How College Athletics Are Run - 802 Words

Since the 1950’s the NCAA has promoted an idea that student athletes that are given a full scholarships are receiving a free ride for their education. In this article Ramogi Huma, and Ellen Staurowsky highlight controversial issues about how college athletics are run. In the article it is noted that 45% of football, and 52% of basketball players do not graduate. The two programs that revenue the most money for an athletic program are Men’s Football, and Men’s Basketball. The article debates that the NCAA uses the money that athletes in men’s football and basketball generate from their play to assist in funding other programs in the athletic department. While athletes are generating millions of dollars for their universities, the athlete spends on average of $3,222 in out of pocket expenses. While attending these universities these athletes live at or under the poverty line. If these athletes were allowed access to the fair market like the professional athl etes, the average FBS football and basketball player would be â€Å"worth approximately $121,048 and $265,027 respectively (not counting individual commercial endorsement deals)† (Huma). The NCAA maintains that these athletes are amateurs and to keep their eligibility to participate in college athletics they can receive zero compensation for their talent. By maintaining this view point the NCAA allows athletes to only receive grant-in-aid’s which reward the athlete with free tuition, and room and board and can receive no otherShow MoreRelatedEssay about Athletic Training Career1210 Words   |  5 Pagesfor fastest mile run by a woman. Almost there, and shes done it! But wait, shes on the ground, gee whiz I think her knees gave out! How is this girl going to get better? What should she do to fix this? An athletic trainer would be able to answer these questions and help this girl get back into the best physical condition possible so she could run again. The following a re key parts of the Athletic Training career, including, but not limited to: requirements of education and colleges that offer programs;Read MorePersonal Narrative : Graduate Selection Committee Essay1517 Words   |  7 Pagesprograms seem to correlate with the strongest academic schools in our area. Then when I view how I can impact young-people the best, I feel the answer is as an athletic-administrator and as a coach, environments that soft skills such as teamwork, collaboration, and work ethic are stressed the most. Because of this, I am looking to take a leap in my career, by applying for acceptance in your Master’s in Athletic Administration Program. Throughout two years in teaching and four years coaching, I’ve understoodRead MoreEnvision A Mission For An Athletic Department1611 Words   |  7 PagesEnvision a Mission for an Athletic Department â€Å"To this day, after being in this business †¦ the best day on a college campus is graduation, When I see kids I had a relationship with †¦ graduating, you feel like you had a part in that.† David Williams, Athletic Director of Vanderbilt Athletics. Being around sports my whole life and now currently coaching a basketball team, I have encountered a few athletic directors and their supporting cast, which in a high school, it’s the principal and the administrationRead MoreFootball Programs Should Have Athletic Scholarships1262 Words   |  6 PagesIn my opinion, all football programs should have Athletic scholarships regardless of division. They all are considered NCAA athletes and all abide by the same rules and regulations. Football is one of America’s favorite pass times and through this sport many athletes have been able to attend Colleges and Universities, all over The United States, for free. Although there are currently 72,788 National Colleg iate Athletic Association (NCAA) Football players, only the few that have the opportunity toRead MoreCollege Athletes for Hire1422 Words   |  6 Pagesdebates about the integrity of many things concerning the NCAA and how it handles legal and ethical issues. Two well renowned scholars tackle this issue in their co-authored book entitled College Athletes for Hire, The Evolution and Legacy of the NCAAs Amateur Myth written by Allen L. Sack and Ellen J. Staurowsky. In their book, the authors enlighten the reader on such issues as athletic scholarships, professionalism in college sports, and favoritism for athletes as well as many more importantRead More College Athletes For Hire Essays1407 Words   |  6 Pagesdebates about the integrity of many things concerning the NCAA and how it handles legal and ethical issues. Two well renowned scholars tackle this issue in their co-authored book entitled â€Å"College Athletes for Hire, The Evolution and Legacy of the NCAA’s Amateur Myth† written by Allen L. Sack and Ellen J. Staurowsky. In their book, the authors enlighten the reader on such issues as athletic scholarships, professionalism in college sports, and favoritism for athletes as well as many more importantRead MoreCollege Athletes Should Be Paid For Their Participation1056 Words   |  5 PagesThere is a big debate whether college athletes should get paid for their participation in a sport. I believe that college athlete should get paid. College athletes are taken advantage of in college athletics and deserve to be paid for their time, hard work, and dedication in a sport. College athletics are growing very fast and they are beginning to bring in more money. The highest revenue by a college right now is $196,030,398 by the University of Oregon. College athletes are not seeing any of thisRead MoreShould College Athletes Be Paid?1088 Words   |  5 Pages â⠂¬Å"Should college athletes be paid† is an issue that is very controversial. Some people say â€Å"yes sure it’s a great idea†. Others say â€Å"no not at this time†. Paying college athletes for participating in sports is a bad idea. Athletes getting paid to play sports could take the focus of education away, it would cost way too much for universities, take the love and passion of the sport away, and many other reasons. Mostly all athletes get scholarships anyway which pays for their tuition, dorm, meals, etcRead MoreCollege Athletes Research Paper1094 Words   |  5 Pagesinception in 1906, the National Collegiate Athletic Association (NCAA) was a non-profit organization mandated with the management of athletics and sports in colleges and universities across the United States and Canada. The board had a unique operational structure that provided payments and stipends to the student-athletes through a model known as altruism. The model limited the benefi ts the student-athletes drew from the association to their necessities in the colleges. However, the body changed its approachRead MoreCollege Athletes Should Not Be Paid1425 Words   |  6 Pagesbeen done before in the history of college sports. Several scholarship players voted on whether the team should unionize. These same players believe that they should be compensated for their play on the athletic field. Countless collegiate sports fans also believe that college athletes from around the country should be compensated for playing sports; however, paying college athletes would cause multiple problems in college athletics. Most people do not understand how much student athletes are given

How Long Is Term Papers?

How Long Is Term Papers?How long are term papers? Usually, they last from two to three years depending on the type of course that you are taking. So if you are just getting started with college and are looking for financial aid you will need to take some time and decide what you want to study, online courses or traditional ones.If you already have a course you plan to study in to, you can probably get approved quicker. Most schools do not offer courses in the first two years. You can usually only get a one year course once you have taken the first two years of study.Once you get your financial aid, the financial aid office at your college will assign you a specific class you will be working on how long our term papers. The first thing that the financial aid office will do is look at your transcript and see what degree you have taken and what courses you have completed. It is at this point that the financial aid office will know how long term papers will take.This will then be given t o the financial aid officer for the school you are applying to. There are different types of these financial aid offices, and the type of student that you are looking to apply to will determine what type of aid you will receive. Some financial aid offices will only cover classes that are offered by the school.Other schools have different criteria and only offer financial aid to students that meet their requirements. Either way you want to make sure that you are going to school that has a long term paper requirement. This is so you can easily look up how long term papers last at all of the different financial aid offices for your school.While these are just some of the requirements of each school, there are also other types of requirements that are offered depending on which schools you are applying to and the different programs you want to study. A good example of this is a certain type of degree will require a different type of financial aid than an online course will. This is beca use many financial aid offices are only available to students who are in the program.When you are applying for financial aid, you can enter a type of degree and look at the courses that are offered to you to determine what you want to study. The easiest way to find out what is available to you is to look at the financial aid requirements listed on each school's website. This will give you a basic idea of what courses you can work on to get financial aid.After you decide what you want to study, it is important that you look into your requirements for financial aid. In most cases the financial aid office will be able to tell you if you qualify for financial aid, however if you are unsure it is a good idea to call the financial aid office to see if they can give you more information on your eligibility. Once you know what you are qualified for, you can begin your search for how long are term papers.

Topics For A Descriptive Essay

Topics For A Descriptive EssayWhat are the topics for a descriptive essay? It is the subject of your essay, and not necessarily a traditional college or university subject.The topic for a college essay can be anything and everything. Some examples include celebrity health, who you like, places you like to visit, family matters, things you like to do, and things you would like to do. Anything and everything can be used as a topic for a descriptive essay.You do not have to stick to the same subjects or certain topics for a descriptive essay. You can use it to look at yourself in a new light. You can even use it to spice up your writing style and tone. It is often good to break out of your comfort zone and try something different in order to make it more interesting.Descriptive essays can also help students think about themselves. By using some kind of humor or creative flare in the essay, students can really use the information they learn in the essay.Students who are just beginning to take classes may not be able to write a well-written essay. This can be avoided by the fact that descriptive essays require the use of their vocabulary, and they are more than just facts alone.Descriptive essays can really take the dull and boring section of the typical essay to the next level. Using concepts, basic information, and descriptions as your subjects, your student will be able to come up with great ideas for their own topic. It will provide them with topics that are much more interesting than those found in a standard college essay.When starting to write an essay, it is best to keep the subject of the essay relatively uninteresting. You will find that you can eliminate a lot of reading and study time if you concentrate on just writing. You will not be bogged down with reading boring words and details and will instead be able to concentrate on your thoughts.

Contemporary issues in Finance Free Essays

Introduction â€Å"How have financial markets reacted to financial-sector reforms after the crisis?† By Schafer et al. is an article in pursuit for the extent to which the financial reforms have been adopted in many countries globally. The global economic crisis caused financial strategists to look into ways through which they would change their financial systems to counteract the effect of the crisis. We will write a custom essay sample on Contemporary issues in Finance or any similar topic only for you Order Now This paper is a critique of this article in the manner it reported whether the reforms have been had a positive impact to the independent countries. The paper will also point out the shortcomings in the article about the financial reforms. Summary of the article This is a well researched and documented article covering the extent to which financial reforms have been adopted by many countries in the world. Schafer et al. articulates that Lax-financial sector regulation is the major cause of the global crisis that forced policy makers to innovate ways of dealing with the reforms. However, the introduction of reforms by various countries or multinational companies has had a lot of varied impact based on the reform and country. This is evident from reviewing the banks stock returns that demonstrate that four major reforms in the US and Europe has drastically reduced the bailout expectations. The Dodd-Frank Act is one of the major reforms initiated that has caused the strongest effects while the German restructuring law provided the least effects after the reforms were implemented in response to the global crisis (Schafer e al. 2013). The G20 sorted to establish radical measures to overhaul the financial system after it was identified that the existing financial system was faced by a near collapse. The financial system was faced by the collapse because there were unprecedented support measures from the public sector and central governments that would deal with the global economic crisis that hit the world in 2009 (Veronesi Zingales 2010). As a result, each country decided to initiate its measures independently providing structural measures that promoted prohibitions of activities whilst ring fencing of the retail banking (O’Hara Shaw 2010). These measures are a major impact in the regulating the financial strategies of the world although most people observe that nothing much happened during the crisis and even the so called reforms have had less impact to the countries. At this point, only the financial strategists can be able to understand the impact of the reforms as it does not make sense in the eyes of a person who does not understand how financial matters are dealt with in business. The article covered the regulatory events in the banking industry between June 2009 when the global crisis was at its peak and 2011 when the reforms had started bearing fruits to some countries. Four major reforms in the article are; the Dodd-Frank Act in the US, the reforms proposed by the Vickers report in the UK, the restructuring law and bank levy in Germany, and the too-big-to fail regulation in Switzerland (Schwert 2011). The reforms were used by different countries using different approaches to deal with the weakness demonstrated by the global economic crisis. The weakness revealed through the crisis include; a prohibition of risky activities, ring fencing of systemic activities, establishment of resolution procedures and special capital regimes for systemically important banks to address the weakness in Volcker rule in the US, UK, Germany and Switzerland (Fratianni Marchionne 2009). Critique This article is well informed about the financial strategies, and its analysis gives an accurate position regarding the impact and effect of the reforms. This is due to the fact that the information used to analyze the questions was obtained from the bank stocks information for different countries based on their financial strategies. Its objective was to answer two questions: has anything happened in financial regulation after the global financial crisis and whether the structural reforms have been registered in equity valuations and credit default in their individual banks. According to the article, it has found out that the answer to these two questions is yes. Further, this means that the reforms initiated in the four major countries has been able to bailout expectations and lower the equity returns in their markets. Under normal financial environment, these two questions cannot be categorically being stated as yes. Based on the financial mechanisms it is hard to predict whether enough has happened because the reforms were developed specifically with the interest of promoting the safety of the financial system. The article demonstrates that the major four reforms have been able to lower the bailout expectations in their respective countries. As research as established, lower rates of bailout expectations have an impact of creating a lower risk taking individuals (Boyd Gertler 2004). Therefore, at this point it is difficult to tell whether the reforms have been effective or simply people in these countries have become risk a vase. The best answer for the questions highlighted in this article is that the only time would effectively determine whether the reforms have effectively instituted measures to deal with the economic crisis in the future. On the other hand, it is not standards to identify at what level is the reform successful. There is no standard measure to be applied to the four reforms to be able to explain whether they have attained the ultimate goal or more strategies should be implemented. The basis used in the article is a drop in the equity prices and a subsequent increase in the credit default swaps which does not shut down the system in the individual countries. A comprehensive and successful strategy should be able to distort the cause of the systemic risk so that it cannot happen in the future. This can be effectively be done by comparing the results to the funding costs deferential (Ueda Weder di Mauro 2013) In this measurement criteria, the values of the current financial year are compared to the values of 2009 which will demonstrate whether the reforms have effectively reduced the distortions or at what level has the distortions been reduced. In regard to the second question, the article establishes that some of the reforms are better than others. This is true because every reform was developed with an underlying and competing philosophy. The reforms were not commonly developed to serve the same problems and weakness brought out by the global crisis. For example, the Volcker Rule and the ring fencing approach can be applied in different banking systems. Contrary, the Swiss and Germany reforms were instituted to promote capital buffers and adverse resolvability. As such, the default swap changes do not accurately pointy at the effectiveness of the reform strategy. The impacts provided by the four reforms do not pass to be used as the criteria to determine which among the reforms has been able to deal with the weakness provided in its financial system after the crisis. For example, the Germany reform cannot be ruled out as ineffective, but it is just irrelevant to the financial practices because it is executed at the nation al level. Here, no system can effectively point at its impact in dealing with the crisis. Therefore, the best assessment of the reform implemented on each of the four named above lies in the future. The G20 initiated the development of the reform strategies with the aim of reducing the impact of the global crisis. Although the strategy might have well been good, it is difficult to develop a common strategy that would be applied to all the countries in the world. For example, in the Eurozone, the financial problem has been identified and a vigorous supernatural reform strategy implemented best to the identified problem which is majorly with the banking unions. Based on this example, it is difficult to develop a common strategy treaty would give the solution to the different financial systems. This is because problems are not identical for all the countries. Additionally, the Basel process is a good global initiative, but it has not established a robust framework for the establishment of cross-country resolutions to be instituted. However, this has lead to individual countries in initiating different banking systems that they deem better for their problems. As a result, these diff erent approaches may lead into a more devastating financial problem than the global crisis. Conclusion The article â€Å"How have financial markets reacted to financial-sector reforms after the crisis?† points at the fact that the financial markets have been abler to deal with the effects of the global crisis. It focused on four major reforms that were initiated in the G20 countries in response to the crisis. Although this article provides factual data from the banks in individual country, its conclusion may not be accurate. It is difficult to answer the question provided in the article because the strategies have been implemented at national level by each country. Secondly, the problems are not the same for the various systems therefore it can be established further which of the strategies has been able to deal with the crisis effectively. Therefore, the best answer for the argument presented in the article is to wait for time to tell whether the reforms are comprehensive. It is only after the fullest of time that it will be established whether a reform strategy has been abler to completely distort the system that generates the crisis. References Boyd, J Gertler, M .2004, â€Å"The Role of Large Banks in the Recent U. S. Banking Crisis†, Federal Reserve Bank of Minneapolis Quarterly Review, 18(1), 2–21. Fratianni, M Marchionne, F. 2009, â€Å"Rescuing Banks from the Effects of the Financial Crisis†, MoFir Working Paper Series, 1(30), 1. O’Hara, M Shaw, W. 2010, â€Å"Deposit Insurance and Wealth Effects: The Value of Being ‘Too Big To Fail’, Journal of Finance, 45(5): 1587–1600. Schafer, A, ISchnabel, and Weder di Mauro, B .2013, â€Å"Financial Sector Reform After the Crisis: Has Anything Happenedâ€Å", CEPR Discussion Paper 9502. Schwert, G. 2011, â€Å"Measuring the Effects of Regulation: Evidence from the Capital Markets†, Journal of Law and Economics 24, 121–145. Ueda, K Weder di Mauro, B. 2013, â€Å"Quantifying Structural Subsidy Values for Systemically Important Financial Institutions†, Journal of Banking and Finance 1(12): 128. Veronesi, P Zingales, L. 2010, â€Å"Paulson’s Gift†, Journal of Financial Economies 97(3), 339–368. How to cite Contemporary issues in Finance, Essay examples

Essay Examples on Immigrants Essay Example

Essay Examples on Immigrants Paper 1st Essay Sample on Immigrants ? °How can you describe Americans ±When the question is asked, foreigners describe Americans with the blonde hair, blue eyes and white skin.But when the same question is asked to Americans, they cannot find right words to describe Americans because they feel that the face of America is changing.A person with blonde hair, blue eyes and white skin is not only defined as Americans.Instead people with black hair, dark skin or even with different background are also found as Americans.It is because immigrants were born in America or they are getting used to being in America and now Americans are becoming the melting pot.Over many years, many immigrants have come to the United States for a better life.This immigration has given much confusion of defining ? °America? ± and this confusion holds some positive and negative points of view. Many Americans think that immigrants are problems.Governor Richard Lamm indicates one of the problems is that now some Americans are unemployed beca use America is taking as twice many immigrants as the rest of the world (Fallows, 5).Americans feel that they are being unemployed due to the many immigrants.Harold Ezell, Western commissioner of the INS, agrees with Lamm that not only legal immigrants but also illegal immigrants are taking American childrens jobs (? °The Changing Face of America? ± 143) because so many people want to come to the United States for the better life.The Census Bureau estimated that about 3.5 to 6 million people were illegal residents in 1978 (? °The Changing Face of America? ± 142) and some Americans feel that illegal residents are taking jobs away from them.So, Lamm points out that we can no longer allow every immigrants to come to the United States.He also indicates that America does not want additional people because America cannot employ their own citizens (Fallows, 4). 2nd Essay Sample on Immigrants According to the United States Census Bureau, Immigration (migration to a country) is one component of international migration; the other component is emigration (migration from a country).International migration is defined as any movement across a national border; in its simplest form.The term foreign- born population is used by the United States Census Bureau to refer to a person who is not a U.S. citizen at birth, which includes legal permanent residents (immigrants), temporary migrants (such as students), humanitarian migrants (such as refugees), and persons illegally present in the United States.The U.S. resident population is made up of the foreign-born native populations.When referring to the native population we include anyone born in the United States or a U.S. Island area such as, Puerto Rico, or born abroad of a U.S. citizen parent. We will write a custom essay sample on Essay Examples on Immigrants specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Essay Examples on Immigrants specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Essay Examples on Immigrants specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In March 1996 9.3 percent of the U.S. population were foreign-born.During this century, the percentage that was foreign born declined from a high 14.1 percent in 1910,to a low 4.8 percent in 1970.That percentage has increased quickly, since then.In the 1980s 34.3 percent of immigrants entered the United States.In 1990, more than a quarter of the foreign- born population came in this country.38 percent of the foreign-born have been in the United States for more than fifteen years.There are million of foreign born people in the United States, but is it hard to become a citizen in the United States? I gave a survey to fifty immigrants from ten different countries.Twenty-five of the people surveyed were over the age of forty.Out of those people 100 percent of them said that they came to this country to make a better life for their children.They said that the education and job opportunities were better.Out of the other twenty-five people, 75 percent said they were brought to the United St ates by their parents when they were young.

buy custom Historical Context of Prison Epistles essay

buy custom Historical Context of Prison Epistles essay Epistles refers to the letters, in terms of Biblical books, that Paul wrote during his incarceration in Rome. Pauls forerunner, Jesus, brought him to Rome so that he could complete the mission strategy that he gave to his disciples before his ascension. According to the book of Acts chapter eight, Jesus addressed his disciples and informed them that they would be his witnesses in Judea, Jerusalem as well as in Samaria and other parts of the earth. Paul went to Rome to spread Gospel. Through his visit to Rome, the Gospel of Jesus was taken from Jerusalem, the Jewish capital to the Gentile capital, Rome. However, his apostolic activities in Rome did not work well as he expected. His activities were limited, and he never had any freedom of movement to spread the Gospel. Instead, he was chained and became under house arrest and strict guards (McGrath, 2006). Pauls imprisonment started in Caesarea some years later. He later took time and revisited the churches in Greeces Northern Province, Macedonia during his second journey as a missionary. From Macedonia, Paul traveled to Jerusalem through Miletus and Troas. On arrival to Jerusalem, the Jews, claiming that he had brought the Gentiles into the temple thus desecrating it, mobbed him ruthlessly. He was rescued by the Roman soldiers who took him into their custody. Paul was imprisoned by the Roman governor Felix for two years hoping that Paul would bribe him for freedom. During this time, he wrote the Prison epistles. The epistles were letters addressed to the Ephesians, Philemon, Thessalonians, Colossians, and Philippians. Most of these letters were about the relationship of these people with their God. Role of the Hoy Spirit according to Paul The Holy Spirit plays a pivotal role in the Christian lives. He gives Christians faith. He awakens the believers faith so that they may have eternal life through their knowledge of God as the only true God worth worshipping. The Holy Spirit is also responsible in drawing Christians to Christ through its grace. The joint communion between the Holy Spirit and Christ brings Christians closer to God. He helps Christians to love God. Through its power, Christians receive new lives in Christ, which enables them to love God the same way He loves them. The Holy Spirit helps Christians in knowing God. In First Corinthians chapter two, we are told that no one apart from the Holy Spirit can understand the thoughts of God. It helps Christians in their prayers. He enables them to pray the way they should do it. The Holy Spirit also intercedes for them in many ways. He promotes unity in the church. The Holy Spirit, The Father, and the Son are in one Trinity. The church is, therefore, also one or unified by the three Trinity. He acts as the churchs soul, that is, the Body of Christ. He directs the church in all His actions with a goal of proclaiming Gods Promised Kingdom. The Holy Spirit helps in the growth of the church. The Holy Spirit ensures that the church develops in order to continue with the Work of Christ (Son) whom the Father had commanded. He does this by giving blessings to the church like good clergy and other charismatic gifts. He helps Christians in their religious services (liturgy). He prepares them for the coming of Christ at the same time reminding them of the mysteries of the Christ before and after His death (McGrath, 2006). HHow Historical Context in the Wenham Textbooks and Epistles Relate to Jesus and Spirits Teachings in John 14:15-27 and 16:5-15 In John 14:15-27, Jesus address the people telling them to keep His commands if they love Him. He promises them to ask God, the Father to give them another Helper or Advocate who will be with them forever. The Helper, in this context, refers to the Holy Spirit. He says that the world or other people cannot accept the Lord because they do not know Him. He assures never to leave them like orphans. He also said that anyone who loves Him would be loved by the Father (John 14: 15-27 New King James Version). In John 16: 5-15, Jesus addresses his disciples before His ascension. He identifies their grief. He goes ahead to comfort them that His ascension is for their own good for if He does not go, the Advocate will not come. He outlines the roles of the Advocate as judges who will prove the world wrong due to their sins and acknowledge the righteous. The judge will look into two aspects, sin, and righteousness. Sin because most people do not believe in Him (Christ). Righteousness because He will be with the Father and nobody will see Him any more (John 16:5-15 New King James Version). Wenhams book analyzes the law book of the Bible, Leviticus. The author of the book tends to explain how people are being taught the Laws of Moses, Torah. Teaching involves the priests who explained, in detailed form the meaning of each law and its relevance. Those who break these laws were punished accordingly (Wenham, 1979). There is a similarity between the two references as both focuses on the upkeep of justice in the societies through judging the wrong doers (Wenham, 1979). Buy custom Historical Context of Prison Epistles essay

SAT Critical Reading -PrepScholar 2016 Students Encyclopedia

SAT Critical Reading -PrepScholar 2016 Students' Encyclopedia SAT / ACT Prep Online Guides and Tips The Critical Reading section of the SAT tests students' literacy skills, in particulartheir reading comprehension and understanding of vocabulary. It is meant to measure students' ability to understand written English on the level neededfor success in college courses. Top scorers on thissection tend to use methods of speed reading and skimming for importantdetails to their advantage, as Critical Readingquestions simultaneously requireclose reading and efficiency. Studies have also shown that maintaining a mindset of interest in the passages aidsa reader's retention of facts and details. Note: this article is a series in the PrepScholar2016 Students' Encyclopedia, a free students' and parents' SAT / ACT guide that provides encyclopedic knowledge. Read all the articles here! While studentsmay be accustomed to debatingvarious points of view within their English classrooms, they will not find room for subjective opinion on the SAT Critical Reading. Instead, each question has only one, unambiguously correct answer, even questions that ask for inference or interpretation. Preparation with SAT materialscan help students applytheir skills of reading comprehension to SATCritical Reading questions that maydiffer from traditional classroom approaches. Critical Reading sections are interspersed throughout the test with Mathematics and Writing sections. There aretwo 25 minute sections and one 20 minute section for a total of 70 minutes. The Critical Reading section asks a total of 67 questions, all of which are multiple choice. If students encounter three25 minute Critical Reading sections on the SAT, then one of them is experimental and will not be scored. On recently administered tests, students have reported encountering unexpectedCritical Reading questions that involved a "base question," followed by several "evidence questions" that referred back to it. For instance, an evidence question might take the form of, "Which of the following provides the best evidence for the previous question?" Since this format is not characteristic of questions onthe Critical Reading section, it is likely that these questions appeared on the experimental, or variable, section in order to test out new material for the redesigned SAT starting in Marchof 2016. Apart from these unconfirmed clues, students have no way of knowing exactly which SAT section is experimental and benefit from treating allsections as important fortheir overall score. There are two main types of questions within Critical Reading: passage-based questions and sentence completions. Passage-based questions test students' reading comprehensionand analysis, while sentence completionsask students to choose one or two vocabulary words that best fit the meaning of a given sentence.Across all Critical Readingsections, there are 19 sentence completions and 48 passage-based questions. Passage-based questions ask about a short passage of 100 to 200 words, a long passage of 400 to 800 words, or paired passages of 250 to 600 words. Paired passages usually address the same topic or theme, and students are asked to compare and contrast the excerpts or the perspectives of the authors. Passages alwaysconsist of prose and may be taken from longer works in the natural sciences, social sciences, humanities, literary fiction, or personal narrative. At the beginning of each passage is a blurb stating its source and author, whichmay help deepen students' comprehension by groundingthe passage in its historical context. Many SAT experts agree that passage-based questions fall into five general types. SAT teachers and tutors instruct students to use these soft categorizations in order to understand eachquestion's intent and to focus their attention on the relevant information within the passage(s). These question types may be identified asbig picture, little picture, inference, vocabulary in context, and author's perspective. The first Critical Reading question type asks for the "big picture," or main purpose, of a passage. Big picture questions tend toask fora passage's theme or its overall purpose, including whether it ismeant to inform, review, contradict, persuade, parody, or hypothesize. For instance, this official sample SAT question falls into the big picture category. Sample SAT Question The second question type asks for "little picture," or refers the reader to a specific detail within a passage and cites its location, as lines are numbered by multiples of five. This type of Critical Readingquestion may ask how a line functions within a paragraph, or what a paragraph accomplishes within theentire passage. While it is taken out of context, thisSAT sample question is an example of a little picture passage-based question. Sample SAT Question The third passage-based question type asks for an inference based on a line, paragraph, or passage in its entirety. These questions may differ from the inference skills students apply within their English classrooms, as they are not subjective and will only have one unambiguously correct answer choice. This sample question, while taken out of context, falls into this category of inference Critical Reading questions. Sample SAT Question Fourth, some questions ask about vocabulary in context. Unlike sentence completions, these questions generally refer to easy or medium-range vocabulary words that arebeing used in an unusual way within the context of the passage. Students must use context clues to glean the meaning or function of the word as it is being used. Often, the answer choices will contain higher level vocabulary words than the one under question. Sample SAT Question Finally, the fifth categorization refers to the author's technique, tone, or style. To prepare themselves for these kinds of questions, students are likely to benefit from studyingcommon tone classifications like somber, ambivalent, vindictive, sarcastic, earnest, and pragmatic. Sample SAT Question While Critical Reading questions may not all fall neatly within these domains, as they are based on analysis rather than on official College Board policy, most SAT tutors and teachers agree that the majority can bethus described. Taken together, passage-based questions test students' reading skills, including their ability to make inferences, to understand words and phrases in context, to apply literary terms like tone, theme, and symbol, and to evaluate an author's logic, argument, techniques, and purpose. While these question types may appear in any order, they are arranged chronologically to coincide withthe relevant passage(s). A question about the first paragraph in a passage, for instance, will appear near the beginning of agroup of questions, while a question about the passage's conclusion will be asked near the end of thatgroup. The remaining 19 questions in the Critical Reading section are sentence completions that test vocabulary. Allof these questions are independent from one another. They have one or two blanks and ask students to choose the word(s) that "best fits the meaning of the sentence as a whole." These questions test knowledge of the meaning of high level words. Commonly tested SAT vocabulary words include acrimonious, anachronistic, draconian, ephemeral, laconic, and ostracize. Students may prepare for these questions with the use of SAT vocabulary lists and flash cards. Along with an understanding of vocabulary, these sentences also test an awarenessof how a sentence fits together logically.Students benefit from seeing therelationships among words in a sentence. For instance, a conjunctiveadverb like "however" may indicatethat part of the sentence contrasts with another part, like in the following SAT sample question. Sample SAT Question Answer: B Each Critical Reading section starts out with 5 to 8 sentence completions, with the remainder of the questions being passage-based. Students who perform best on the Critical Reading section of the SAT have a strong working knowledge of SAT vocabulary words, as well as an ability to comprehend and analyze prose with efficiency. Students also benefit from taking a strategic approach to time management, some choosing to read the pertinent passage-based questions before reading the passage, along with using skimming and speed-reading techniques. Redesign Alert The new SAT, starting in Marchof 2016, eliminates sentence completion questions. Vocabulary questions will focus on medium-level, multiple-meaning words within the context of longer passages. Read more from the SAT Encyclopedia! Further Reading The Best Way to Read the Passage in SAT Reading The Best SAT Vocabulary Lists on the Web How to Get an 800 on SAT Reading