Monday, May 25, 2020

My Clinical Placement For The University Hospital s...

My clinical placement for the fall 2016 is in the UW Health East Clinic’s Internal Medicine, which is located in 5249 E. Terrace Drive, Madison, WI. The UW East Clinic operates under the healthcare entities of the UW Medical Foundation. The purpose of this paper is to explore practice setting of the internal medicine and role of my preceptor. Practice Setting The Internal Medicine providers offer comprehensive diagnostic and primary care services to general population. The providers are involved in treating complex medical problems, the diagnosis and treatment of both acute and chronic illnesses, gynecological care, urgent care, and minor surgery. The staff members, demographics of patient population, payers system, and practice policies of the Internal Medicine is discussed below: Staff Members The team of the Internal medicine is composed of both physicians and non-physician health professionals such as nurse practitioners (NPs). The other team members include clinic manager, registered nurses, medical assistants, and schedulers. The physician are the primary care provider of the patient, while the nurse practitioners are the part of the care team. The registered nurses (RNs) worked as a triage nurse in the triage call center. The triage RNs are involved in triaging phone calls and scheduling appointment for treatment accordingly, patient education such as wound care and diabetes care, communication for medication refills through MyChart, and patient follow-up forShow MoreRelatedMy Life After High School1896 Words   |  8 Pageshours and job placement. The next phase involved conducting an interview or job shadow with someone who has a career in the field. I conducted an interview with Dr.Barrett at Clarion Hospital. This interview provided me with insight on what I nee d to do to successfully obtain a career as an anesthesiologist. The last research phase was education. 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Thursday, May 14, 2020

Art a Play by Yasmina Reza

Marc, Serge, and Yvan are friends. They are three middle-aged men of comfortable means who have stayed friends with each other for fifteen years. Since men of their age often lack opportunities to meet new people and sustain new friendships, their courtesy towards and their tolerance for one another’s quirks and affinities have been worn raw. At the opening of the play, Serge is smitten with his acquisition of a new painting. It is a modern art piece (white on white) for which he paid two hundred thousand dollars. Marc can’t believe that his friend bought a white on white painting for such an extravagant amount of money. Marc could not care less about modern art. He believes that people ought to have a few more standards when it comes to determining what is good â€Å"art† and therefore worthy of two grand. Yvan gets caught in the middle of Marc and Serge’s arguments. He does not find the painting or the fact that Serge spent so much to acquire it as offensive as Marc does, but he doesn’t adore the piece as much as Serge does. Yvan has his own real-life problems. He is planning a wedding with a fiancà © turned â€Å"bridezilla† and a host of selfish and unreasonable relatives. Yvan tries to turn towards his friends for support only to be ridiculed by both Marc and Serge for not having a strong opinion in their war over the white on white painting. The play culminates in a confrontation among the three strong personalities. They throw every personal choice that the others disagree with and look down on into each other’s faces. A piece of art, a visual and external representation of inner values and beauty, causes Marc, Yvan, and Serge to question themselves and their relationships to the core.  Ã‚   At his wit’s end, Serge hands Marc a felt tip pen and dares him to draw over his white on white, two hundred thousand dollars, adored, a piece of art. How far will Marc go to prove that he truly doesn’t believe that this painting is actually art? Production Details Setting: The main rooms of three different flats. Only a change in the painting above the mantle determines whether the flat belongs to Marc, Yvan, or Serge.Time: The presentCast Size: This play can accommodate 3 male actors. Roles Marc: Marc is a strongly opinionated man when it comes to what he values and an extremely condescending one towards what he does not value at all. Other people’s feelings do not factor into his decisions or filter the manner in which he talks to them and about them. Only his girlfriend and her homeopathic remedies for stress seem to have any sway over his strong and acerbic personality. On his wall above his mantel hangs a figurative painting that is described as â€Å"pseudo-Flemish† of a view of Carcassonne.Serge: Serge, according to Marc, has recently taken a dive into the world of Modern Art and has fallen head over heels with a newfound respect for it. Modern Art speaks to something within him that makes sense and which he finds beautiful. Serge has recently gone through a divorce and has a dim view of marriage and anyone searching to make a commitment to another person. His rules for life, friendship, and art went out the window with his marriage and now he has fo und peace in the realm of Modern Art where the old rules are thrown out and acceptance and instinct govern what is valuable.Yvan: Yvan is less high strung than his two friends about art, but he has his own issues in life and love that make him just as neurotic as Marc and Serge are. He begins the play stressed about his upcoming wedding and looking for a little support. He finds none. Although the physical production of art on canvas means less to him than it does to the others, he is more in tune with the psychological responses and reasonings behind such responses than either Marc or Serge are. That aspect of his personality is what thrusts him into being the middleman in this fight between friends and why he gets belittled by both of them. He actually cares more about their feelings and well-being than they do for him or each other. The painting above the mantel in his flat is described as â€Å"some daub.† The audience finds out later Yvan’s is the artist. Technical Requirements Art is light on technical requirements for production. Production notes specify the need for only a single set of a man’s flat, â€Å"as stripped down and neutral as possible.† The only object that should change between scenes is the painting. Serge’s flat has the white on white canvas, Marc’s has the view of Carcassonne, and for Yvan, the painting is the â€Å"daub.† Occasionally the actors deliver asides to the audience. Marc, Serge, or Yvan take turns stepping out of the action and addressing the audience directly. Lighting changes during these asides will help the audience understand the break in the action. No costume changes are needed and there are few props required for this production. The playwright wants the audience to focus on the art, the friendships, and the questions the play brings up. Production History Art was written in French for a French audience by playwright Yasmina Reza. It has been translated many times and produced in many countries since its debut in 1996. Art was performed ​on Broadway at the Royale Theater in 1998 for a run of 600 shows. It starred ​Alan Alda as Marc, ​Victor Garber as Serge, and Alfred Molina as Yvan. Content Issues: Language Dramatists Play Service holds the production rights for Art (translated by Christopher Hampton). Inquiries for producing the play may be made through the website.

Wednesday, May 6, 2020

Gazing into the Abyss in Lord of the Flies by William Golding

Friedrich Nietzsche once said, â€Å"If you gaze long enough into an abyss, the abyss will gaze back into you†. Lord of the Flies is a novel by William Golding written in 1954, centering on a group of boys stuck on an island who unsuccessfully attempt to govern themselves. They struggle against fear of outside forces as well as themselves, and the reader observes as they lose their innocence and slowly decline from civility in all its forms. In his novel, Lord of the Flies, William S. Golding portrays the theme that society can be corrupted because individuals are naturally corrupt through his use of the symbols of the beast, Piggy’s glasses, and the fire. William S. Golding uses the symbol of the beast to convey how individuals can be corrupted because fear and hate make people selfish and savage. In chapter 9, Simon discovers that the so-called beast is actually a dead parachuter. He goes to Castle Rock to inform the rest of the boys, who are having a feast off the pig Jack killed. The author states, â€Å"The beast struggled forward and fell over the steep edge of the rock. At once the crowd surged after it, poured down the rock, leapt onto the beast, screamed, struck, bit, tore. There were no words, and no movements but the tearing of teeth and claws† (153). From this quotation we can see that the boys, in their blind rage, confused Simon for the beast and killed him. Fear and hate have a close relationship because they feed off each other. Often times the hater fears, and the

Tuesday, May 5, 2020

Class Observation free essay sample

I choose to observe a primary 5 class in NT District. The lesson that aims to improve the confidence level of the students is made up of students who are weak in English. There are 30 students in the class, 17 boys and 13 girls. The gender ratio reduces biasness and made the class an ideal class to study. In the following paragraphs, I will explain how the class was conducted and the teaching methodologies of the teacher. Procedure 1. Pre-observation meeting Before the lesson, I had a meeting with the teacher. We first discussed the contents and objectives of the lesson. The lesson is a speaking class which aims to build students confidence in speaking. While improving students speaking ability is important, it is only secondary in this lesson. Next, we discussed about the activity that the students would do during the class to achieve the objectives. We will write a custom essay sample on Class Observation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The activity was a game named ‘on board which would use in the lesson to achieve the objectives. I understand that she uses the PPP model in this lesson. The teacher would play the role of a manager, an organizer and a tutor. She mentioned that this is atypical of her routine teaching which she focuses mainly on the grammar teaching. Furthermore, a writing course is not part of the lesson plan according to the course designed by the English panel. 2. Observations The classroom has an adequate setting. It is sufficiently lighted, spacious and well furnished. There is a big blackboard in the front of classroom and the room is equipped with latest audio video technology. It has good movie projector with a laser pointer. Computer with the internet connection is another feature of the room. Instructors can use them for effective teaching. There were 30 students in the classroom. Some of them sat at the front, while the others sat near the end of the hall. They were well dispersed and worked independently. 2. 1 Recall section The class lasted about 35 minutes; it started at 11. 15 am and ended at 11. 50 am. There were two observers in the class, namely the colleagues of the teacher and me. Before the observers came into the class, the teacher announced that the class was ready to begin and instructed students to settle down. Two minutes after, students became quiet and greeted their teacher formally. The teacher shortly introduced the observers to them and asked them to give a warm welcome: we received three rhythmic claps after the teacher signal hands ready to students. First of all, the teacher did the session to help students to recall the phases they learnt previously by showing them some flash cards and invited students to the stage to read it. There were 7 cards in total, which were ‘a bottle of blackcurrant   juice, ‘ a pattern of waffle†, â€Å"a bottle of soya bean milk†,† a cup of yogurt† ,†a loaf of bread†, â€Å"a bar of chocolate†Ã‚   and â€Å"a cup of coffee†. A girl called Mary came to the front of the classroom and pointed at two objects in the flash cards by speaking loudly. After she finished it, teacher praised her instantly and appointed a boy named Mark to draw a happy face on the blackboard below the name of the girl. Following by other students came to the front; they finished recalling all flash cards. When some children were stuck on some words like blackcurrant, the teacher provided help quickly by whispering. After recalling phases, the teacher started to use the projector to show students some sentences which expanded these phrases to a sentence, such as† I want a bar of chocolate†, â€Å"this is a loaf of bread†,† my brother is having a cup of yogurt† ect. She invited students to speak in front of class again. However, there were lots of commotions from the students that were not on the stage. When the teacher thought that the class was out of control, she used the order hands up to again bring order to the class. The recalling section lasted about 15 minutes. 2. 2 Game section The game ‘on board took place around 11. 0 am. The teacher grouped students into two large groups by an equal proportion, the left part and the right part, and then appointed Mark to keep record of the scores. She explained the rules explicitly that every group would send a student to the stage; he or she could choose a flash card which picture side faced to other classmates t hen made a sentence. The mark varied from one to three based on their performance. One mark was given to student who can only point out the object. The student would be awarded two marks if he could make a sentence with the phrase or read the phrase out very loudly. Finally, the students would be awarded three points if the student was able to make a sentence with the phrase and read the phrase out very loudly. However, the teacher did not shut down the computer after introducing the rules and the students could still view the sentence patterns on the screen. Although the medium of the communication for the class was English, the teacher used Cantonese several times in order to discipline the students. Students were highly motivated at the beginning of the game; many of them volunteered to go first. However, the teacher chose students based on their seating location and every child had an equal opportunity of playing the game. The performance of students varied with their English proficiency. Some of them had difficulty in recognizing words like â€Å"waffle† and â€Å"blackcurrant†; and some of them failed to articulate clearly which was due to their unfamiliarity of sentence pattern. These students seemed to pay no attention to the sentence pattern on the big screen. Many students willingly provided help when they saw their fellow classmates met difficulty on the stage while others chatted with their friends around them. As the game progressed, the class got more rowdy. Finally, the teacher used the code hands ready again to maintain order. Criteria for scoring changed with time. Initially, the scoring was difficult but the teacher relaxed the rules. Many of students could get 3 marks by turning back to read the sentence on the screen. The teacher began to forbid students looking back when they were standing on the stage. In addition, a number of grammar mistakes like my brother like drink blackcurrant juice were not corrected instantly by teacher. Some students lost their interest in the game. For example, a shy boy near the back of classroom was eager to join the game at the beginning but since his neighbors did not pay attention to his signal of communication, he began to play his textbook by tearing down a few small pieces of pages. In contrast, several more positive students could not wait to show off themselves by speaking loudly, one of them even came to the front of class to correct the mistakes made by the child on the stage. The class was chaotic again and the teacher had to use the order code hands up for commanding student to obey the principle of classroom. She warned the student who came to the front by commanding the Mark draw an unhappy face on the right side of black board. At the very last 5 minutes, the teacher accounted the scores of each group and announced the winner following by a short conclusion of this speaking lesson. 3. Post- observation Few days after the observation, I had a short conversation with the teacher. When I asked about her general feeling of the class, she thought that one activity for the lesson was too dull but she was happy for the progress made. A girl who used to be quite inactive in class commented that the English class was very interesting. The teacher was most satisfied with the encouragement she gave to students, but she was unhappy with only having one activity in the class. She believed that the strength of her teaching was the sufficient interaction with students. Reflections 1. The learner 1. 1 Attending to the learner Teachers attending behavior is important to achieve a successful humanistic learning environment for our students. It has been said that one cannot teach a language the best one can do is to make the conditions right for learners to learn. Part of these ‘right conditions involves how the teacher relates to-or attends to-the learners. For this reason, I paid attention to observe the teachers attending behavior towards the learners: the way the teacher acknowledged, through verbal or non-verbal means, the presence, contribution, and needs of individual learners. In this case, the obvious attending strategies used by teacher were the use of students names and abundant eye contact with her students. The gender of student was not relevant to the distribution of teacher attention in here whereas the seat arrangement lent itself to a particular spread of teacher attention. The students sat at the back of the classroom did not get the equal attention compared with the students in front and the middle. What I learned from her attending strategies is that we should try to give equal amount of attention to students. 1. 2 Learner motivation Learner motivation whatever it is the instrumental motivation or integrative motivation, its level (high or low) has an impact on expected learner roles. Highly motivated learners are more likely to synchronise their roles willingly with the teachers role and are more likely to co-operate with the teacher in the various processes involved in classroom learning. Those children who raised their hands for coming to the stage are good evidence. They willingly responded to teachers questions and passionately involved into the activity. 1. 3 Learner level One objective of this observation is to check whether the teacher accommodates her teaching to the different learning levels of students. A teacher should read the indicators of challenge in order to assess whether the level of difficulty is indeed appropriate. If all students can do an activity easily and accurately then it is probably below the appropriate level of difficulty for this class. Though this class is a weak class in the school, the level of students is not homogenous. The teacher was alerted to the indicators of challenge, which reflected on some aspects that non-comprehension in facial expression, student waiting time before response and first respondent does not offer the correct answer. When students consistently did not quickly and accurately point out the objects or make sentences, she lowered the standard in order to avoid potential frustration of weaker students. 2. Language 2. 1 The teachers meta-language The term ‘meta-language in here means the language a teacher uses to allow the various classroom processes to happen, that is, the language of organizing the classroom. The language use here should be genuinely contextualized, purposeful, communicative and potentially rich in input. For example, according to students language ability, she avoided using the type of questions that would involve complex response but using yes/no questions like ‘here is a picture of a bottle of blackcurrant juice. Have you seen it before? and display questions like ‘what is it in the picture? Or what is the sentence on the first raw? Her language use fulfilled the cognitive and linguistics demands made on the learners. 2. 2 The language of feedback to error Most teachers are aware of feedback in terms of its motivational value: the value of positive feedback and the dis-incentive that negative reinforcement can produce. In this speaking class, the teacher believed that she should not interrupt students in mid-flow to point out a grammatical, lexical or pronunciation error, since to do so would interrupt the communication and drag an activity back to the study of language form or precise meaning. Thus, a number of expressions like ‘my brother like a bar of chocolate and ‘ there a bottle of yogurt were accepted by teacher till it were made too many times then she corrected it. I think students benefit more from less intervention in communicative task. However, the timing of teacher interventions should be concerned with the error types and the aim of lesson. 3. Educational climate for learning Few would now doubt that people learn best when they are relaxed, comfortable, unstressed, interested and involved in what is going on, and motivated to continue. This class impressed me deeply by its anticipative classroom atmosphere. The teacher always used positive reinforcement like smiled, nods, called by name to encourage students even when a child violated the principle of class for attempting to replace his weaker fellow, she did not penalize him. I could see most of children did enjoy this class by their facial expression. 4. Teaching Skills and Strategies 4. 1 Presenting The skill of presenting is important in the repertoire of a language teacher, as learners often look to the teacher to perform this role. As a trainee teacher, two key components of a presentation seem more important to me: The teachers voice and the physical position of the teacher in the classroom. The former one composes a number of qualities which are audibility, projection, speed, clarity and lack of distortion. During the observation, I noticed the speed of teachers speech was moderate and her articulation was clear which did not confuse her students. In addition, she stayed on the stage for the whole lesson, but I think that she could go to middle or back of classroom instead. 5. ClassroomManagement 5. 1 Managing group work Group work requires different teacher skills to transit between different interactive patterns smoothly and efficiently in teacher-led activities. The teacher chose to separate children into two groups which created groups of mixed levels but each group had too many members and no leaders were ppointed to help teacher to manage their group members. Consequently, she had to use the principle code ‘hands ready or ‘are you ready many times. In my opinion, the teacher could group students into four groups and appoint some group leaders to assist her in monitoring other students. 5. 2 Teaching and learning roles An important aspect of effective teaching is the fa cility with which a teacher can move in and out of these various roles and enable learners to do likewise. The flexibility itself depends on the teachers understanding of the purposes of different stages of a lesson and a clear sense of what the various corresponding roles of teachers and learners are. The teacher adapted a focused instructional cycle which was the Presentation-Practice-Production style of lesson. In here, wherever in the lesson the production phase occurred (e. g. children made a sentence), the relative and interconnected roles of teacher and learners remained as facilitator to producer or guide to communicator (e. g. he teacher gave tips for helping weak students). I also think the order of the three ‘Ps can vary sometimes, for example, in order to establish with clarity areas of need and motivation, the production stage may come before the presentation. 5. 3 Timing and pace The fact that teaching is itself a contrivance, an event that is structured and planned, means that it is a process affected by the parameters and constraints of time. It is very difficult for trainee teachers to predict the length of the activity. The teacher of this observation set a good example for me to follow. She handled with timing and pace well by considering a number of factors, like the age of the learners, the difficulty of task, and the level of her students. 6. Materials and Resources The materials use depends on goals, input, activity, roles and setting that the lesson wishes to achieve. The teacher did not prepare any handouts to students in this speaking class but using the flash cards and projector as instructional materials. The materials contained extrinsic value for the affective side of those kids who can use it in their daily life. 7. Lesson Planning The planning of teaching can be seen as a series of decisions made by a teacher about various elements of a lesson- learners, materials, tasks, etc. the nature of different lesson is various: a lesson devoted to role-play will be different from a writing lesson or one devoted to an analysis of grammar. Based on the observation, I can see that the teaching plan had set up activity that promoted communication, realistically contextualized language, motivated a certain number of students and checked the comprehension, but just as the teacher mentioned in the post-meeting, she did not plan enough activities. Besides that, she did not intend to incorporate speaking as a component into her future classroom teaching, which means that students confidence in spoken English would not be improved. Thus, the inconsistency of lesson planning was the weakness of her teaching. Conclusion Being an observer in the classroom, rather than the teacher, gave me the freedom to look at the lesson from a range of different perspective. For the trainee teacher like me, this freedom is particularly important, it helps teachers gain a better understanding of teaching theories were used in actual lesson. From this observation exercise, I appreciated how the teacher values interaction with her students through game, however her lesson plan is not comprehensive and do not take speaking into her future teachings. I wish that I am able to improve on this area of teaching so that my students will have a more holistic education.

Thursday, April 9, 2020

Third World History Essays - Famine, Population, Poverty, Rau

Third World History When someone mentions the state of Africa the first thoughts that enter your mind is poverty, poor government structure, and hungry people. But that has not always been the case. This was a rich, resourceful and beautiful country. The picture of pre-colonial Africa is much different than our ideals of it today. We see it as a land stricken with poverty. The colonists saw it as a land with unlimited resources full of people that did not take, what they thought was full advantage of its treasures. Europeans used agricultural and religious differences to create a gulf between them and the Africans. Using such differences Europe colonized Africa for the ever growing European market. The depletion of the African resources forced the people into a food crises. The only hope exists is the organization from within the rural class. Such organizations are fighting for basic human rights and others are coming together to make labor sharing possible. Pre-colonial Africa was full of resourceful and time honored farmers that knew the land that their ancestors have given them. They had the ability to know exactly which seeds and what soil to use under various planting conditions to produce not just enough food to keep their tribes alive, but produce a substantial surplus in event of a natural caused or political drought. Bill Rau states The ability of African people to feed themselves was based on a intimate knowledge of the resources needed for agricultural production. (p 22) He is trying to say that these people knew their land. A land that has its uncertainty. Weather that has an ability to wipe out tribes, and unpredictable political structure were all hurdles that these gifted farmers has to endure. As Europe was going through an industrial boom, their markets started to expand. Capitalists saw that it became harder maintain the profit at the current level. Outside resources and raw materials that were used for production were needed. Africa was the answer. Bill Rau writes The increasing demand and competition for both resources and markets among Europes capitalist economies led them to carve out territories in Africa that offered the prospect of vast mineral and agricultural wealth.(p 29) What Bill Rau is saying is that, for the capitalist to survive he must maintain a high profit. In order for him to achieve that goal he must expand his resource market at all cost. This is one of the first contributing factors to the colonization of Africa. Colonialism was the tool for the European market demand being met. Once the decision to colonize Africa was made, the colonist had to establish an explanation for the colonial takeover of Africa. Two main differences between the cultures were found and exploited. The first is the production of food. Africa was an agricultural country, depending on every person to accomplish its share of the work. Weather it may be making tools to picking crops, every person was a contributing factor towards the production of valuable resources. Europe on the other hand was a industrial society depending on division of labor as a production of their needs. Labor was central to production, which was overwhelmingly agricultural, while in Europe labor became subordinate to machines and the value of labor and machines was redirected to the owners of capital(p 29) Rau states. He is stating that every African had an important role in the production of resources for the well-being of the community. Europe on the other hand was geared on private profit. The second difference between the cultures is their religious views. Europeans felt that they were blessed with god giving them Christianity. Africans prayed to pagan gods. This created a big gap between the two cultures. Bill Rau stated that The economic forces of imperialism were integrated with perceived moral issues - saving African pagans from their idolatry for Christianity (p 30) Christians felt that they were so right about everything, including religion that must not just teach, but force their ideology on the Africans. The fact that the African people used old methods of production, and different form of religion, doesnt mean that they are wrong. These are the reasons that the colonist

Monday, March 9, 2020

Graduate Record Exam Frequently Asked Questions

Graduate Record Exam Frequently Asked Questions Like it or not, if youre applying to grad school the Graduate Record Exam (GRE) is on your to-do list. What is the GRE? The GRE is a standardized exam that permits admissions committees to compare applicants on the same scale. The GRE measures a variety of skills that are thought to predict success in graduate school across a wide variety of disciplines. Actually, there are several GRE tests. Most often when an applicant, professor, or admissions director mentions the GRE, he or she is referring to the GRE General Test, which is thought to measure general aptitude. The GRE Subject Test, on the other hand, examines applicants knowledge of a specific field, such as Psychology or Biology. You will most definitely be required to take the GRE General Test; however, not all graduate programs require you to take the corresponding GRE Subject Test. What Does the GRE Measure? The GRE General Test measures the skills that youve acquired over the high school and college years. It is an aptitude test because it is meant to measure your potential to succeed in graduate school. While the GRE is only one of several criteria that graduate schools use to evaluate your application, it is one of the most important. This is particularly true if your college GPA is not as high as youd like. Exceptional GRE scores can open up new opportunities for grad school. The GRE General Test contains sections that measure verbal, quantitative, and analytical writing skills. The Verbal section tests your ability to understand and analyze written material through the use of sentence completion and reading comprehension questions.The Quantitative section tests basic math skills and emphasizes data interpretation as well as your ability to understand and apply quantitative skills to solve problems. Types of questions include quantitative comparisons, problem-solving, and data interpretation.The Analytical Writing section tests your ability to articulate complex ideas clearly and effectively, examine claims and accompanying evidence, support ideas with relevant reasons and examples, sustain a well-focused, coherent discussion, and control the elements of standard written English. It consists of two written essays: Analyze an Issue Task and Analyze an Argument Task. GRE Scoring How is the GRE scored? The verbal and quantitative subtests yield scores ranging from 130-170, in 1 point increments. Most graduate schools consider the verbal and quantitative sections to be particularly important in making decisions about applicants. The analytical writing section yields a score ranging from 0-6, in half-point increments. How Long Does the GRE Take? The GRE General Test will take 3 hours and 45 minutes to complete, plus time for breaks and reading instructions. There are six sections to the GRE One Analytical Writing section with two 30 minute tasks. This section is always the first a test-taker receivesTwo Verbal Reasoning sections (30 minutes each)Two Quantitative Reasoning sections (35 minutes each)One unscored section, typically a Verbal Reasoning or Quantitative Reasoning section, that may appear at any point in the computer-based GRE revised General TestAn identified research section that is not scored may also be included in the computer-based GRE revised General Test Basic GRE Facts The GRE General is administered by computer year-round.Register to take the GRE at a test center near you.The fee for the GRE is $160 in the US and US Territories, $90 in all other locations.On Test Day arrive 30 minutes early to complete any paperwork. If you arrive late, you may not be admitted and will not be refunded.Bring identification to the test center. Unofficial scores appear on the computer screen following your test. Official scores are mailed to you and the institutions you choose 10 days to two weeks afterward. Plan to take the GRE well in advance of application due dates. Try to take it the spring or summer before you apply to grad school. You can always retake the GRE, but remember that youre allowed to take it only once per calendar month. Prepare well ahead. Consider a GRE prep class.

Saturday, February 22, 2020

Land Register Act Essay Example | Topics and Well Written Essays - 1000 words

Land Register Act - Essay Example The Act of 2002: An important change brought about by the new law is the introduction of a new system in relation to adverse possession for registered land. The effect; It will make registered land virtually squatter-proof and bring clients owning unregistered properties to voluntarily register to the Land Registry. Prominent among these is the increase in the number of dispositions and interests capable of registration. These include, naming a few: Most prominent among the above is the compulsory requirement to register leases of 7 years and considered to have the biggest impact in practice. This will have an overwhelming effect on leases of 3 years and more as well. As leases are the most common type of property transaction, the new law has attracted criticism, for its bureaucracy and increased costs. The Act's objective that the Register should show transparency in all registered titles and the overriding interests to which a property is subjected to, will be reduced and in some cases lose this overriding status after 10 years. For the first time, overriding interests will be treated differently on first registration and on subsequent dealings. The protection of third party interests over registered land and the abolishment of cautions and inhibitions are an addition to the new law. Notices and restrictions can be agreed upon with the registered proprietor's consent, or Unilateral, without consent. Unilateral notices will take the place of cautions and a registered proprietor will be informed of the registration of such a notice by the Land Registry. The registered proprietor has the discretion to contest the notice and can apply to have it removed. Restrictions, apart from its present usage, will be used in cases of insolvency, where inhibitions are currently used. Another major point of discussion is the right to access of documents related to a registered title in leases and charges by the Land Registry. This ruling is seen to be quite encouraging, and is a positive move to prevent misappropriation of property by unscrupulous methods. Along with this, is the appointment of an independent adjudicator for the Land Registry who has the power to determine contested applications. However, the Act also allows any decisions of the adjudicator to be appealed through Court (Naomi Druiff & Taylor Joynson Garrett, 2002)2. 3.0 Summary Land registration has never held the centre-stage as it does