of easing the transition into a new culture by providing support and sense of community for minority groups in their new environment. Will Herberg (1955) argues this as an explanation for high levels of religious participation among first generation immigrants to the USA. Bruce identified a similar pattern of immigration into the UK, where religion provided a focal point the Irish, Caribbean and south Asian communities. However she argues once a group has made the transition into the new culture and wider society religion loses its role and declines in importance, as was the case with Irish catholic immigrants. Ken Pyrce (1979) studied the African Caribbean community in Bristol. He found evidence of cultural defence and cultural defence being important. He argues Pentecostalism is a highly adaptive religion of the oppressed which provides migrants with values appropriate to their new world in which they find themselves in. Pentecostalism helped African Caribbean’s adapt to British society by playing a protestant ethic role by helping members succeed by encouraging self reliance and thrift. Religion played a role in giving mutual support and hope of improving their situation. However, Rastafarianism represented a different response for some African Caribbean’s, as they radically reject wider society as racist and exploitative. The general pattern concerning age and religious participation is that the older a person is, the more likely they’re to attend church or religious service. However there are two exceptions to this pattern; the under 15’s and over 65’s. The under 15’s are more likely to go to church then other groups as they’re forced to do so by their parents. The over 65’s are more likely to be sick and disabled, thus they’re unable to attend. Higher death rates also make this a smaller group, which reduces the total number available to attend. Voas and Crockett (2005) argue there are two main sorts of explanation fir age differences in religious participation. One argument is the ageing effect. This is the view that people turn to religion as they get older. For example using evidence from the Kendal project Heelas found people become more interested in spirituality as they get older. She argues as we approach death, we naturally become more concerned about spiritual matters and the afterlife, repentance of misdeeds and so on. Thus that age group is more likely to go to church. Another explanation is the generational effect. This is the view that as society becomes more secular each new generation is less religious then the one before it. Thus there are more old people than young people in church congregations today, not because they’re more attracted to religion as they get older but because they grew up in a time when religion was more popular. Voas and Crockett argue the generational effect is the more significant of the two explanations for age difference in religious participation. They argue that each new generation is only half as religious as their parents. Thus we can expect a continuing average age rise in church goers as the young become less willing to attend. The number of 15-19 year olds attending church has fallen significantly since 1979 and two-fifths of churches have no one under the age of 112 attending services. 30% of church goers are now over 65; Bruce predicts this trend will continue and soon the over 65s will become the majority. Bruce argues the only exception to this trend is Pentecostal churches which continue to attract young members. Gill (1998) argues children no longer receive religious socialisation, thus those brought up without religious beliefs are less likely to become church goers later on in life. Thus it’s likely within two generations Christian beliefs will only be held by a minority. Class differences also have patterns in the level of religious participation between the working and ruling classes. Marx argued that the working classes are more likely to be religious because of alienation, where the exploitation of capitalism leads them to look to religion as a source of consolation. Marx argues that that religion was the opium of the people; it dulls the pain of exploitation but masks the pain rather than treating the cause. Marx argued the upper classes were less religious as they had wealth and power to compensate, and he argued they used religion cynically to manipulate the working classes. However, Marx has been criticised by Althusser, who argues alienation is unscientific and based on the romantic idea of humans having a true self. This would make the concept an inadequate basis for theory of religion. However, Stark and Bainbridge have identified high religious participation among the middle and upper classes. They argue this is because of relative deprivation. Relative deprivation is where there’s a subjective sense of being deprived. Thus although the middle class are materially well off, they feel spiritually deprived, especially in today’s materialistic and consumerist world which they perceive as lacing emotional or moral warmth. Thus Wallis argues they turn to religion for sense of community. There are clear gender differences in religious belief and participation; while priesthoods of most religions are male women are likeier to participate in activities and have belief in god and the supernatural. For example in 2005 1. 8 million women in England were church goers, compared to just 1. 36 million men. Miller and Hoffman (1995) found women express greater interest in religion; they have a greater personal commitment and go to church more. They found that this was true for all religious organisations, ages and faiths. Bruce (1996) estimated there are twice as many women than men in sects. Heelas and Woodhead (2005) found in their study of Kendal 80% of holistic milieu participants were female. These gender differences can be linked to the way men and women see god; as a god of power and control or a god of love and forgiveness. Sociologists have given several arguments for gender differences in religious belief and practice. Miller and Hoffman argue women are more religious as they’re socialised to be more passive, obedient and caring. Religion values all of these characteristics, thus women are more likely than men to be attracted to religion. It’s noted that men who also have these qualities are also more likely to be religious. Miller and Hoffman also argue that women are more likely than men to be employed in part time work or be full time carers, thus they have more time to organise around religious activities. Women also look to the church as a source of gender identity. Greely argues taking care of other family member’s increases women’s religiosity as they have responsibility to their ultimate welfare as well as day to day needs. Davie (1994) argues women’s closeness to birth and death, through child bearing and caring for the sick, brings them closer to ultimate questions such as the meaning of life which religion is concerned with. This is also linked to the way women and men see god. Women are more likely to be attracted to the new age because women are more associated with nature and the healing role. Heelas and Woodhead found 80% of participants in their holistic milieu study in Kendal found were women. They argue such movements celebrate the natural and involve cults of healing; this gives women a higher status and sense of self worth. Bruce argues women’s experience of child rearing makes them less aggressive, more goal orientated, cooperative and caring. Where men wish to achieve, women wish to feel. Bruce argues this fits the expressive emphasis of the new age. The importance of being authentic rather than acting out roles, for example gender roles, in the new age also attracts women as women are more likely than men to see their ascribed roles as restrictive. Callum Brown (2001) argues the new age self religions, which emphasise subjective experience rather than external authority, attract women through their appeal for autonomy. However it can also be argued that women are attracted to fundamentalism because of the certainties of traditional gender roles women gain. Glock and Stark (1969) and Stark and Bainbridge (1985) argue people participate in religion because of the compensators for social, organismic and ethical deprivation that religion offers. Glock and Stark argue that these forms of deprivation are more common among women; this explains their higher level of sect membership. Organismic deprivation stems from physical and mental health problems; women are more likely to suffer from ill health thus they seek healing through religion. Women are more likely to be ethically deprived as they’re more likely than men to be morally conservative, thus they regard the world as in moral decline, and thus they’re attracted to sects who share this view. Women are more likely to be socially deprived as they’re more likely to be poor. This further explains why women’s membership is higher then men’s in sects, as sects tend to attract poorer groups. However, despite traditional gender differences in participation, women are now leaving the church at a faster rate than men. Brierly (2005) found a huge decline in church going for women aged 30-45, with a 16. 4% fall in Sunday church attendance between 1990 and 2005. Brierly argues this could be due to pressures of the home; family and work have become intense for women. Women in this age group are more likely to have a young family and Sunday working is particularly high for women. All this equates to having little time for church. Callum Brown argues that since the 1960s women have begun to reject traditional subordinate gender roles. Christianity was closely bound to these traditional roles, thus women’s rejection of subordination leads them to reject traditional religion at the same time.

Individual Happiness and Responsibility in “The Glass Menagerie”

Tennessee Williams’ (1911-1983) play â€Å"The Glass Menagerie† tells the story of a family unable to cope with the harsh reality of impoverishment and how its members resort to the creation of alternate worlds to sustain their interest in life. In the play, Williams explores the conflict between an individual’s right to be happy and his or her responsibility to others through the main protagonist Tom Wingfield who finds himself hindered from doing the things that gives him fulfillment by his position as the family breadwinner. Set in St. Louis in 1937, the play also reveals the tensions arising from failed expectations and broken relationships. Hence, Tom is caught in a perennial argument with his mother while his sister Laura finds it difficult to adapt to the outside world. However, Williams also makes it clear, through Tom’s narrative in the play, that individual happiness is nothing but an illusion and that individuals can derive a greater sense of fulfillment by answering to their more important familial and societal responsibilities. Being part of the larger social structure, individuals cannot escape their overriding responsibility to others. Tom’s main conflict with his mother, Amanda, is therefore representative of the friction that results when an individual puts his own happiness above his own family’s survival. In this case, however, Tom is unable to accept the concept of self-denial and puts leisure at the top of his priorities. He uses his dissatisfaction with his job as a worker at a shoe warehouse as an excuse to amuse himself in movies and drinking sprees. The biggest flaw of his character is therefore revealed when he uses the money intended to pay the electric bill to realize his dreams of adventure. In the same manner, individuals as part of the larger society are expected to be able to contribute to its growth and progress. In the play, Amanda represents the pressure of social expectations on Tom which he finds difficult to fulfill. Consequently, Tom accidentally breaks his sister Laura’s prized collection of glass figurines. Although clearly unintended, the act precludes the shattering of Laura’s world due to her disappointment with her brother’s selfishness when he finally leaves her and her mother without any regard as to how they would survive without his support. In his selfishness, he neglects the feelings not only of his mother but also of his vulnerable sister Laura. Thus, it is in his lack of sense for his family’s situation—and his inability to answer to familial and societal expectations—that Tom wishes to escape from his current world. It is only much later, as he is haunted by Laura’s memory, that he realizes that his actions have an impact not only on his life but on hers as well. His escape and abandonment of familial obligations to pursue â€Å"real-world adventures† therefore makes Tom feel guilty particularly of his sister Laura. In the end, Tom’s narrative is shaped not by the â€Å"real-life adventures† he sought and left his family for but by the uncertainty of Laura’s future after he abandons her and by the knowledge that his escape meant entrapment for her. The Glass Menagerie therefore illustrates that while individuals have the right to pursue their happiness, this must be balanced with a clear sense of responsibility to others and to society as a whole. As the narrative of the main protagonist reveals, individuals cannot truly attain happiness by attempting to escape from responsibilities or by letting their own happiness destroy the happiness of another person. Ultimately, individual fulfillment and contentment is attained from being able to contribute to the happiness and contentment of others in the wider society one is in.

Great Ideas to Make Your 21st Birthday Memorable

Great Ideas to Make Your 21st Birthday Memorable Turning 21 is a rite of passage for Americans  since its the age when its finally legal to drink alcohol. Its the last milestone of official adulthood, with the right to vote set at 18, the right to marry varying by state, and the right to drive extended to kids as young as 16.   Getting stone-drunk on your birthday may sound like fun in theory, but it may make memories of the evening hazy later on. So here are some ideas to bring in your big 21 like a mature adult. Travel Someplace New Make your 21st year the year of globe-trotting. You dont need a big budget to travel. Ditch the lavish hotels, and go for small, inexpensive ones, or even check out hostels. You can also connect with friends abroad and stay with people you know. That way, you get to experience the local flavors and a great cultural experience.   Even if your budget doesnt allow for overseas travel, try to find a way to get out of your comfort zone for a while, to meet new people and experience new things.   Visit Your Childhood Home If you have relocated since your childhood, visit the place you were born. Meet old neighbors, family friends, and people you once knew. Perhaps they have pictures or stories to share with you. When you revisit your place of birth, you realize what a long way youve come.   Of course, if its not possible to make the visit, or if childhood memories of your birthplace arent happy ones, you can take some time to reconnect with old acquaintances and family you havent seen or spoken to in a while. Birthdays are a good time to look back on all youve achieved.   Donate to Charity How about giving away all the stuff that you have grown out of? Find a charity organization that will be happy to collect your old belongings. There is a certain joy in giving. You will cherish this memory forever. Drink Responsibly If you plan to go out partying with friends, make sure to have someone sober to drive you home safely or that you have a smartphone to contact a taxi or a ride-share service. No driving after youve been drinking alcohol. Reflect on Your Milestones and Plan Ahead As you grow older, you are also supposed to grow wiser. Your 21st birthday is the perfect occasion to plan your future. Look back at the milestones you achieved and ponder about your life ahead: What do you want to do over the next year? How do you plan to improve your life? What are the mistakes you never want to repeat? Quotes About Getting Older And finally, here are a few quotes that may give you inspiration for your 21st birthday: The man who views the world at fifty the same as he did at twenty has wasted thirty years of his life. – Muhammad Ali When a man is tired of life on his 21st birthday it indicates that he is rather tired of something in himself. –​ ​F. Scott Fitzgerald At twenty years of age, the will  reigns; at thirty, the wit; and at forty, the  judgment.   –  Benjamin Franklin Live as long as you may. The first twenty years are the longest half of your life. – Robert Southey Nature gives you the face you have at twenty, but its up to you to merit the face you have at fifty. – Coco Chanel How swift have flownTo me thy girlish times,A woman  grown  beneathMy heedless eyes!In vain I rackMy fancy to believeThe almanac,That speaks thee twenty-one.– Charles Lamb

How to Graduate High School Early 5 Key Steps

How to Graduate High School Early 5 Key Steps SAT / ACT Prep Online Guides and Tips Are you a high school student who’s thinking about graduating early? Maybe you have an exciting internship offer, want to start college early, or are just interested in finishing high school faster. The good news is that graduating high school early is often not as challenging as people think. This guide will give you all the tips and information you need to know about how to graduate from high school early in an easy and hassle-free way, and it will help you decide if graduating early is the right decision for you. What Does It Mean to Graduate High School Early? In the US, the typical high school education lasts four years. Students who want to graduate early aim to complete their high school in less than four years, typically in three or three and a half years. Unless you are home schooled or attend a non-traditional school, it’s often difficult or impossible to graduate high school if you have completed less than three years. This is because students often can’t complete all their graduation requirements in less than three years. If you graduate early, you will receive the same diploma as any other graduate from your high school. Your transcript won’t have any special indication that you graduated early, other than the fact that it contains fewer semesters than a typical high school transcript. Why Would You Want to Graduate Early? What are the benefits of graduating high school early? Here are three of the most common reasons students plan to complete high school in less time. You Want to Start Your Next Education Phase Early One common reason why students choose to graduate high school early is because they want to get a head-start on college or technical school. You may want to do this if you have a lot of school ahead of you (say, if you're planning on attending med school or getting a PhD), and you want to get ahead so you can eventually complete your schooling a bit earlier. You could also be interested in only attending college part-time but still want to graduate when you're 22, or you may just want to finish school more quickly so you can enter the workforce sooner. Completing high school early can help make each of these situations possible. Graduating high school early can mean you enroll full-time at a new school, or you might just enroll in a few classes. Students who enroll part-time often have a part-time job as well to help pay for classes. You Want to Purse an Opportunity Before College You may also have another opportunity you want to take advantage of that isn’t related to classes. This could be an internship to get career experience, a job to earn money, or a similar opportunity you think is worth finishing high school early for. Gap years, where students take a year or so off from school to travel, work, or have another experience, are becoming increasingly popular among high school and college-aged students. If you decide to do one, there are lots of options available, depending on your interests. You could work at a theater, help out at an archaeological dig, volunteer, or do one of many other opportunities. Spending a year away from school can help you get a better idea of how you want to spend the rest of your life, and it can also give you some great experiences. You Don't Enjoy High School A third reason you may want to graduate high school early is that you just don’t enjoy it. Some people feel lonely or out-of-place in high school, and others simply don’t feel like they’re learning a lot. This can be a legitimate reason to graduate high school early, but make sure you understand that it will take time and effort on your part to plan it out, and you won’t be able to finish high school immediately. Disliking high school could be a reason to graduate early. How to Graduate High School Early So, how can you graduate high school early? I’ve outlined the steps you need to follow below. There’s a bit a math involved, but nothing you can’t handle; after all, you’ll soon be a high school graduate. Step 1: Decide When You Want to Graduate This first step is pretty simple; all you need to do is decide how early you want to graduate high school. Do you want to graduate a semester early? An entire year? How long do you want to spend pursuing whatever it is you’re doing instead of attending high school? When figuring this out, keep in mind that it’s often easier to graduate just a semester early instead of an entire year. If that doesn’t seem like a long enough time to you, remember that, even if you only graduate a semester early, you’ll finish high school in December or January. If you start college the following September, that still gives you about eight months of time to work, travel, or pursue another opportunity. If you still need help deciding, talk to your academic adviser. They’re a great resource to have, and they’ll likely be able to help make this process easier (plus you’ll have to let them know if you officially decide to graduate early, so you may as well start talking to them now). Step 2: Figure Out How Many Credits You Need to Graduate Now that you know when you want to graduate, it’s time to get into the math. Almost every high school requires its students to complete a certain number of credits before they can graduate. Look in your student handbook or ask your academic adviser to find out how many credits your particular high school requires. As an example, we’ll use the high school I graduated from, which required its students to complete 21 credits, with each class worth about 0.5 credits per semester. Now, figure out how many credits you’ve already completed. You can usually find this information on your report card or transcript, or you can ask your adviser. Next, subtract the number of credits you’ve completed from the number of total credits you need to graduate. The answer you get is the number of credits you’ll need to take before you can graduate. The good news for you is that the number of graduating credits for most high schools often doesn’t require you to complete four full-time years of school. Again, for my high school, you needed to complete 21 credits to graduate, but a student attending high school full-time would complete about 7 credits each year, meaning most students at the end of their junior year would already have enough credits to graduate. The number of credits you need to take isn’t all you need to worry about though, so let’s move on to the next step. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Step 3: Figure Out Which Classes You Need to Graduate Now you need to figure out the specific classes you need to take to graduate. Look at your student handbook or talk to your adviser to learn which classes students at your high school must take in order to graduate. This will usually require a certain number of semesters of math, English, science, and social studies, as well as some possible other requirements such as gym or a fine arts class. Make a list of all the required classes you haven’t taken yet. Sometimes the requirements are general, such as taking six semesters of math, while other times they’re more specific, like all students must take algebra and geometry. Pay attention to this when making your list. Be aware the most high schools require four years of English but often fewer years of other core subjects. To again use my former high school as an example, all students had to complete: 4 years of English 3 years of math 2 to 3 years of science 2 years of social studies 1 year of foreign language 4 years of gym a fine arts class, a typing class, a driver's education class, and a consumer education class Which classes does your high school require you to take? Step 4: Figure Out Which Classes the Colleges You're Interested in Require Now we move on from classes that you must take in order to graduate and focus instead on classes it would be a good idea for you to take, but aren't required. Many times, the bare minimum high school graduation requirements aren't enough to get you into top colleges. For example, your high school may only require you to take two years of social studies, but the colleges you’re interested in may want three to four years. Look at the admission requirements for several colleges you’re interested in, and add any additional requirements they have to the list of classes you need to take. Keep in mind that you’ll want to take more classes in the subject(s) you plan to study in college. So if you’re planning on majoring in biology, you may be fine taking just three years of social studies, but you’ll probably want to take four years each of math and science if you’re looking to get into more competitive schools. Step 5: Set Up a Schedule for When to Take the Rest of Your Classes Now that you know how many credits you need to take and which classes you need to complete, it’s time to start figuring out how you’ll graduate high school early. Make blank schedules for each semester you have left of high school. So, say I just finished my sophomore year, I take eight classes a day, and I want to graduate a semester early. I’d make three columns, each with eight blank spaces, representing all the room I have left to take classes (see example below). Next, begin filling in the blanks, starting with the classes that are required to graduate. For each class, put its number of credits next to it in parentheses. For some spots, you may not know exactly what class you’ll be taking next, but you can put its general subject down for now, such as â€Å"English class (3 credits).† After you’ve filled in required classes, and if you have extra space, start adding other classes you’d like to take or would be helpful for you to get into college. Once all the spaces on your schedule have been filled in, add up all the credits you’ll have completed. Have you met the minimum requirement for your school? If not, how many classes will you need to take to meet it? Next, look at what classes are left over on your list. Are there any required classes you weren’t able to fit? Any classes you don’t have to take but would like to? If you need to take either additional credits or classes, start thinking of ways you can fit them in outside of the normal school day. Some options include summer classes, taking classes at a nearby community college or university, or taking online classes. For each of these options, make sure you discuss it with your adviser before you enroll to make sure you’ll get the required credit you need. Once you’ve figured out how you’ll take each of these extra classes, add the information to your schedule. Look at the junior and senior year schedule below for an example: Fall 2016 Spring 2017 Summer 2017 Fall 2017 Pre-calculus (0.5 credits) Pre-calculus (0.5 credits) Calculus I (0.5 credits) Math elective (0.5 credits) Physics (0.5 credits) Physics (0.5 credits) Calculus II (0.5 credits) Science elective (0.5 credits) US History (0.5 credits) US History (0.5 credits) English elective (0.5 credits) American Literature (0.5 credits) American Literature (0.5 credits) English elective (0.5 credits) French III (0.5 credits) French III (0.5 credits) Consumer Ed class (0.5 credits) AP Biology (0.5 credits) AP Biology (0.5 credits) Fine arts class (.5 credits) Lunch Lunch Lunch Gym (.25 credits) Gym (.25 credits) Gym (.25 credits) In this example, the student would be able to graduate a semester early while having a course load that would be considered strong at many colleges. This student is planning on majoring in biology, so she wanted to maximize her math and science classes. During her junior year, her schedule was pretty normal with the exception of taking two science classes (physics and AP Biology) at the same time. Taking two classes in one subject is something that you'll likely have to do if you want to graduate early. She realized she wouldn't be able to fit in calculus normally, so she chose to take it over the summer. For her final semester, she took two English classes at the same time, a math elective and science elective to get more experience in those subjects, and she completed the rest of her required classes. Assuming she had a regular schedule her previous semesters, she would have completed 4.5 years of science, 4.5 years of math, 4 years of English, 3 years of social studies, 3 years of foreign language, and her other required classes. Completing those classes would be good enough for most colleges although some highly competitive schools would require 4 years of social studies and foreign language. Notice that she had a lot of different options when creating her schedule; she could have dropped her foreign language and taken a different course, chosen to take two math electives her senior year instead of calculus over the summer, and a variety of other options. Also, be aware that her junior year would probably be pretty challenging with her full course load that includes two science classes. Keep all these things in mind when creating your schedule. Once you've completed your schedule, double-check your work to make sure all the requirements are met. Congratulations, you now have a plan for graduating high school early! If you haven’t before now, share your plan with your adviser and ask if there are any additional steps you need to take. Drawbacks to Graduating High School Early You now know how to graduate high school early, but just because you can doesn’t automatically mean that you should. Read on to learn three potential drawbacks you may face if you choose to graduate early. Can Be Stressful As you saw above, graduating high school early takes a lot of planning and may mean you have to take extra classes during the school year and summer. Balancing this heavier course load can be stressful and tiring, and that’s something you should consider before you decide to graduate early. May Miss Out on Important Events Another potential drawback to graduating high school early is that you may miss out on special high school events. For many students, senior year is their favorite year of high school because of activities like homecoming and prom. If you graduate early, you may not be able to participate in these events. Additionally, you also may not attend a graduation ceremony, which is an important experience for many people. Before you decide to graduate early, think about how you’ll feel if you see all your friends participating in events like sports games, school dances, and senior days while you don’t. For some people, this isn’t important, but for others they’d regret missing out on these experiences. Won't Necessarily Impress Colleges You also shouldn’t try to graduate high school early to impress colleges. Just by itself, finishing high school in a shorter amount of time won’t give your college applications a boost. In fact, if graduating high school early means you have fewer classes in core subjects, it could even hurt your chances of admissions. Unless you have plans to spend your time at a great internship or another exciting opportunity that will really show colleges who you are and what your skills are, colleges won’t see graduating high school early as a sign of increased intelligence or motivation. Don't expect colleges to be automatically impressed that you graduated early. Should You Graduate High School Early? Now that you know how you can plan to graduate from high school early, should you do it? The main way to decide is to think about what you’ll do during the time you’d normally be in high school. If you have a great opportunity you’d like to take advantage of like an internship, travel experience, college classes, or something similar, graduating high school may be a good idea. However, if you plan to spend the time mostly watching TV or maybe working a few hours a week, it’s probably in your best interest to graduate when you normally would. Next, go through the steps above. Is it possible for you to graduate early while also taking all the classes you need to and would like to, without stretching yourself too thin? If you’ve found answers to both of the above considerations, graduating high school early may be something for you to start planning. What's Next? Thinking about summer school as a way to complete some of your graduation requirements? Check out our complete guide to summer school and learn if it's a good option for you. Do you think you go to a bad high school? Learn what your options are if you aren't happy with your current school. Taking an independent study can be a great way to fulfill some of your graduation requirements. Learn how to take an independent study class. What's the benefit to graduating high school early vs. dropping out? Find out with our article on whether or not you need a high school diploma. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Catch me if you can Essay Example | Topics and Well Written Essays - 750 words

Catch me if you can - Essay Example The movie became very popular and was highly appraised by the critics and general public. The movie portrayed the biographical account of Abagnale so skilfully that he also reacted very positively towards the movie (Abagnale, et al, p165). The movie tells the miseries and inner struggle of the children of the broken house and somehow attempts to create sympathetic attitude towards a crook. The director insists that one must look at the genius side of the criminal however, he clarifies that he never meant to influence the career decisions of people by showing them a way. The movie tells about the gifted skills and confidence of a person who successfully played different roles and people failed to realize his tricks until he grabbed millions of dollars from them. His experiences allow him learning how to become a master forger by using his talent and skills (Spielberg et al, p85). The movie beautifully and attractively depicts the true story of Abagnale who currently works as a consult ant on preventing forgery and has assist the authorities in designing secure checking system so that the cases of false identify based fraud and other crimes could be prevented. FBI Agent Carl Hanratty realized that rather putting him in jail for his frauds it would be better to use his talent and skills for the prevention of the crimes and in this way he used his capabilities to overall good of the society. The movie talks about different ways through which a person could take advantages of the flaws in the security and operating system of organizations and society and could steal money from the people. The movie is directly related with the business law because it talks about the ways a person broke the laws in the corporate world and later became helping hand to prevent such incidents on the basis of his deep observations and skills. He spent less than five years in the jail and was released in the condition to help federal authorities in fighting against the frauds and scam arti sts (Abagnale and Redding, et al, p165) The business laws and cases also inform about the situations where any person could find a way to commit fraud. The law clearly talks about the people involved in the monitory frauds through false identities (Frank et al, p148). There are different punishments decided for such people based upon the level and severity of their fraud. However, the law also allows the authorities to decide if they can also make positive use of the talent and skills of the forger through agreement that they will help the authorities in fighting against crime and will use their skills in constructive manner to prevent crime rather becoming part of a fraud (Spielberg et al, p85). The movie indicates the need of making business laws more strict and flawless so that the people having the skills of taking up false identities could not become successful in deceiving the authorities and general public. The movie tells the true tale of a person and gives lesson to the gen eral public, corporates and authorities that there is possibility of occurrence of such crimes around them so it is very important to remain careful in checking the identities of the people so that anyone could not betray their confidence by playing false identity (Spielberg et al, p85). The movie is directly connected with the matters related with business laws and affirms that there is need of updating the business laws regularly so that no one can find an open door left behind to enter the