Impact of work life imbalance on the productivity of workers in Saudi Essay - 4

Impact of work life imbalance on the productivity of workers in Saudi public sector - Essay Example Based on recent labour surveys, about 14.9 % of the workforce in Saudi Arabia is in the public sector (Kechrid, 2012). According to the Saudi Arabia Oil and Gas Report by Business Monitor International (2009), the local workforce in Saudi includes of about 3.2 million citizens. However, recent demographic trends suggest that this number will increase in the future based on a forecast of 4% annual increase in local workforce. It is clear that Saudi Arabian people value family more than work. The situation is even more pronounced for women since they have the greatest responsibilities in taking care of family needs. The gender imbalance in the labour force in Saudi Arabia is such that women make up less than 5% of the nation’s workforce (BusinessMonitorInternational, 2009). The ‘Saudization’ programme greatly affects the working context in Saudi. The program aims to increase the number of Saudi citizens working in the private sector by compelling companies to hire Saudi citizens rather than foreign workers. In current society, organisational pressures force people to work long hours in order to achieve organisational goals. The high level of competition in the labour market forces workers to take on a higher workload than their optimal workload capacity (Greenhaus, 2011). This market effect can create an unwelcome imbalance between work and life. The culture of the people of Saudi Arabia places a high value on family in a person’s life. Therefore, work life imbalance is an important issue in the lives of workers in Saudi Arabia. Work-life imbalance refers to a situation whereby an individual fails to engage in a balanced way in family and work roles (Darcy, 2007). Work-life imbalance is a common problem among public sector workers in Saudi Arabia whereby many people become too involved in their work and consequently, their family and social lives suffer (Stephens, 2014). Because of inefficiency and poor

Direct Hydration Reacts Propene And Water Environmental Sciences Essay

Direct Hydration Reacts Propene And Water Environmental Sciences Essay Being a secondary alcohol, isopropyl alcohol can be oxidized to acetone, which is the corresponding ketone. This can be achieved using oxidizing agents such as chromic acid, or by dehydrogenation of isopropyl alcohol over a heated copper catalyst: (CH3)2CHOH ? (CH3)2CO + H2 Isopropyl alcohol is often used as both solvent and hydride source in the Meerwein-Ponndorf-Verley reduction and other transfer hydrogenation reactions; it is oxidized to acetone. Isopropyl alcohol may be converted to 2-bromopropane using phosphorus tribromide, or dehydrated to propene by heating with sulfuric acid. Like most alcohols, isopropyl alcohol reacts with active metals such as potassium to form alkoxides which can be called isopropoxides. The reaction with aluminium (initiated by a trace of mercury) is used to prepare the catalyst aluminium isopropoxide.[3] Isopropanol becomes increasingly viscous with decreasing temperature. At temperatures below -70C isopropanol resembles maple syrup in viscosity. [edit]Production In 1994, 1.5 million tonnes of isopropyl alcohol was produced in the United States, Europe, and Japan.[4] This compound is primarily produced by combining water and propene in a hydration reaction. Of minor significance is the hydrogenation of acetone.[4][5] There are two routes for the hydration process: indirect hydration via the sulfuric acid process, and direct hydration. The former process, which can use low-quality propene, predominates in the USA while the latter process, which requires high-purity propene, is more commonly used in Europe. These processes give predominantly isopropyl alcohol rather than 1-propanol because the addition of water or sulfuric acid to propene follows Markovnikovs rule. Indirect hydration The indirect process reacts propene with sulfuric acid to form a mixture of sulfate esters. Subsequent hydrolysis of these esters by steam produces isopropyl alcohol, which is distilled. Diisopropyl ether is a significant by-product of this process; it is recycled back to the process and hydrolyzed to give the desired product.[4] Direct hydration Direct hydration reacts propene and water, either in gas or liquid phases, at high pressures in the presence of solid or supported acidic catalysts. Higher purity propylene (> 90 %) tends to be required for this type of process.[4] Both processes require that the isopropyl alcohol be separated from water and other by-products by distillation. Isopropyl alcohol and water form an azeotrope and simple distillation gives a material which is 87.9% by weight isopropyl alcohol and 12.1% by weight water.[6] Pure (anhydrous) isopropyl alcohol is made by azeotropic distillation of the wet isopropyl alcohol using either diisopropyl ether or cyclohexane as azeotroping agents.[4] Hydrogenation of acetone Crude acetone is hydrogenated in the liquid phase over Raney nickel or a mixture of copper and chromium oxide to give isopropyl alcohol. This process is useful when coupled with excess acetone production, such as the cumene process.[4] [edit]Uses In 1990, 45 thousand tonnes of isopropyl alcohol were used in the United States. The vast majority of isopropyl alcohol was used as a solvent for coatings or for industrial processes. Isopropyl alcohol in particular is popular for pharmaceutical applications,[4] presumably due to the low toxicity of any residues. Some isopropyl alcohol is used as a chemical intermediate. Isopropyl alcohol may be converted to acetone, but the cumene process is more significant. In that year, a significant fraction (5.4 tonnes) was consumed for household use and in personal care products. It is also used as a gasoline additive.[4] [edit]Solvent Isopropyl alcohol dissolves a wide range of non-polar compounds. It also evaporates quickly and is relatively non-toxic, compared to alternative solvents. Thus it is used widely as a solvent and as a cleaning fluid, especially for dissolving oils. Examples of this application include cleaning electronic devices such as contact pins (like those on ROM cartridges), magnetic tape and disk heads (such as those in audio and video tape recorders and floppy disk drives), the lenses of lasers in optical disc drives (e.g. CD, DVD) and removing thermal paste from heatsinks and IC packages (such as CPUs.[7]) Isopropyl alcohol is used in keyboard, LCD and laptop cleaning, is sold commercially as a whiteboard cleaner, and is a strong but safer alternative to common household cleaning products. It is used to clean LCD and glass computer monitor screens (at some risk to the anti-reflection coating on some screens[citation needed]), and used to give second-hand or worn non-vinyl phonograph records newer-looking sheen. Isopropyl alcohol should not be used to clean vinyl records as it may leach plasticizer from the vinyl making it more rigid[citation needed]. It is effective at removing residual glue from some sticky labels although some other adhesives used on tapes and paper labels are resistant to it. It can also be used to remove stains from most fabrics, wood, cotton, etc. In addition it can also be used to clean paintballs or other oil based products so that they may be reused, commonly known as repainting. It is used as a wetting agent in the fountain solution used in lithographic printing, and often used as a solvent for French polishing shellac used in cabinet making. [edit]Intermediate Isopropyl alcohol is esterified to give isopropyl acetate, another solvent. It reacts with carbon disulfide to give sodium isopropylxanthate, a weed killer. Isopropyl alcohol reacts with titanium tetrachloride and aluminium metal to give titanium and aluminium isopropoxides respectively, the former a catalyst, and the latter a chemical reagent.[4] This compound may serve as a chemical reagent in itself, by acting as a dihydrogen donor in transfer hydrogenation. [edit]Medical Disinfecting pads typically contain a 60ÃÆ' ¯Ã‚ ¿Ã‚ ½70% solution of isopropyl alcohol in water. A 75 % v/v solution in water may be used as a hand sanitizer.[8] Isopropyl alcohol is used as a water-drying aid for the prevention of otitis externa, better known as swimmers ear.[9] [edit]Automotive Isopropyl alcohol is a major ingredient in gas dryer fuel additives. In significant quantities, water is a problem in fuel tanks, as it separates from the gasoline, and can freeze in the supply lines at cold temperatures. It does not remove water from gasoline; rather, the alcohol solubilizes water in gasoline. Once soluble, water does not pose the same risk as insoluble water as it will no longer accumulate in the supply lines and freeze. Isopropyl alcohol is often sold in aerosol cans as a windscreen de-icer. Isopropyl alcohol is also used to remove brake fluid traces from hydraulic braking systems, so that the brake fluid (usually DOT 3, DOT 4 or mineral oil) does not contaminate the brake pads, which would result in poor braking. [edit]Laboratory As a biological specimen preservative, isopropyl alcohol provides a comparatively non-toxic alternative to formaldehyde and other synthetic preservatives. Isopropyl alcohol solutions of 90ÃÆ' ¯Ã‚ ¿Ã‚ ½99% are used to preserve specimens. Isopropyl alcohol is often used in DNA extraction. It is added to a DNA solution in order to precipitate the DNA into a pellet after centrifuging the DNA. This is possible because DNA is insoluble in isopropyl alcohol. [edit]Safety Isopropyl alcohol vapor is denser than air and is highly flammable with a very wide combustible range. It should be kept away from heat and open flame. When mixed with air or other oxidizers it can explode through deflagration.[10] Isopropyl alcohol has also been reported to form explosive peroxides.[10][11] Like many organic solvents, long term application to the skin can cause defatting.[12] [edit]Toxicology Isopropyl alcohol and its metabolite, acetone, act as central nervous system (CNS) depressants. Symptoms of isopropyl alcohol poisoning include flushing, headache, dizziness, CNS depression, nausea, vomiting, anesthesia, and coma. Poisoning can occur from ingestion, inhalation, or absorption; therefore, well-ventilated areas and protective gloves are recommended. Around 15 g of isopropyl alcohol can have a toxic effect on a 70 kg human if left untreated.[13] However, it is not nearly as toxic as methanol or ethylene glycol. Isopropyl alcohol does not cause an anion gap acidosis (in which as lowered blood serum pH causes depletion of bicarbonate anion) unlike ethanol and methanol. Isopropyl alcohol does however, produce an osmolal gap between the calculated and measured osmolalities of serum, as do the other alcohols. Overdoses may cause a fruity odor on the breath as a result of its metabolism to acetone, which is further metabolized to produce the nutrients acetate and glucose.[14] Isopropyl alcohol is oxidized to form acetone by alcohol dehydrogenase in the liver.

The Factor of Consolidation of the Mankind :: Philosophy Philosophical Papers

The Factor of Consolidation of the Mankind Works Cited Missing ABSTRACT: The aspiration of people almost everywhere to construct a public life on the basis of justice is the predominant tendency in the historical development of humankind. The natural world in which we dwell is, from the standpoint of our using its resources to satisfy our vital needs, one and indivisible. Thus, the public conditions of human activity in the economic, social, and political spheres should be brought into harmony with nature's conditions. This requires the consolidation of the efforts of nations and peoples-their mutual integration. The significance of spiritual and philosophical preconditions of this process is crucial, as the transformation of society on the principles of justice, from the standpoint both of history and of present-day reality, is possible only on the basis of knowledge of the foundations of human vital activity. I discuss efforts being made toward this end in the young, independent nation of Uzbekistan, there are certain. In our epoch the alarm is being heard: it is reminding peoples, countries, states and governments that mankind, in it's historical development, for a long time has approached that responsible boundary, where the problem of the universal construction of public life on the basis of justice assumes the role of a certain categorical imperative. The present approach has been prepared historically, economically, technologically, socialogically, politically, and, above all, — spiritually. Everything: labour, morals, art, religion, family, ethnic and national communities, state formations, science and etc. have the purpose, directly or indirectly, of reaching the utmost generalized integrative purpose of all people of the Earth, — to have a happy life, worthy of a human . The way to acheive this goal was long and thorny. It wasn't easy to understand that fairness must become a reality for all, or it would not exist for anyone. I.e., it should not be reached for some at the expense of or infringement of the rights of others. Our planet, the Earth, is the home of all mankind. The human race is uniform. The natural resources allocation of the Earth, — the dwelling of mankind, — isn't proportional to frontiers. Hence, the economic, technological, social and political development of mankind should be also integrated, working together in unison and precise balance. By means of an ideologically contributing factor there can appear, first of all, spirituality, as a generic attribute of mankind, representing the profound, motivating, incentive substance of its vital activity.

Case Study- Culinarian Cookware

1. Describe consumer behavior in the cookware market. How is cookware bought? How is it sold? What are the implications for Culinarian’s marketing strategy? Cookwre was bought either by piece or in a boxed set. Below are two graphs about how cookware is bought and sold. How is cookware bought: How is cookware sold: Implications: * There is a big potential in mass merchandise outlet, which has not been explored yet. * Enhance cooperative relationships with department store, because this is a very important sector with a large share in both purchasing and selling. Direct sales doesn’t have a large share (only 5%), and the percentage that people buy through this channel is almost zero, so we need to consider if direct sales is necessary. * A large share of cookware is sold in 75 local specialty stores (27%), and we need to reduce the sales of this channel. * Target customers should be women from 30-55 with household income over $75,000. 2. What are Culinarian’s stre ngths and weaknesses? Why has the company been successful? Strengths| Weakness| Strategy| Advertising|Very clear four strategic priorities| A fraction of Competitors| Product| Promotion| Unparalleled product quality| Lack of consistent and meaningful price discount events | Advanced performance technology| | Leader in metallurgy technology | | First manufacturer to provide the benefits of copper cookware with effortless and maintenance. | | Sales and Distribution | Market share| Very strong relationships with retailers| Low compared to other competitors (6. 5%)| Eight experienced account managers| | The success of Culinarian lies in the following aspects:Above all, the company has very clear four strategies priorities. Furthermore, good execution is very important. Strategies play like a guideline, and all marketing and sales activities are launched under this guideline. Then, the company did a good job on preserving its brand image with unparalleled product quality and advanced tec hnology. Building strong relationships with retailers is another factor. The company offers a higher margin to retailer than other competitors, which stimulates the retailer to push the sales.Finally, Culinarian is quite clear about their target customers, who have high-income, so their advertising is very effective that they focus on magazines and newspapers targeted at high income audience. 3. Was the 2004 promotion profitable? Calculate the profitability using Brown’s logic and then calculate profitability using the consultant’s model. How would you calculate profitability? My conclusion is the 2004 promotion was profitable. Using Brown’s logic Actual units = 184987 Forecast units = 59871 Variable costs = 38. 4 Incremental contribution impact = (62. 4-38. 64)*184987-(72-38. 64)* 59871 = 2397995 Using consultant’s model Actual units = 129386 Forecast units = 119504 Variable costs = 52. 05 Incremental contribution impact = 10. 35*129386-19. 95*119504-993 32+39540 = -1104752 My method Conclusion: the promotion is profitable Promotion period March to May Variable cost Both overhead cost and advertising cost should not be included in the variable cost, so my variable cost should be 38. 64-(52. 05*7%)= 35 Forecast unitsI use consultant’s figure by the computer-generated model, which is 119504 Actual units Actual orders from March to May in 2004, which equals 184987 (47191+89423+48373) (62. 4-35)*184987-(72-35)*119504=646995 4. Should Culinarian run a 2007 price promotion? If so, what should be the specifics of such a promotion (e. g. , product scope, discount rate, timing, communicate) Culinarian should run a 2007 promotion. First of all, in 2006, Culnarian’s CEO established four strategies for the company. The 2007 price promotion would be a very good implementation of the strategy.Moreover, 2005 telephone survey shows that unaided brand awareness for Culinarian are 15% with household income under $75000 and 25% with hous ehold income over $75000 ( this figure is lower than its competitor Le Gourmand and Robusto). Finally, the cookware market in U. S. had been increasing year on year, so had been Culinarian’s products, so there must be a great potential on sales growth. Details of the promotion Product Scope They should run promotion on product DX1 and CX1. First, SX1 and PROX1 are for advanced and professional chefs, so they are very high-end with smaller shares of the revenue.Then, DX1 and CX1 take a lion share of the total revenue. Finally, discount on DX1 and CX1 would not affect brand image as they are relatively low-end products with low price and technology. Timing They should choose April, May and June as spring sales and October, November and December as winter sales. May and June are weddings seasons, while November and December are Christmas time. According to the survey, 55% of the respondents received or purchased cookware as a gift. So I suggest there should be two price promotio ns in spring and winter. Communications:Commercial advertisement on cook channels (39% watch television cooking shows and 18% purchase cookware seen on television cooking shows) Direct support to retail stores such as displays and sales staff (30% stated that they would be drawn to stores with attractive displays, and 25% preferred a full- service store) Enhance channel communication with mass merchandise outlet (32% of respondents bought cookware in mass merchandise outlet) Traditional channels, including TV, radio, newspapers and cook magazines. (10% said they might respond to TV, radio, magazine, or newspaper advertising) Discount rate :20%

Netflix

Nettling Is an American provider of on-demand Internet streaming media In the united States, Canada, Latin America, the Caribbean, united Kingdom and Ireland and a flat rate DVD-by. Mail in the United States. Nettling currently has over 20 million members streaming globally, making in it the world's leading internet subscription service for streaming movies and TV programmed. For a monthly fee subscribers are able to watch an unlimited amount of films and TV episodes.The devices available for streaming Is constantly expanding, currently the list consists of 700 devices ranging from game consoles to smart phones. Historically, this industry was focused on stand-alone brick and motor rental stores. Nettling then offered a disruptive service where by DVD's were available through the mall. Because technology has continued to develop the service also had to develop, and digital rentals has become the focus of Nettling, this is done by streaming content directly to consumer's television th rough broadband connected set-top boxes, game consoles, and computers. 2. Company Profile 2. 1 .History of Nettling In 1997 In Scoots Valley, California Reed Hastings and fellow software executive Marc Randolph service, which offered unlimited rentals for a monthly subscription. A personalized film recommendation system that was developed, it's based on the Nettling members' ratings and reviews and accurately predicts choices for all Nettling members was launched in 2000. Nettling initiated an initial public offering (PIP) in May 2002, selling 5,500,000 shares at $15. 00 per share, at this stage the total number of Nettling members was 600,000. By September 2002 Nettling were mailing 190,000 discs per day to its 670,000 members.In 2006 Inflexed ends the year with 6. 3 million members, up 51% from 2005. Then in 2007 Nettling introduces streaming, which lows members to instantly watch television shows and films on their personal computers. In 2008 Nettling partnered with consumer elec tronics companies to stream on the Oxbow 360, Blue- ray disc players, TV set-tops and the Apple Macintosh computer. Then in 2009 it partnered with more consumer electronics companies to stream on the ASS, internet-connected TV's. BY 2010 Nettling is available on over 700 devices including the Apple pod, phone and the Nintendo WI and ends the year with 20 million members, up 63% from 2009.Nettling was launched in Canada in 2010, and then it was launched throughout Latin America and the Caribbean and n 2012 Nettling was launched in the United Kingdom and Ireland. [1] Currently Nettling, Inc. Is the largest online movie rental company on the plant. Its headquarters are based in Los Gatos California. With its mission â€Å"our appeal and success are built providing the most expansive selection of DVD's; an easy way to choose movies; and fast, free delivery' Nettling continues to progress and make new goals. The number of full time employees is over 2, 180. [3] In the year 2010 net inco me of IIS$160 million and $982 million in assets. 4] 2. 2. Consumers Nettling customers can be broken up into two groups the needy consumers and the nonviolence consumers. Needy consumers are those that have a very specific need, be it a tile or genre, they finical and want a rich viewing experience. They must likely want to sit in comfort and watch the film on television screen with surround-sound audio. This means they are more likely to avail of a hardcopy. These consumers tend to be committed to video entertainment; they have no problem waiting for a few days for the film to arrive, as long as their expectations are met.Convenience consumers, which are becoming more and more common, are the opposite they. They will watch a film or TV show where and when they want. What is important to them is fast and easy access, portability and transferability. These consumers are more willing to watch participate in online rental. Convenience consumers tend to be the younger generation who li ves are becoming more and more internet based, where as the needy consumers then to be of an older generation. 2. 3. Business Strategy Nettling employs differentiation for its business strategy.The company tries to take advantage of uniqueness for a broad market. The original business strategy for Nettling was in the DVD rental market, the company's purpose was to offer the already existing product of the rentable movie n a new format. They did this by allowing customers to select the title online and they would receive them by mail and charging a monthly subscription fee instead of paying per title. More recently Nettling has moved into the online streaming of movies through computers, game consoles and handheld devices.This has become the focus of the company, their core strategy is to grow its streaming subscription business within the United States and globally. Among the large and expanding base of devices streaming from Nettling are the Microsoft Oxbow 360, Nintendo WI and Son y ASS console, an array of Blue-ray disc players, Internet- unconnected TV's, home theatre systems, digital video recorders and Internet video players, Apple phone, pad and pod touch, Android devices, as well as Apple TV and Google. Not the DVD rental because they don't have the capability to manually distribute discs. 3. Streaming Service 3. 1 .Drivers for the Change to Streaming Many factors contributed to the shifting of focus at Nettling for DVD rentals to directly streaming movies and TV shows directly through the internet, some of the main drivers were; V 28 day delay distribution agreements: The entertainment studios' made an agreement with Nettling, to protect their DVD revenues. The agreement stated that Nettling and other companies would have to make new releases unavailable for 28 days after they were released on DVD. New releases were Nineteen's most valuable content for its DVD rental business, but it had to agree to keep its distribution deals with the studios.This lef t Nettling fighting with pay-cable networks for content and licensing deals. This forced Nettling to focus on the online streaming market. As result of this deal Nettling built a streaming service with discounted back catalogue content. [5] V Popularity of online movie viewing: In 2010 more members used the streaming service then the DVD rental service. [4] V Reliance on Postal Service: Nettling uses the united States Postal Service (USPS) to deliver its entire DVD, and is thus at the mercy of the postal service.Nettling rely too heavily on profitability and service. V Licensing deals: Nettling made experimental licensing deals with studios and pay- cable networks in 2007. At this stage a no business model for streaming had been made. This deals obtained at prices that would be unrealistic now. 3. 2. Internet Video Steaming Service These drivers, and some other factors, lead to Nettling investing in their streaming service to improve the quality and speed of the stream. Some devices can stream Nettling content at IPPP resolution.Nineteen's strategy with their streaming service has been to made partnerships with companies to allow Nettling to stream their content. While also keeping up to date with advances in by develop their service so that customers can stream through game consoles, pods and smart phones. The first partnership for their streaming service was with Stars Entertainment in 2008. This deal as to during over 2,500 new movies and TV shows to Nettling Watch Instantly feature. Since then Nettling have made deals with Paramount, Eliminate, MGM, Trademarks Animation, open Road Films, Epic, Relativity Media and Film District. Earlier.These are type of consumer who want general entertainment in a relaxed atmosphere and are not too fussy about the form of electronic entertainment. They tend to be young more internet-savvy user. These types of customers can be lost to illegally streaming of programs or Just other forms of entertainment such as video games, music or social networking. 4. Market Analysis 4. 1 . Competition The market industry for the video entertainment is very competitive and can be subjected to rapid change. Many consumers maintain relationships with more than one video entertainment providers and can easily shift form one provider to another. . 2. Principle Competitors Some of the many competitors to Nettling are: Multinational video programming distributors with free TV Everywhere and video- on- demand content including cable providers, such as Time Warner and Compass in America and the likes of RET in Ireland, telecommunication providers such as AT&T and Verizon in America and PUC in Ireland. Internet movie and TV content providers, such as Apple's tunes, Amazon. Com, Hull. Com and Google's Youth. DVD rental outlets and kiosk services, such as Extra-Violin and Blockbusters. 4. 3.Porter's Five Force Analysis Force Effect on Industry Treat of Potential Entrants Unfavorable Supplier Power Unfavorable Buyer power Favo rable Substitute products Favorable Industry rivalry Favorable Summary of Porter's Five Force analysis. Treat of Potential Entrants: The economy of scale for an enterprise to enter the online streaming segment of the video entertainment industry is high. The reason for this is the distribution is controlled by the multi- service operators, like PUC, and the costs of their infrastructure and overhead (occasionally underground) cables are high.In the online streaming segment of the video entertainment industry there is little or no product differentiation. The device through which the consumer is streaming limits the specifications of the stream, I. E. The resolution, audio quality, encoding and special features. Brand identity is an issue for Nettling. As the name Nettling is most commonly associated with DVD rental by mail. On September 18th into two separate businesses. This would see the streaming side remain as Nettling and the DVD bad reaction for the public. 14] The capital req uirements for the online streaming segment of the video entertainment industry is again depend on the multi-service operators. Supplier Power Supplier power is an unfavorable aspect in the video streaming industry. There is prefect product differentiation at supplier level. Video rental is a pull-trough product and trend toward broad differentiation requires full access to all suppliers. Switching costs of suppliers and firms in this industry are low. This is because they maintain ownership over the end-product.If a supplier were to terminate a contract with Nettling it will lower their distribution and lower the sales of the supplier. Presence of substitute inputs is an unfavorable aspect in this industry. Inputs are the content so there is no substituting. Supplier concentration is another unfavorable aspect in this industry. Very few studios make up the majority of the popular titles and the industry revenue. Importance of volume to supplier is a natural aspect of the industry. I t depends on the relationship between the largest company in the industry and suppliers for product to reach consumers.Threat of forward integration by firms in the industry is a favorable aspect of this industry. As suppliers do not have access to the content it would take a large investment to get in to this Buyer power Bargaining leverage is a neutral aspect of this industry. Switching costs are neutral, Nettling operate at a fixed monthly subscription rate, while other companies opt for a pay per title method. There is no product differentiation, which is unfavorable, and no concentration in consumer segments, which is favorable. There no backward integration, which is favorable. Price sensitivity is a favorable aspect of the industry.There is little cost involved from the buyer; some consumers are likely to stream from free channels. Due to the recession people's entertainment budget is shrinking and consumers are more prone to price sensitivity. Substitute products This is a f avorable the convenience consumers are many to substitute stream a movies with video games, listening to music or reading books. The most popular substitute for the in the past has been video games, but with the introduction of streaming through games consoles has reduced that. The price performance of substitutes is favorable, as the price performance of

Whats the Highest New SAT Score Possible

What's the Highest New SAT Score Possible SAT / ACT Prep Online Guides and Tips Understanding how the SAT scoring system works is an important part of preparing for the test. After all, how else are you supposed to measure your progress and set goals? The SAT underwent some big format changes in 2016, which means that the scoring system most people were familiar with was radically overhauled. Here, I’ll cover how the scoring system has changed on the SAT, how this has affected the highest possible SAT score, and what this means for test takers. How Has the SAT Changed in Recent Years? Before 2005, the SAT had just two sections (Math and Critical Reading), and each was scored on a scale of 200-800, giving you a maximum possible SAT score of 1600. In 2005, the College Board instituted a newer version of the SAT with three sections; this changed the maximum possible score to 2400. The new version of the SAT also came with updates to test content and question types. But in the beginning of 2016, the College Board updated the SAT a second time both in terms of its scoring system and content.There are still three parts of the test but these are now scored as two sections:Math and Evidence-Based Reading and Writing(which is a combination of Reading and Writing). Each of these sections is scored on a scale of 200-800.In addition, there’s an optional Essay section(whose score is separate from your overall SAT score). You might notice that the structure of the current SAT isfairly similar to that of the ACT. Another important change is the switch to rights-only scoring, which means that points are no longer deducted for wrong answers. Simply put, there’s no guessing penalty on the SAT! Now, let's take a closer look at what these changes mean for the highest possible SAT score and the SAT Essay. The Highest Possible SAT Score As I mentioned, the current SAT is scored as two sections (Math and Evidence-Based Reading and Writing, or EBRW). Each has a maximum of 800. This means that the new highest possible SAT score is 1600. Basically, the SAT shifted from a maximum score of 1600 (before 2005), to a maximum score of 2400 (2005-2015), to back down to a maximum of 1600 (2016-present).Note, though, that even though the SAT returned to the 1600 scale, the current SAT format differs a lot from its very old (pre-2005) format. You can learn more about what counts as a good, bad, or average SAT scoreby reading our guide. The Highest Possible SAT Essay Score The essay used to be a mandatory part of the SAT Writing section. Now, though, it's an optional separate section with an independent scoring system.This means that your Essay score is not included in the total maximum SAT score of 1600. Two graders will read your SAT essay and score your work on three different dimensions: reading, analysis, and writing. Each grader will give you between 1 and 4 points for each dimension. In sum, each dimension is being scored out of 8 possible points. Three separate scores (out of 8 points each) means that the highest possible SAT Essay score is 8|8|8, or 24 total points. Because the essay is now scored on three separate dimensions, it may make it easier for you to hone in on (and improve) your writing weaknesses. What These SAT Scoring Changes Mean for You These structural and scoring changes to the SAT might not sound like a huge deal, but they could change the way you approach the test. Here are the major features of the new SAT to keep in mind as you prepare for the test: #1: There's a Greater Emphasis on Math On the old SAT, the Reading and Writing sections accounted for two-thirds of your total SAT score, whereas Math accounted for just one-third (remember that each of the three sections was scored on a separate scale of 200-800 points, adding up to a maximum of 2400 points). Now, the Math section accounts for half your total SAT score. If Math isn’t your strong subject, you'll need to dedicate more time to preparing for this section than you would have had to do had you taken the old version of the SAT. Since Math now counts for a far bigger fraction of your score, you don't want to do poorly on it! To get started on your SAT Math prep, check out our ultimate guide to the SAT Math section. #2: Know the Expectations for the SAT Essay The current SAT Essay gives you three scores for three different dimensions, with each being out of 8 points.Check out the SAT Essay rubric to see exactly what graders are looking for from test takers. I also recommendreadingour guide to getting a perfect 8 on each of the three SAT Essay dimensions. #3: Don't Be Scared to Guess on Questions With the 2016 switch to rights-only scoring (meaning that there are no point deductions for wrong answers), there’s no reason to leave any questions blank.You have nothing to lose if you guess on a question that you’re otherwise unable to answer, so go ahead and put down an answer! Take a look at our article onhow and when to guess on SAT questionsto learn more about how to increase your chances of getting a question right on test day. Guessing obviously isn’t ideal, but these changes to the SAT mean you don’t have to stress about whether to guess if you’re super stuck on a question! What’s Next? How many people actually score a 1600 on the SAT?Read our expert guide to learn what the answer is! Knowing how the SAT is scored can be useful- but it’s even more helpful if you have a context for understanding these scores. Start off by learning about the SAT score range. Afterward, read up on what counts as good, bad, or excellent SAT score. Intrigued by the idea of a perfect SAT score? Check out our famous guide on how to get a 1600, written by an actual perfect scorer! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Nuclear Deal Essay Example

Nuclear Deal Essay Example Nuclear Deal Essay Nuclear Deal Essay Nucle The Implications for the Indo-U. S. CivilNuclear Deal Justine Isola Justine Isola is Visiting International Fellow at the Institute for Defence Studies and Analyses, New Delhi August 26, 2010 Summary By some calculations, the chances that India will test a nuclear weapon in the coming years are not high. But if India again surprises the world as it did in 1998 with five nuclear explosions in the desert of Rajasthan, then conversations on the implications for the Indo-U. S. ivil-nuclear deal will begin. The record of debate on testing during negotiations reflects the depth of American concern that testing will lead to unstable nuclear escalation and the lengths the U. S. went to in order to deter India from conducting new tests. But it also underscores U. S. resolve to forge a new relationship with India despite evident disagreement on a thorny issue. Studying the finely wrought language of the deal reveals some persisting ambiguity about how the deal would be affected if India were to resume testing.However, in the event of a test, it’s a safe bet that several factors will play into determining U. S. response: the preferences of U. S. leaders, domestic lobbying, and geopolitical balance of power considerations. This response will be constrained by the strength of the U. S. -India relationship. Further, due to Indias deepening nuclear ties with the rest of the world, any U. S. response may have only a modest impact on India. If India Tests? The Implications for the Indo-U. S. Civil-Nuclear Deal 2 e The conclusion of the Indo-U. S. civil-nuclear deal in the fall of 2008 arked the end of three years of negotiations between the U. S. and India. Completion of the deal should not, however, obscure the history of domestic debate within the U. S. and India on how the terms of the deal apply. One issue on which lack of consensus notably persists within the U. S. is how the deal would be affected by India testing a nuclear weapon. As a Carnegie Endowment pub lication released during the thick of negotiations predicted, on the topic of nuclear testing, â€Å"[t]he ambiguities of this agreement invite future disputes and recriminations. 1 More recently, a Council on Foreign Relations backgrounder on the deal echoed this sentiment, referring to the repercussions of testing as â€Å"a potential area of dispute. †2 Examining U. S. laws on nuclear exports and cooperation suggests that the President would have to take some mandatory steps in response to a test. But (s)he would also have some discretionary authority. Looking at public statements and government debate on the issue of testing when Congress was negotiating the terms of the deal only underscores this lingering uncertainty about what India can expect from the U.S. if it resumes testing. However, several factors will certainly play into determining whether testing would jeopardize the agreement: who is in power in Washington, the strength of domestic interest groups, and bala nce of power geopolitics. Analysis of these factors suggests that the increasingly close ties between the U. S. and India may leave the U. S. with limited options for influencing India’s behaviour. Burgeoning nuclear ties between India and the rest of the world may further mean that the end of U. S. nuclear cooperation would have only a modest impact on India.The letter of the law U. S. President Bush and Indian Prime Minister Singh’s July 18, 2005, joint statement on civilian nuclear cooperation ushered in a heated debate between their two governments on the terms of this partnership. 3 Testing emerged as one of the most contentious issues from the start. Despite Prime Minister Singh’s promise in the joint statement to continue India’s unilateral moratorium on nuclear testing, many non-proliferation advocates in the U. S. were unhappy that the proposed agreement on cooperation did not explicitly prohibit Indian testing.The stakes were nuclear escalation in an unstable South Asia and the spectre of Indian testing triggering global proliferation. Some noted that the terms of 1 See chart accompanying Sharon Squassoni’s â€Å"Issues in U. S. -India Nuclear Cooperation,† Proliferation Analysis, November 7, 2007, carnegieendowment. org/npp/publications/ index. cfm? fa=view;id=19697. Jayshree Bajoria and Esther Pan, â€Å"The U. S. -India Nuclear Deal,† Backgrounder, Council on Foreign Relations, Updated November 20, 2009, cfr. org/publication/9663/ usindia_nuclear_deal_html. Joint Statement Between President George W. Bush and Prime Minister Manmohan Singh,† July 18, 2005, armscontrol. org/print/3292. 2 3 IDSA Issue Brief 3 the deal could in fact make it easier for India to test. 4 Others simply saw not tying the deal to India signing the Comprehensive Test-Ban Treaty as a missed opportunity for nonproliferation. 5 They pushed for stronger language on the consequences of testing. It was against this backdrop that Congress was conducting hearings on amending U. S. domestic law to loosen nuclear export legislation - the first hurdle to approving the civil-nuclear deal.The U. S. Atomic Energy Act (AEA) requires a formal agreement delineating the terms of civil-nuclear cooperation and stipulates that several criteria be met before such a â€Å"123 agreement† - so-called after section 123 of the Act - can go into effect. Congress had to exempt the proposed U. S. -India 123 Agreement from some of those criteria. Specifically, Congress had to excuse India from full-scope safeguards on all of its nuclear facilities and allow exports even though India had tested nuclear weapons in 1998. These were two equirements negotiators recognized early on as impossible to meet. 6 President Bush signed the Henry J. Hyde United States-India Peaceful Atomic Energy Cooperation Act into law on December 18, 2006, granting the above exemptions and preliminary approval to the civil-nuclear deal. This leg islation arguably comes down clearly on the consequences of future tests: It specifies that all waivers â€Å"shall cease to be effective if the President determines that India has detonated a nuclear explosive device after the date of the enactment of this title. 7 And it does not exempt India from an Atomic Energy Act provision that in the event of a test, a partner country must return nuclear material and equipment acquired through trade. 8 Of course, the President retains the authority subsequently to waive the AEA’s termination of cooperation requirements if he determines that the â€Å"cessation of such exports would be seriously prejudicial to the achievement of United States non-proliferation objectives or otherwise jeopardize the common defence and security. †9 Whether or not the U. S. 4See Michael Krepon’s comments at Arms Control Association briefing, â€Å"The Senate and the U. S. Indian Nuclear Deal: Issues and Alternatives,† November 14, 20 06, armscontrol. org/ print/3230. See Paul K. Kerr, â€Å"U. S. Nuclear Cooperation with India: Issues for Congress,† Congressional Research Service, November 5, 2009, p. 14. Kerr, p. 33. See section 106 â€Å"Inoperability of Determination and Waivers† of Henry J. Hyde United StatesIndia Peaceful Atomic Energy Cooperation Act of 2006. See section 123(a)(4) of the Atomic Energy Act. Kerr, p. 32. 5 6 7 8 9 If India Tests?The Implications for the Indo-U. S. Civil-Nuclear Deal 4 e would in fact require India to return all transferred materials could well depend on what was transferred. If for example, India had only received supplies inconsequential for proliferation at the time of termination, the U. S. would not likely require the return of materials. But the Hyde Act and the Atomic Energy Act clearly provide Congress with unambiguous grounds (some would say mandatory obligations) for ending the deal and requiring India to return nuclear material if India were to again test weapons.In debating the Hyde Act, the U. S. Congress also addressed concerns that the civil-nuclear deal would make it easier for India to test. For example, then-Senator Obama had proposed an amendment to the bill to â€Å"clarify United States policy in order to deter nuclear testing by foreign governments. †10 This amendment, which encourages limits on Indian reactor fuel reserves in order to make testing more difficult in the event of a cut-off of supplies, appeared in the final version of the Hyde Act as Section 103 (b) (10). 1 Following passage of the Hyde Act, the next hurdle to wrapping up the civil-nuclear deal was garnering Congressional approval for the 123 Agreement reached between leaders in Washington and New Delhi in July 2007. The 123 Agreement’s language on testing is not as clear-cut as that of the Hyde and Atomic Energy Acts. 123 agreements usually explicitly prohibit testing. But India had successfully prevented the agreement from including la nguage explicitly stating that renewed nuclear testing would lead to termination of U. S. supplies.The provisions of the 123 Agreement thus raised some questions about whether the U. S. would in fact act decisively were India to test. 12 Congress scrutinized the 123 Agreement’s compliance with the testing provisions of the Hyde and Atomic Energy Acts, focusing on the following passages: The 123 Agreement states that â€Å"[e]ither Party shall have the right to terminate this Agreement prior to its expiration on one year’s written notice to the other Party. †13 10 â€Å"United States-India Peaceful Atomic Energy Cooperation Act,† Congressional Record, November 16, 2006, p. S10985.For more on Senator Obama’s positions on the civil-nuclear deal see Brahma Chellaney, â€Å"Obama’s India-Nuclear Legacy,† Asian Age, June 18, 2008, http:// chellaney. spaces. live. com/blog/cns! 4913C7C8A2EA4A30! 622. entry. Section 103(b)(10) of the Hyde Act states, â€Å"Any nuclear power reactor fuel reserve provided to the Government of India for use in safeguarded civilian nuclear facilities should be commensurate with reasonable reactor operating requirements. † Chellaney’s article is the source for information about Obama’s amendment appearing in the final version of the bill.For further discussion of perceived inconsistencies between the Hyde Act and the 123 Agreement, see Proceedings of the Brookings Institution, July 30, 2008, Washington, D. C. â€Å"The U. S. -India Nuclear Agreement,† participants Stephen P. Cohen, Strobe Talbott, R. Nicholas burns, and Robert Einhorn, scribd. com/doc/6397716/Steve-P-Cohen-The-USIndia-NuclearAgreement-the-Brookings-Institution. All citations from version of â€Å"Agreement for Cooperation Between the Government of the United States of America and the Government of India Concerning Peaceful Uses of Nuclear Energy (123 Agreement)† released by U. S.Department of State, August 3 2007, merln. ndu. edu/archivepdf/ india/State/90157. pdf. 11 12 13 IDSA Issue Brief 5 However, the agreement advises both the U. S. and India to â€Å"consider the relevant circumstances† and â€Å"take into account whether the circumstances that may lead to termination or cessation resulted from a Party’s serious concern about a changed security environment or as a response to similar actions by other States which could impact national security. † Further, the agreement urges both countries to â€Å"recognize that exercising the right of return† to compel India to send back any nuclear material acquired from the U.S. â€Å"would have profound implications for [U. S. -India] relations. † Finally, the agreement also spells out how the U. S. would help India work with other countries on ensuring its fuel supply if the U. S. were to cease supplying to India. 14 Such stipulations provide manoeuvring room for India to defend a decisi on to test as a response to a new security threat from countries such as China or Pakistan and arguably, for the U. S. to find creative ways to respond. Primary sources from when Congress was conducting hearings on the deal offer some clues to how the U.S. could interpret the above language in future scenarios. For example, correspondence between Chairman of the House Committee on Foreign Affairs Tom Lantos and State Department assistant secretary for legislative affairs Jeffrey T. Bergner reflects Congressional concern about what was left unsaid in the 123 Agreement. In response to the question â€Å"Would any of these commitments continue to apply if India detonated a nuclear explosive device? If so, under what circumstances? †, the State Department offered reassurances that the U.S. would have the right to cease nuclear cooperation with India â€Å"immediately. †15 In response to concern that the fuel supply assurances would mitigate the effects of U. S. cut-off, th e State Department clarified that the purpose of these assurances was to â€Å"guard against disruptions of fuel supply to India that might occur through no fault of India’s own. †16 In response to a question about how provisions for a â€Å"lifetime† supply for India’s safeguarded reactors was consistent with Senator Obama’s amendment on limiting fuel 14 The United States will support an Indian effort to develop a strategic reserve of nuclear fuel to guard against any disruption of supply over the lifetime of India’s reactors. If despite these arrangements, a disruption of fuel supplies to India occurs, the United States and India would jointly convene a group of friendly supplier countries to include countries such as Russia, France and the United Kingdom to pursue such measures as would restore fuel supply to India,† Ibid. â€Å"Questions for the Record submitted to Assistant Secretary Bergner by Chairman Tom Lantos House Committee on Foreign Affairs,† October 5, 2007, Question 16.Ibid. , Questions 17 and 18. 15 16 If India Tests? The Implications for the Indo-U. S. Civil-Nuclear Deal 6 e reactor reserves, the State Department replied simply, â€Å"[w]e do not read these provisions to be inconsistent. †17 Finally, when asked why the agreement does not contain â€Å"explicit† language on â€Å"actions that would give the U. S. the right to terminate nuclear cooperation† in the event of a test, the State Department answered that the agreement â€Å"provides for a clear right for the U. S. o terminate nuclear cooperation and a right to require the return of equipment and materials subject to the agreement in all of the circumstances required under the Atomic Energy Act, including if India detonated a nuclear explosive device†¦Ã¢â‚¬ 18 These exchanges offer some insight into how the U. S. could interpret the provisions on testing and termination in the various components of the c ivil-nuclear deal should India ever again test. In underscoring the U. S. right to end cooperation and request the return of nuclear materials, the State Department does not specify whether such a response would be mandatory.Eleventh-hour controversy and persisting post-deal ambiguities The clarifications provided by the State Department did not put an end to debate about Indian testing. In fact, the testing controversy remained live even after President Bush signed the United States-India Nuclear Cooperation Approval and Nonproliferation Enhancement Act, the legislation that approved the 123 Agreement. For example, before sending the bill to the President, the Senate rejected an eleventh-hour amendment to end nuclear exports if India were to test nuclear weapons. 19And even so, the Indian government was taking no chances.Secretary of State Condoleezza Rice had arrived in New Delhi several days after Congress approved the bill and was expected by many to get Indian Foreign Minister Pranab Mukherjee’s signature on the agreement. 20 But the Indian government insisted that President Bush sign first, reportedly in the hope that Bush would make a final statement speaking to India’s concerns about continued fuel supplies if India were to conduct a test. 21 On October 8, 2008, President Bush signed the bill without the much-sought after explicit language on the repercussions of testing.In his statement, he noted simply that the legislation authorizing the 123 Agreement â€Å"does not change the 17 18 19 Ibid. , Question 19. Ibid. , Question 35. Bajoria and Pan. Amendment was S. AMDT. 5683 to H. R. 7081 â€Å"To prohibit nuclear trade with India in the event that India detonates a nuclear weapon and to impose certain certification, reporting, and control requirements. † The amendment was introduced and rejected on October 1, 2008. The Senate passed H. R. 7081 the same day. Rama Lakshmi, â€Å"Glitch Delays Signing of India Nuclear Pact,† T he Washington Post, October 5, 2008. Ibid. 20 21IDSA Issue Brief 7 fuel assurance commitments that the United States Government has made to the Government of India, as recorded in [the agreement]. †22 Just weeks after Bush signed the 123 Agreement, The Washington Times ran an editorial chastising his administration and Congress for approving the deal and urging the incoming Obama administration to end cooperation if India were to resume testing. 23 Citing â€Å"serious concerns† about the deal’s compliance with the standards of the Hyde Act, the authors argued that â€Å"the next administration must make it clear that conditionality or not, the U.S. will cut off nuclear supplies if India conducts another test. † 24 The Obama administration has not released such a statement. More recently, disagreement on the testing issue contributed to delays resolving the latest successfully concluded aspect of the nuclear deal - the terms of the agreement that will all ow India to reprocess spent fuel. In an April 5, 2010, interview, the Carnegie Endowment’s Mark Hibbs was asked about what would happen to the reprocessing agreement if India were to test a nuclear weapon. Hibbs explained that lthough â€Å"[t]he arrangements do not explicitly state that an Indian nuclear test would be grounds for suspending U. S. consent to reprocessing †¦ the United States could base suspension upon its determination that a test constituted a serious threat to U. S. national security. †25 An Arms Control Association report on the terms of the reprocessing agreement clarifies how the repercussions of testing could play out, citing the language of the agreement: The â€Å"sole grounds† for seeking suspension are â€Å"exceptional circumstances limited to† a determination by either party that â€Å"continuance of reprocessing of U.S. -obligated material at the Facility would result in a serious threat to the Party’s national s ecurity† and a determination that â€Å"suspension is an unavoidable measure. †26 The testing issues, it appears, will not be laid to rest anytime soon. Forecasting U. S. response The above overview provides ample evidence of the primacy of the testing issue in negotiations about the civil-nuclear deal and persisting post-deal ambiguities. As this analysis demonstrates, despite vigorous debate and careful examination of the language of each component of the deal, U.S. response to an Indian test is arguably uncertain. Those who want to predict U. S. response should also be mindful that whatever the deal 23 Lawrence J. Korb and Winny Chen, â€Å"U. S. must suspend deal if India tests another nuke,† The Washington Times, November 11, 2008. Ibid. Mark Hibbs, â€Å"Moving Forward on the U. S. -India Nuclear Deal,† Carnegie Endowment, Q;A, April 5, 2010, http://carnegieendowment. org/publications/index. cfm? fa=view;id=40491. Daniel Horner, Arms Control Today, à ¢â‚¬Å"India, U. S. Agree on Terms for Reprocessing,† May 2010, rmscontrol. org/act/2010_05/US-IndiaReprocessing). 24 25 26 If India Tests? The Implications for the Indo-U. S. Civil-Nuclear Deal 8 e says, the president and a simple majority in Congress could enact freestanding legislation to end cooperation. 27 For these reasons, in addition to mining the relevant legislation to identify triggers for termination, onlookers should consider how factors such as the makeup of leadership in Washington, pressures from domestic interest groups, and geopolitical context could play a decisive role in shaping this response.Who’s in power in Washington – Studying the copious record of debate on testing is a reminder of the fact that the Bush administration and Congress did not see eye to eye on all aspects of the deal. With a new president and newly elected members of Congress, some of these fault lines may again appear in the future. President Obama’s statements and positions as a senator give reason to believe he would favour acting decisively if India were to test. Some observers have even contended that the Obama administration has been deliberately slow to implement the civil-nuclear deal, perhaps reflecting residual opposition to its terms. 8 If the American public does not re-elect Obama for a second term, this calculus would shift. Turnover in Congress after the upcoming midterm elections could also shake things up. Domestic interest groups – No matter who is in the White House, any President deciding whether or not to terminate cooperation would want to factor into consideration the growing influence of the Indian American lobby in the U. S. and its perception of a U. S. response. 29 The deal signified an elevation of U. S. -India partnership. Ending the deal could be similarly symbolically significant. Business interests will also shape the nature of U. S. esponse. Some critics of the nuclear deal have long held that business i nterests drove the initiative. 30 And economic self-interest could certainly reduce the likelihood of U. S. termination. American companies such as GE Hitachi and Westinghouse that are poised to construct nuclear reactors in Andhra Pradesh and Gujarat will not want to be cut out of Indian markets. 31 According to a U. S. -India trade group, such business may be worth $130 billion by 2030. 32 27 See Michael A. Levi and Charles D. Ferguson, â€Å"U. S. India Cooperation: A Strategy for Moving Forward,† CSR No. 16, June 2006, Council on Foreign Relations, p. 9. Raja Karthikeya, â€Å"India’s CTBT debate: Conviction or Con‘fusion,’† published on the website of the Center for Strategic and International Studies (http://csis. org), Sept. 28, 2009. For coverage of the growing influence of the Indian American lobby see Mira Kamdar, â€Å"Forget the Israel Lobby. The Hill’s Next Big Player Is Made in India,† The Washington Post, September 30, 2 007, washingtonpost. com/wp-dyn/content/article/2007/09/28/ AR2007092801350. html. See for example J. Sri Raman, â€Å"The U. S. -India nuclear deal – one year later,† Bulletin of the Atomic Scientists, October 1, 2009, hebulletin. org/web-edition/features/the-us-indianuclear-deal-one-year-later. Randy Woods, â€Å"India names sites to host reactors by GE Hitachi, Westinghouse,† Nucleonics Week, October 22, 2009. Mark Hibbs, â€Å"Moving Forward on the U. S. -India Nuclear Deal,† Carnegie Endowment, Q;A, April 5, 2010, http://carnegieendowment. org/publications/index. cfm? fa=view;id=40491. 28 29 30 31 32 IDSA Issue Brief 9 Balance of power geopolitics – Concern about preserving the balance of power in Asia and assessing the motives that may have led India to test in the first place will also play a role in determining U.S. response to an Indian test. India may in the future want to expand its nuclear arsenal or increase the credibility of its th ermonuclear deterrent in response to developments in neighbouring countries. If India were to test following overt territorial aggression by China or Pakistan, then it is probable the U. S. government would indeed excuse Indian tests. If India were to test in the wake of testing by China or Pakistan, it is again possible that the U. S. would tolerate a reciprocal act, though it is hard to imagine officials in Washington not feeling compelled to respond in some shape or form.It should also be noted that the U. S. will probably have to impose sanctions on India regardless of what steps (if any) it takes with respect to ending nuclear cooperation. The Glenn Amendment to the Arms Export Control Act mandates that the U. S. cease assistance to any non-nuclear weapons state involved in the transfer or use of a nuclear explosive device, although the president has authority to delay imposing sanctions if he deems they would be â€Å"detrimental to the national security of the United Statesà ¢â‚¬  and waive them entirely with Congress’s approval. 3 This was the law triggered in 1998 when India conducted five nuclear explosions in the desert of Rajasthan. But the impact of such sanctions has been debated. 34 The political will to maintain sanctions against India (and Pakistan, which had conducted its own nuclear tests following India’s tests) seems to have been lacking as penalizing India became less important than securing business opportunities and India’s partnership on emerging regional security concerns. Congress repealed sanctions against India less than two years after they went into effect. 5 As the above snapshots of the factors that could determine a U. S. response to Indian testing suggest, people-to-people, business, and security ties between the U. S. and India have only grown since then. These factors (with the exception of the make-up of U. S. leadership) demonstrate the ways in which U. S. response to Indian testing could be complica ted by the transformation of the U. S. -India relationship since the end of the Cold War. Increasing partnership may limit the scenarios under which the U. S. would end the civil-nuclear deal or take supplementary steps such as imposing sanctions.Why ending the deal may not matter to India Understanding how India will be impacted by a U. S. response to testing is as important 33 See Section 102(b) of the Arms Control Export Act. India is a non-nuclear weapons state as defined by the Nuclear Nonproliferation Treaty. For a comprehensive discussion of the impact of the 1998 sanctions against India and Pakistan see Robert M. Hathaway, â€Å"Confrontation and Retreat: The U. S. Congress and the South Asian Nuclear Tests,† Arms Control Today, January/February 2000, armscontrol. org/act/2000_0102/rhjf00. Ibid. 34 35 If India Tests?The Implications for the Indo-U. S. Civil-Nuclear Deal 10 e considering the nature of the response. There is good reason to believe that India would as n ot be adversely affected by a cut-off of U. S. nuclear supplies. Even if the U. S. stops nuclear cooperation with India, several other countries are poised to step in and begin exporting fuel and technology to India. Shortly before Congress approved the deal, the Nuclear Supplies Group agreed to exempt India from the usual rules governing global nuclear trade, freeing India to cooperate with other NSG member states on nuclear trade.India currently has bilateral nuclear agreements in place with the U. S. , France, Russia, Kazakhstan and Canada. 36 The NSG exemption opening up trade with India may in fact be the most significant legacy of the civil-nuclear deal. As George Perkovich explains, â€Å"[i]f India were to test a nuclear device after several years of receiving fuel imports, it would be able to withstand interruption of foreign fuel supplies, especially if in the intervening period India increases its own uranium mining operations. 37 This analysis suggests that Senator Obam a was prescient when pushing for limits on Indian reactor fuel reserves. In the future, however, cut-off of U. S. supplies may not be a sufficient tool for preventing Indian proliferation. Conclusion By some calculations, the chances that India will test a nuclear weapon in the coming years have never been high, deal or no deal. But if India again surprises the world as it did in 1998, then conversations on the implications for the deal will undoubtedly be about more than its finely wrought language.The above record of debate on testing speaks to the depth of American concern that testing will lead to unstable nuclear escalation and to the lengths the U. S. went to in order to deter India from conducting new tests. But the end result of those negotiations also underscores U. S. resolve to forge a new relationship with India despite evident disagreement on a thorny issue. In the event of a test, it’s a safe bet that the preferences of U. S. eaders, domestic lobbying, and geopo litical balance of power considerations will play a role in determining U. S. response. The effect of that response on an India that is itself deepening ties with the U. S. and diversifying its partnerships is equally worth contemplating. 36 Urjit R. Patel, â€Å"Crucial Deadline for Nuclear Energy Business in India,† The Brookings Institution, brookings. edu/opinions/2010/0817_nuclear_energy_india_patel. aspx. George Perkovich, â€Å"Global implications of the U. S-India deal,† Daedalus, Winter 2010, p. 26. 37

The Best Way to Review Your Mistakes for the SAT

The Best Way to Review Your Mistakes for the SAT/ACT SAT / ACT Prep Online Guides and Tips What do you do when you've been prepping tirelessly for the SAT, sit down to take a practice test...and then have to face all the questions you missed? Since banging your head against a wall is not very effective, other strategies must be employed. This article lists ways to grapple with missed questions on the SAT, with targeted strategies for students scoring in the 500 and 700 ranges on the SAT (or the 21 and 31 ranges on the ACT). All these tips apply equally to the SAT and the ACT, though for simplicity I'll mostly use the SAT for specific examples in this guide. feature image credit: "Questioned Proposal" by Ethan Lofton, used under CC BY 2.0/ Cropped from original. Reconsidering How You React to Mistakes Getting questions wrong on an SAT practice test or ACT practice test can be anywhere from mildly disappointing to absolutely infuriating. Discovering that you have answered a question incorrectly can trigger any or all of the following impulses: Impulse 1: Focusing on what you did well and ignoring what you did wrong (not helpful). Impulse 2: Disregarding questions you got wrong because they were just "careless mistakes" (not helpful). Impulse 3: Focusing on the fact that you got things wrong and ignoring review in favor of self-loathing (popular among some overachievers, and yet...still not helpful). Reviewing the questions you missed, however, is an extremely important part of test prep. As this article on preparing for the LSAT states, "Reviewing...preptests is the point at which you switch over from merely practice to actually teaching yourself." Strategy: Analyze Your Confidence for Each Question It is not only important that you review missed questions, but that you also review them effectively. A helpful way to do this is by going through the questions you messed up on and sorting them into categories. Many times, questions can be sorted into these general categories: Skipped (guessed randomly on), Guessed (through elimination), and (thought you) Knew. Seeing how many questions you skipped, how many you guessed, and how many you were certain were correct can help to focus your studying. For instance, if the majority of the questions you missed were ones you skipped answering, it's possible that you could be eliminating more answers before guessing on more questions. Alternatively, you might be accidentally skipping over some questions because you're rushing and end up zipping right past them. Once you've sorted the questions you missed into these general categories, make sure to review all of the questions you guessed on, including the ones you answered correctly. Compare these questions with the questions you guessed incorrectly on. Was it just blind luck, a combination of the process of elimination and Pin the Pencil on the Scantron ®? Or is there a difference between the way you approached the guessed questions you got correctly and incorrectly? "140617_FF_CHEAPDEGREE" by Natalie Freitas, used under CC BY-S.A. 2.0/Cropped from original. Pin-the-pencil-on-the-Scantron ®: probably the worst party game. Strategy: Understand the Reason for Missing Each Question Sort the questions by the fundamental reason you missed them. Don't just think, "Well, I got that one wrong." That's not useful in figuring out where you're really making mistakes. I find that nearly all mistakes fall into four categories: Time Issue: You were pressed for time. Question Comprehension Issue: The question was too complicated, you weren't exactly sure what it was asking, or you were tricked by the question. Procedural/Content Issue: You didn't know how to find the answer to the question, or didn't know the material the question covered. Careless Error: A.k.a. careless mistakes, a.k.a. stupid mistakes, a.k.a. the most frustrating mistakes of all. We'll go more deeply into each one. I'll also give you tips on how to prepare, depending on whether you're scoring around a 500/21 level or around a 700/31 level. Mistake Type 1: Time Crunch These are questions where you were pressed for time and couldn't answer the question. This is often the case with skipped or incorrectly guessed questions. Out of all the questions you missed, how many of these "ran out of time" questions are there? If the majority of your missed questions happened because you were running low on time, you may have a time management issue. Do You Have Good Time Management? So how do you know if you have a problem with time management? One way to check is by taking a timed practice test (under realistic conditions). If you run out of time to answer all of the questions, continue answering questions, but mark the questions for which you needed the extra time. Afterwards, you can go back and categorize the questions you needed extra time for and sort them into the remaining three categories of errors. How many questions did you get right with extra time, as compared to questions you answered correctly during test length? If your scaled scores differ by more than either 50 points on any section of the SAT, or by more than 4 points on any section of the ACT, then you have a time management issue. For more information about why time management is so important, look into our article on scoring perfectly on the SAT. If you want more specifics on how to combat time management weaknesses, especially for Reading, definitely check out 10 Strategies for getting a perfect SAT Reading score and how to avoid running out of time on SAT Reading (or ACT Reading). You may notice particular skill weaknesses across all the questions you ran out of time on. Make a note of these: if you know what is wrong, then you can fix it. If there are no commonalities between the questions, you might just be spending too much time on some questions, and you need to improve your fluency with taking the test by following some of our suggested actions. Actions for a 500/21 Scorer: Don't get sucked in- monitor your time on each question. On the SAT, the breakdown of total time allowed for each question (including double-checking!) is as follows: Section Total Questions Total Time (minutes) Approximate Time per Question Reading 52 65 75 seconds Writing and Language 44 35 47 seconds Math (No Calculator) 20 25 75 seconds Math (Calculator) 38 55 86 seconds And here's the breakdown of time per question for the ACT: Section Total Questions Total Time (minutes) Approximate Time per Question English 75 45 36 seconds Math 60 60 60 seconds Reading 40 35 52 seconds Science 40 55 52 seconds You can do the math yourself, if you want the practice! For more information on the SAT and timing, try our expert guide on the SAT's length, or read our equivalent article on the ACT's length here. Do you find that you always run out of time? One of the best strategies for students scoring in the 500 range is to just guess on the hardest questions. In fact, because of the way the SAT is scored, you can actually guess on up to 25% of the multiple choice questions and still get a 600. How do you know which questions are the hardest ones? In Math, the questions at the end of each section are the most difficult. This means that, for instance, in the 20-question Math section, you should completely skip the last 4 questions. Focus the energy you would have spent on those questions on getting the other 16 correct. For more surefire strategies to attain a 600 in SAT Math, read our article on improving your SAT Math score. Reading is a little trickier, since it includes lengthy reading passages, and the questions are not (for the most part) ordered by difficulty. Our blog has more specific information in our post on improving your SAT Reading score, but the basic takeaways are: -When faced with a lengthy passage, read and mark-up the questions first. This way, you will already know the information you should be considering when reading the passage. -Skim the passage on your first read-through. Sometimes, several lines of the passage will not have relevance to any of the following questions, so why spend extra time on a detailed read the first time through? If possible, try finishing the passage in 3 minutes or less. -If you cannot answer a question in 30 seconds or less, guess "B" on it and move on. You won't have points taken off for incorrect answers, so if you guess the same answer choice for every answer you don't know, you should get it right about 25% of the time. Overall, practice can help you get faster at taking the SAT/ACT, and the more high quality practice questions and tests you do and take, the more comfortable you'll be. Actions for a 700/31 Scorer: If you're already scoring in the 700 range, and you know time management is not the issue, chances are you just need to up your speed (whether for one particular type of question or overall). Again, this comes from practice, like endless lay-up drills in basketball or scales on a musical instrument. When I had to learn piano scales as part of the graduation requirements for my Master's program, I started out by seeing what my natural pace was (average of 1 note every 4-5 seconds). I followed this by calculating the difference between that and the target pace (1 note/second) for the exam, then setting incremental goals for myself so that I could create a realistic timeline for learning this new skill and focus my practicing towards that timeline. The same strategy works for test prep. For every section, you should calculate your own time per question. For ACT Math, for example, there are 60 minutes to solve 60 questions. This means an average of 1 minute per question, but the questions at the end will likely take you much longer than 1 minute. This means you might have a goal of 30 seconds per question for questions 1-20, 60 seconds per question for #21-40, and 90 seconds per question for #41-60. The key here is that during the test, if you find yourself spending more than your target time goal, you need to skip that question. You want to avoid getting sucked into wasting time on a question. On these points every question is worth the same point, and at your level every point counts. Therefore, your goal should be to answer as many questions correctly as possible. Mistake Type 2: Question Comprehension SAT questions might need to have one unambiguous answer, but that doesn't mean that they can't trick you with the wording of the question. Oddly, this is especially lethal for those who read quickly, because it can lead you (and by you, I perhaps mean me) to focus on the wrong part of the question. The first time I looked at this question, I read through it too quickly and solved for p, rather than 3p + 2. Always make sure you know what the question is asking before you look at the answers. Often, the SAT will give several incorrect answer choices that each could be correct if you'd misread the question a particular way. "It's a trap!" by anneheathen, used under CC BY 2.0/ Cropped from original. Not all traps are this obvious. Actions for a 500/21 Scorer: In some cases, it can help to write out the information the question provides in simpler form. Take this sample math question: In one semester, Doug and Laura spent a combined 250 hours in the tutoring lab. If Doug spent 40 more hours in the lab than Laura did, how many hours did Laura spend in the lab? Now, write out the information given in the question separately, in your scratch area: Total hours in lab = 250 Laura = x hours Doug = x + 40 hours Solve for x (take that, Doug!) It might seem redundant, but writing out the information separately not only gets it into your brain, but also prevents you from grabbing the wrong number or unit of measure when you go to plug it into your equation or answer. If you're concerned that writing everything out will take too much time, underlining the relevant information in the question can also be useful. Example (underlining mine): Which of the following does the author suggest about the "female goats" mentioned in line 59? A) They secreted antithrombin in their milk after giving birth. B) Some of their kids were not born with the antithrombin gene. C) They were the first animals to receive microinjections. D) Their cells already contained genes usually found in humans. Actions for a 700/31 Scorer: Slow down when reading the question for the first time. Students who leave time to double (or even triple) check their answers sometimes don't bother re-reading the question on their second (or third) time through, which means that if you misread the question the first time, it doesn't matter how many times you double-check your thinking process- you won't be able to correct your mistake. Because of this, re-reading the question is important as well, because it allows you to make sure the question is asking what you think it was asking when you go through it again. Mistake Type 3: Procedural/Content Issue If it is a multiple choice question, identify what type of question it is. For instance, we at PrepScholar have identified the major SAT Reading passage question types as: #1: Big Picture/Main Point #2: Little Picture/Detail #3: Inference #4: Vocabulary in Context #5: Function #6: Author Technique For a breakdown of the SAT Math question types, read our article here. If you want to learn more about the Writing section, try our complete breakdown of SAT grammar rules. Is your problem with how to answer certain types of questions, like Inference questions? Or is the problem knowing the content, like specific grammar rules or trigonometry formulas? Actions for Everyone: For these kinds of missed questions, there are two main steps to take. Step 1: Find a source for lesson material. For content issues, this could be class notes, textbooks on the material, or a test prep book or a complete prep program like PrepScholar. For procedural issues, definitely check out SAT prep books and sites on strategies. Step 2: Practice answering questions, over and over and over (see above regarding lay-ups and scales), reviewing them well. If you follow these two steps, you will be full of well-founded confidence when questions that previously stymied you (whether in terms of how to answer them or what they were asking about) pop up on test day. "consumer confidence" by Chris Karen Highland, used under CC BY-SA 2.0/ Cropped from original. Cape not suggested as part of your test-day apparel. Bonus (or possibly not, depending): You are far less likely to drive your siblings crazy by drilling yourself on practice questions than by drilling yourself on piano arpeggios! Not that I would know from personal experience. Nope. Mistake Type 4: Careless Error My favorite type of mistake- seemingly innocuous, but with a potentially fatal impact. Story time: Once upon a time, during my very sleep-deprived junior year of high school, I added 2 and 2 together to get A) 8 and B) 2. At various points on the SAME CALCULUS TEST. And while yes, I was sleep-deprived, this was not the only factor. Rushing headlong through answer choices (or problem solving, in the case of some math questions) is often the prime culprit for careless mistakes. This is completely understandable, as you are taking a timed test, but ultimately it can be counterproductive if you don't have the appropriate backups in place. Common Careless Errors Here I've broken down some of the most common careless errors by subject area. Reading: Misreading the question, particularly by not noticing words like "except." On practice tests, I would sometimes lose valuable time by trying to choose among answers that seemed to be all correct, only to realize that the question was actually asking for the one that was INcorrect. Math: Solving for the wrong value. I cannot stress enough how annoying it is to finish a practice test and realize you solved for the wrong value (particularly since these are often answer choices). See my previous example of the sort of questions where this can happen particularly easily. Writing and Language: Reading through the question too quickly and choosing "NO CHANGE," particularly with questions at the end of the section. Don't just select "No Change" if the sentence looks right to you- also make sure you can eliminate all three other answer choices. Actions for a 500/21 Scorer: Ask yourself why you made the careless mistakes. Were you feeling pressed for time? Were you actually pressed for time? What can you do in the future to help head this off? Check out our article on top SAT test day tips for some helpful suggestions. Actions for a 700/31 Scorer: Make sure you leave yourself enough time to go back over questions- not just going over your work, but redoing questions (especially those you are unsure of). PrepScholar co-founder Allen Cheng suggests leaving yourself at least 5 minutes to spare in his article on how to get a perfect SAT score. How to Streamline Future Review Okay, you know everything now about what you were doing wrong with your reviewing of missed questions. How can you make it more efficient (and effective) in the future? A few final tips: #1: When going through tests, always mark the questions you think you have a 3/4 or less chance of getting correct. Circling the numbers of the questions works well for me, because you can circle them lightly on your first time through the test, and circle ones you're still unsure of more heavily on your second time through. You'll be able to review everything you were unsure about, even if you ended up getting them right. Knowing you've looked over everything you were unsure about, even if you ended up getting the question correct, will make you more confident you're choosing the right answer in the future, because you will have put in the time. #2: Just like a tooth with a cavity, the best way to get better is to...drill. I have no regrets about this wordplay. I am also 100% serious. Practice may not make perfect, but it does make answering the questions you have trouble with more routine, which in turn can get you closer to perfection. See also my earlier explanation for why you should structure your practice. "Facepalm" by Philipp Boisserà ©e, used under CC BY-ND 2.0. #3: Don't immediately go back and try to re-do missed questions (or if you do, don't let that be the only time you re-do them). It's more helpful to let some time pass in between attempts- a day is usually good enough, but anywhere between few hours or a week can also work, depending on the person- because then you can try it again fresh. #4: Keep a notebook or computer record of questions you got wrong, sorted by subject (Math, Reading, Writing and Language for the SAT, or English, Math, Reading, and Science for the ACT) and question subtype (e.g. big picture vs. little picture questions in Reading). Note for each question why you missed it and how you plan to remedy this in the future (even if the remedy is just "Practice this kind of question until it appears in my dreams, possibly accompanied by piano scales"). Reviewing questions you got wrong is integral to effective test prep. Learning from one's mistakes is not just a saying- it reflects the reality that can help you break through a score ceiling and drastically improve your score on the the SAT or ACT. The trick is to know not just where you are making mistakes, but to practice those same types of questions over and over until you have mastered them. What's Next? What's a good target score you should aim for? Find out in our guides for the SAT and the ACT. Want to score a perfect SAT score or ACT score? A perfect scorer has the advice you need. Read our guide on getting a 1600 on the SAT or getting a 36 on the ACT. Not sure when to start studying? Get advice on how much time you should put into studying for the SATs here. If you want more specifics on how to prepare for each section for the SAT, try our study guides for low scorers (Math, Reading, Writing) or high scorers (Math, Reading, Writing). Looking to review mistakes in your code as well as on your SAT/ACT? Our guide to the JavaScript TypeOf Function explains what TypeOf can tell you and how to use it. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

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