Robert Walton Essay Example

Robert Walton Paper This essay aims to compare two exceedingly diverse novels, Daz 4 Zoe A contemporary novel focusing on the future and Frankenstein by Mary Shelley a piece of nineteenth century literature. Both discuss outsiders in society. While, both books are very different there are similarities. Both authors cope with the concern of what it is like to live with being an outcast in society. Mary Wollstonecraft Godwin Shelley wrote her blood curdling novel in 1816 while on holiday in Geneva, Switzerland. In 1831, Shelley declares her desire to quicken the beatings of the heart. This is the first of numerous signals that this book should be found in the Gothic Fiction genre. Frankenstein is commonly acknowledged as a Gothic novel with significant links to the Romantic Movement; yet, it has connections with other genres. The novel may be seen as the opening of science fiction, representing the scientific and technological advances suggesting potential consequences of future developments. Mary Shelley illustrates an intimidating yet realistic forecast of what the future may hold where man interferes with the creation of life. Frankenstein is written in three, first person narrators, framed or embedded narratives. The narrator changes many times, starting of with Robert Walton and later becoming Victor and the monster. Daz 4 Zoe, a futuristic adventure, also falls into various genres. It can also be associated with science fiction and modern mystery. Swindells begins the book with a true story that has a similar moral to Mary Shelleys interpretation. His true story essentially explains how if we did not get our priorities right, we will face a similar circumstance in the future as did the characters in this novel. We will write a custom essay sample on Robert Walton specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Robert Walton specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Robert Walton specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Daz 4 Zoe is written in journal style retelling events using alternate voices, written in first person narrative, (two narrators Daz and Zoe. ) Daz 4 Zoe is a teenage novel with several modern social dilemmas: love, loyalty and the main theme of a divided society. Briefly, Daz 4 Zoe is about the citizens of the wealthy suburb, Silverdale, in contrast to the poor people in the run down neighbouring city. Due to the feeling of entrapment in the suburbs, the teenagers go into the city in search of excitement. After a night of chippying Zoe a subby falls in love with a chippy. This romance is a forbidden love which leads to excitement while the teenagers keep contact cross the divide and provides a tense ending, which leads to their escape Frankenstein, explores of the mysterious fears of human nature and of how a man destroys his family and friends through the careless creation of a superhuman. A project, which initially would be very successful and break the boundaries of science. However, it eventually ended as a disaster, which leads to his and many other brutal deaths. The first half of the novel deals with the creation of the monster and the story of Robert Walton, an explorer. The second half is concerned with the consequences of the monsters creation and how Victor tries to regain his power and capture the superhuman In extremely different ways, both authors Robert Swindells and Mary Shelley explore the theme of perfecting human society. Daz 4 Zoe is concerned with social corruption; this is due to the subby and chippy segregation. Zoe has very little faith that there is possibility of change in this divide unless something drastic happens. This illustrates perfection of the human race for the reason that by having a partition between two societies, the government hope to get rid of the bad elements in civilization. Frankenstein also deals with the corruption of social institution, this means science was developing before its time and that law and order was affected. In this case, because of the scientific phenomena many people were killed, science overruled law and order. This novel also shows Mary Shelleys perspective of how she has little faith in creating the perfect human being. She does this by having hideous consequences by creating the superhuman In their own way, the two novels show different perspectives. One of a perfect society, Silverdale. Also an attempt to create the perfect human, the monster. In the novel Frankenstein, Victor is probably the most apparent self-imposed outsider. We first notice this isolated behaviour when he grows up and leaves home in Geneva for Ingolstadt. Victor leaves his family to attend the university where he becomes obsessed with the old theories of science. Thus ended a day memorable to me, it decided my future destiny. This quote shows how Victor decides to spend all his time studying the old theories of Science. From this day natural philosophy, and particularly chemistry, became nearly my sole occupation This quote describes how he would put all his energy into his studies, however we realise this is an unhealthy obsession when his behaviour changes: Two years passes in this manner, during which I paid no visit in Geneva. Victor isolates himself from his friends and family, spending all his time in residence at Ingolstadt never visiting home. Victor spends his months in pursuit of his scientific discovery and wonder, where he studies routes which make it possible to pursue his peculiar attraction to the structure of the human frame. When Victor realises that he has the power to bestow animation upon lifeless matter, he causes himself to develop into more of an outcast. Victor suddenly has astonishing new power and is excited that he can break the boundaries of science with his newfound supremacy. This knowledge makes him very determined and after two years of research, planning, experiments and creation, Victor constructs what was to be the perfect superhuman. No one can conceive the variety of feelings which bore me onwards a new species would bless me as its creator and source.

Free Essays on Single-Sex Education

Learning Structure Throughout history and even today, single-sex education is a prestigious mark of social status reserved for the elite class. Despite the obvious mark of high social status, there is a controversy among educators and parents. Many educators support the claim that coeducation is the best method and should be carefully improved to offer higher quality education. However, those that favor single-sex education claim it is an effective method to eliminate sexual distractions and intimidation influenced by gender differences. These two perspectives scratch at the true issue at hand: how to provide an appropriate education for girls and boys as they move through adolescence toward adulthood. High quality education is offered when proper resources, experienced educators, and a healthy academic environment are forged together. Therefore, single-sex education will not necessarily improve the learning environment. At coeducational schools, students are able to share their diverse perspectives and talents with those of the opposite sex. The various perspectives help to introduce and educate students of different methods. In Sean McCollum's article, a male student states, "guys and girls bring diverse viewpoints to different subjects. Girls might have a very different take than the boys, say, on [author] Virginia Woolf, and it might challenge my way of thinking. Gender diversity is just as important as racial diversity. If you remove the different perspectives [of gender], you're losing a section of diversity - a big one" (18). Throughout elementary school, I observed that the two sexes have different academic trends. Boys are generally more athletic, and better at mathematics and science. Females, on the other hand, are more composed and stronger in reading, spelling and other literary disciplines. Allowing the two generally different groups to work together in a coeducational setting will improve the overall grades... Free Essays on Single-Sex Education Free Essays on Single-Sex Education Learning Structure Throughout history and even today, single-sex education is a prestigious mark of social status reserved for the elite class. Despite the obvious mark of high social status, there is a controversy among educators and parents. Many educators support the claim that coeducation is the best method and should be carefully improved to offer higher quality education. However, those that favor single-sex education claim it is an effective method to eliminate sexual distractions and intimidation influenced by gender differences. These two perspectives scratch at the true issue at hand: how to provide an appropriate education for girls and boys as they move through adolescence toward adulthood. High quality education is offered when proper resources, experienced educators, and a healthy academic environment are forged together. Therefore, single-sex education will not necessarily improve the learning environment. At coeducational schools, students are able to share their diverse perspectives and talents with those of the opposite sex. The various perspectives help to introduce and educate students of different methods. In Sean McCollum's article, a male student states, "guys and girls bring diverse viewpoints to different subjects. Girls might have a very different take than the boys, say, on [author] Virginia Woolf, and it might challenge my way of thinking. Gender diversity is just as important as racial diversity. If you remove the different perspectives [of gender], you're losing a section of diversity - a big one" (18). Throughout elementary school, I observed that the two sexes have different academic trends. Boys are generally more athletic, and better at mathematics and science. Females, on the other hand, are more composed and stronger in reading, spelling and other literary disciplines. Allowing the two generally different groups to work together in a coeducational setting will improve the overall grades...

Biography of Victoriano Huerta, President of Mexico

Biography of Victoriano Huerta, President of Mexico Victoriano Huerta (December 22, 1850–January 13, 1916) was a Mexican general who served as president and dictator of Mexico from February 1913 to July 1914. An important figure in the Mexican Revolution, he fought against Emiliano Zapata, Pancho Villa, Fà ©lix Dà ­az and other rebels before and during his time in office. Fast Facts: Victoriano Huerta Known For: President and dictator of Mexico, February 1913–July 1914Born: December 22, 1850 in barrio of Agua Gorda within the municipality of Colotln, JaliscoParents: Jesà ºs Huerta Cà ³rdoba and Marà ­a Lzara del Refugio MrquezDied: January 13, 1916 in El Paso, TexasEducation: Military College of ChapultepecSpouse: Emilia guila Moya (m. November 21, 1880)Children: Nine A brutal, ruthless fighter, during his reign the alcoholic Huerta was widely feared and despised by his foes and supporters alike. Eventually driven from Mexico by a loose coalition of revolutionaries, he spent a year and a half in exile before dying of cirrhosis in a Texas prison. Early Life Victoriano Huerta was born Josà © Victoriano Huerta Mrquez on December 22, 1850, the only son and eldest of five children of peasant farmer Jesà ºs Huerta Cà ³rdoba and and his wife Marà ­a Lzara del Refugio Mrquez. They lived in the barrio of Agua Gorda within the municipality of Colotln, Jalisco. His parents were of Huichol (Wixritari) ethnicity, and although Jesà ºs Huerta was said to be partly of European descent (mestizo), Victoriano considered himself indigenous. Victoriano Huerta was taught to read and write by the village priest, and he was said to have been a good student. By the time he was a teenager, Huerta earned money as a bookkeeper in Colotln. He wanted to join the military, and sought admission to the Military College of Chapultepec. In 1871, General Donato Guerra, leader of the Mexican army at the time, led a garrison of troops into Colotln. Needing secretarial help, Guerra was introduced to Huerta who impressed him greatly. When Guerra left the city, he took Huerta with him, and at the age of 17, Huerta entered the military academy in January of 1872. There he took classes to become an artillery officer, specializing in mathematics, mountain gunnery, topography, and astronomy. He was an outstanding student, and made second lieutenant by December 1875. Early Military Career Huerra first saw military action while at the academy, when he participated in the Battle of Tecoac fought on November 16, 1876 between then-president Sebastin Lerdo de Tejada and Porfirio Diaz. As a member of the army, he fought for the president and was thus on the losing side, but the battle brought Porforio Diaz to power, the man who would he would serve for the next 35 years. When he graduated from the academy in 1877, Huerta was one of three men chosen to continuing his education in Germany, but his father died and he elected to stay in Mexico. He joined the engineering branch of the army and was given assignments for repairing military institutions in Veracruz and Puebla. By 1879 he was promoted to Captain, and acted as engineer and quartermaster. At the end of 1880, he was promoted to Major. While in Veracruz, Huerta had met Emilia guila Moya, and they married on November 21, 1880: they would eventually have nine children. In January 1881,Porfirio Dà ­az assigned Huerta special duty on the Geographic Survey Commission, headquartered in Jalapa, Veracruz. Huerta spent the next decade working with that commission, traveling all over the country on engineering assignments. In particular he was assigned to astronomical work, and one of the projects under his direct supervision was the observation of the Transit of Venus in December 1882. Huerta also supervised surveying work for the Mexican National Railway. A Military Force Huertas technological and intellectual uses in the army took on a more aggressive stance in the mid-1890s. In 1895, he was sent to Guerrero, where the military had risen against the governor. Diaz sent troops in, and among them was Victoriano Huerta, who there gained a reputation as an able field officer: but also as a man who gave no quarter, who continued to slaughter rebels after they had surrendered. Proving to be an effective leader of men and a ruthless fighter, he became a favorite of Porfirio Dà ­az. By the turn of the century, he rose to the rank of general. Dà ­az tasked him with the suppression of Indian uprisings, including a bloody campaign against the Maya in the Yucatan in which Huerta razed villages and destroyed crops. In 1901, he also fought the Yaquis in Sonora. Huerta was a heavy drinker who preferred brandy: according to Pancho Villa, Huerta would start drinking when he woke up and go all day. The Revolution Begins General Huerta was one of Dà ­az most trusted military leaders when hostilities broke out after the 1910 election. The opposition candidate, Francisco I. Madero, had been arrested and later fled into exile, proclaiming revolution from safety in the United States. Rebel leaders such as Pascual Orozco, Emiliano Zapata, and Pancho Villa heeded the call, capturing towns, destroying trains and attacking federal forces whenever and wherever they found them. Huerta was sent to reinforce the city of Cuernavaca, under attack by Zapata, but the old regime was under assault from all sides, and Dà ­az accepted Maderos offer to go into exile in May of 1911. Huerta escorted the old dictator to Veracruz, where a steamer was waiting to take Dà ­az into exile in Europe. Huerta and Madero Although Huerta was bitterly disappointed by the fall of Dà ­az, he signed up to serve under Madero. For a while in 1911–1912 things were relatively quiet as those around him took the measure of the new president. Things soon deteriorated, however, as Zapata and Orozco figured out that Madero was unlikely to keep certain promises he had made. Huerta was first sent south to deal with Zapata and then north to fight Orozco. Forced to work together against Orozco, Huerta and Pancho Villa found that they despised one another. To Villa, Huerta was a drunk and martinet with delusions of grandeur, and to Huerta, Villa was an illiterate, violent peasant who had no business leading an army. The Decena Trgica In late 1912 another player entered the scene: Fà ©lix Dà ­az, nephew of the deposed dictator, declared himself in Veracruz. He was quickly defeated and captured, but in secret, he entered into a conspiracy with Huerta and American ambassador Henry Lane Wilson to get rid of Madero. In February 1913 fighting broke out in Mexico City and Dà ­az was released from prison. This kicked off the Decena Trgica, or â€Å"tragic fortnight,† which saw horrible fighting in the streets of Mexico City as forces loyal to Dà ­az fought the federals. Madero holed up inside the national palace and foolishly accepted Huertas â€Å"protection† even when presented with evidence that Huerta would betray him. Huerta Rises to Power Huerta, who had been fighting with Madero, abruptly changed sides and arrested Madero on February 17. He made Madero and his vice president resign: the Mexican Constitution listed the Secretary of Foreign Relations as the next in succession. That man, Pedro Lasurain, took the reins, named Huerta as Minister of the Interior and then resigned, making Huerta Secretary of Foreign Relations. Madero and Vice-President Pino Suarez were killed on February 21, supposedly while â€Å"attempting to escape.† No one believed it: Huerta had obviously given the order and hadnt even gone to much trouble with his excuse. Once in power, Huerta disowned his fellow conspirators and attempted to make himself dictator in the mold of his old mentor, Porfirio Dà ­az. Carranza, Villa, Obregà ³n and Zapata Although Pascual Orozco quickly signed on, adding his forces to the federalists, the other revolutionary leaders were united in their hatred of Huerta. Two more revolutionaries appeared: Venustiano Carranza, governor of the State of Coahuila, and Alvaro Obregà ³n, an engineer who would become one of the revolutions best field generals. Carranza, Obregà ³n, Villa and Zapata could not agree on much, but they all despised Huerta. All of them opened fronts on the federalists: Zapata in Morelos, Carranza in Coahuila, Obregà ³n in Sonora and Villa in Chihuahua. Although they did not work together in the sense of coordinated attacks, they were still loosely united in their heartfelt desire that anyone but Huerta should rule Mexico. Even the United States got in on the action: sensing that Huerta was unstable, President Woodrow Wilson sent forces to occupy the important port of Veracruz. The Battle of Zacatecas In June 1914, Pancho Villa moved his massive force of 20,000 soldiers to attack the strategic city of Zacatecas. The Federals dug in on two hills overlooking the city. In a day of intense fighting, Villa captured both hills and the federal forces were forced to flee. What they didnt know was that Villa had stationed part of his army along the escape route. The fleeing federals were massacred. When the smoke had cleared, Pancho Villa had scored the most impressive military victory of his career and 6,000 federal soldiers were dead. Exile and Death Huerta knew his days were numbered after the crushing defeat at Zacatecas. When word of the battle spread, federal troops defected in droves to the rebels. On July 15, Huerta resigned and left for exile, leaving Francisco Carbajal in charge until Carranza and Villa could decide how to proceed with the government of Mexico. Huerta moved around while in exile, living in Spain, England, and the United States. He never gave up hope for a return to rule in Mexico, and when Carranza, Villa, Obregà ³n and Zapata turned their attention to one another, he thought he saw his chance. Reunited with Orozco in New Mexico in mid-1915, he began to plan his triumphant return to power. They were caught by US federal agents, however, and never even crossed the border. Orozco escaped only to be hunted down and shot by Texas rangers. Huerta was imprisoned for inciting rebellion. He died in prison at El Paso, Texas, on January 13, 1916, of cirrhosis, although there were rumors that the Americans had poisoned him.​ Legacy of Victoriano Huerta There is little to be said that is positive about Huerta. Even before the revolution, he was a widely despised figure for his ruthless repression of native populations all over Mexico. He consistently took the wrong side, defending the corrupt Porfirio Dà ­az regime before conspiring to bring down Madero, one of the few true visionaries of the revolution. He was an able commander, as his military victories prove, but his men did not like him and his enemies absolutely despised him. He did manage one thing that no one else ever did: he made Zapata, Villa, Obregà ³n and Carranza work together. These rebel commanders only ever agreed on one thing: Huerta should not be president. Once he was gone, they began fighting one another, leading to the worst years of the brutal revolution. Even today, Huerta is hated by Mexicans. The bloodshed of the revolution has been largely forgotten and the different commanders have taken on legendary status, much of it undeserved: Zapata is the ideological purist, Villa is the Robin Hood bandit, Carranza a quixotic chance for peace. Huerta, however, is still considered (accurately) to be a violent, drunk sociopath who needlessly lengthened the period of the revolution for his own ambition and is responsible for the death of thousands. Sources Coerver, Don M. Huerto, Victoriano (1845–1916). Mexico: An Encyclopedia of Contemporary Culture and History. Eds. Coerver, Don M., Suzanne B. Pasztor and Robert Buffington. Santa Barbara, California: ABC Clio, 2004. 220–22. Print.Henderson, Peter V.N. Woodrow Wilson, Victoriano Huerta, and the Recognition Issue in Mexico. The Americas 41.2 (1984): 151–76. Print.Marley, David F. Huerta Marquez, Jose Victoriano (1850–1916). Mexico at War: From the Struggle for Independence to the 21st-Century Drug Wars. Santa Barbara: ABC-Clio, 2014. 174–176.McLynn, Frank. Villa and Zapata: A History of the Mexican Revolution. New York: Basic Books, 2002.  Meyer, Michael C. Huerta: A Political Portrait. Lincoln: University of Nebraska Press 1972.Rausch, George J. The Early Career of Victoriano Huerta. The Americas 21.2 (1964): 136-45. Print..Richmond, Douglas W. Victoriano Huerta in Encyclopedia of Mexico. Chicago: Fitzroy Dearborn, 1997. 655–658.

Does the Law of Torts consist of a fundamental general principle that Assignment

Does the Law of Torts consist of a fundamental general principle that it is wrongful to cause harm to other persons in the abse - Assignment Example Developments in common law support the latter perspective. Earlier cases on negligence supported the first view but latter trends in jurisprudence reinforced the second perspective. A core principle in tort law is the non-materiality of intent or motive. The rationale for this principle is the prevention of the danger posed in leaving the jury with the responsibility of determining the liability of the defendant based on their views towards the propriety or wrongfulness of the defendant’s motives, especially since it is difficult to determine the motives of the defendant. (Cohen and Cohen 211) This principle developed from several cases. In The Mayor of Bradford v. Pickles, the court held that an improper or even malicious motive that causes damage but is not against the law is not actionable. The court rejected the claim of the plaintiffs because diverting underground water, regardless of intent, is within the property rights of the defendant and therefore legal. The same pri nciple has been reiterated in Allen v. Flood and Abbott v. Sullivan. Non-materiality of intent coincides with the second perspective. The first perspective expresses the general rule on tort liability subject only to negation by a justification or excuse. ... The claimant has to focus on showing that the action of the defendant falls under the actionable acts. The act itself is material and the intent is not, so that the second perspective aligns with the principle of non-materiality of intent. The law of torts comprise of a set of rules that establish particular types of harm or injury. As such, liability for tort only ensues when the action of the defendant is proven to fall within this set of rules. (Cohen and Cohen 211) Chapter 32 of the Torts Act 1977 defines the actions considered as wrongful interference with goods, which are â€Å"(1) conversion of goods, (2) trespass to foods, (3) negligence that results in damage to goods or to an interest in goods, and (4) subject to section 2, any other torts so far as it results in damages or to an interest†. The Occupier’s Liability Acts of 1956 and 1984 describes the minimum duty of care towards people’s safety of an occupier (e.g. shop owner, land tenant), who invites other people into the premises or has trespassers. Tort law provisions set the coverage of actionable wrongs to the exemption of all uncovered actions. Liability does not accrue for actions not falling under the forms of wrongful interference with goods and duty of care towards people’s safety is not enforceable in other circumstances apart from what was described by law. As such, tort law expresses the second perspective since it involves a set of specific rules citing harmful activity to the exclusion of other acts. The specific rules in tort law require that the primary question asked is whether the injury claimed by the plaintiff falls within the specific forms of harmful activity (Cohen and Cohen 211). Again, this expresses the second perspective. If tort

ATM network Essay Example | Topics and Well Written Essays - 250 words

ATM network - Essay Example Another problem is that whenever there is a communication error during transmission, a package of data being transmitted can easily be corrupted (William 36). This would force a retransmission of the whole package. These incidences can be reduced through data fragmentation Taking ‘n’ to be the number of cells required to transmit a single IP datagram, we can form an expression of the cell loss rate in the ATM network (PC) as the ratio of nc (number of cells corrupted) to n (the number of cells required to transmit a single IP datagram). The IP-packet loss rate (PP), would therefore be the ratio of corrupted packets to all received packets. The IP-packet loss rate depends heavily on the success of the transmitted packets, and this in-turn depends on the number of cells that are successfully transmitted. In order to receive the best perfomance of data transmission, it is good to tune the Maximum Transmission Unit. This service is made possible by some Information Technology providers through using ATM on their internal backbone network. This ensures that the right amount of sustainable data is transmitted and reduces fragmentation of

Natural Language Processing :: Computer Technology

Natural Language Processing To digest natural language implies understanding, a function that is uniquely human. To understand something implies to have senses that interpret the world such as emotions and awareness of our own physical experiences. When someone tells a story, we rely upon previous experience for interpretation. We form a reaction, our heart rate may change, we may start sweating, we may relax or tense, and feel certain emotions such as fear. Upon getting new information, a persons attitude may change or the way they think may change. A computer made of metal simply does not have the faculties to experience the world as we do. It can be programmed to respond in such a way that mimics a human response, but can not be considered to be really understanding what it is doing. Recall the story of Helen Keller, how she finally began to learn a language when she was given immediate experiential feedback. The teacher would pour water on her and then do the sign language for the word in her hand. The foun der of Toastmaster's organization started it on the premise that people learn in moments of pleasure, and structured the organization so it would provide just that. A computer would not have the senses to make such understanding of these words and experiences possible. In addition to its lack of cognitive ability, a computer can not form expectations based upon a situation. A political speech can be very serious, but when seen on Saturday Night Live, it will be interpreted as funny. A similar problem is the extra meaning conveyed by the tone of voice or body language. We could always program an exhaustive data bank with all the different possibilities of input, but the system as we know it could not search all of these within a reasonable period of time, nor could it adapt to future changes. One of the problems with natural language processing systems is that humans themselves are often not very good natural language generators or processors. We often apply our own bias and expectations to what we hear. Two people can make eye contact and set up a whole series of background such that they now what each other are talking about. That very fact may be a bonus for computer natural language processing because we can predict with certainty how the system will interpret the information and therefore have greater clarity than people.

A Description of the Graduate Record Examination

GREG subject test is used by very few universities for granting admissions. Universities usually use [email  protected] Subject Test for granting admission to the PhD program (sometimes for MS programs also) in Mathematics, Physics, Biological Sciences, English Literature, Psychology, Chemistry, etc. On the other hand, large number of universities do NOT use [email  protected] Subject Test for granting admission to the PhD program in the above mentioned fields of studies. Formats of [email  protected] : Two formats of [email  protected] revised General test are available : The computer based & The Paper based.Paper based format is available n only a very few countries. In India, only Computer Based [email  protected] is available. Who takes [email  protected] & When ? : Engineers, Architects, Doctors, Dentists, Biotechnologist, Science graduates, Physiotherapist, Pharmacists, Management graduates & postgraduates (MBA), computer professionals (MAC), Mathematicians, Psychol ogists, etc. Planning to pursue Masters or PhD programs, etc. The list is long. Almost 90% of the people who take [email  protected] are in their II or Ill or IV year of their college pursuing their degree in any stream such as Engineering or Science or Medicine, etc.Who accepts [email  protected] & how is it used ? Thousands of universities across the globe, more specifically almost all the universities in the USA & several in Canada use [email  protected] scores along with student's academic record in college, recommendation letters from Professors and/or employers, non-academic credentials such as projects, research papers, etc. To grant admission to their Masters or PhD programs. Several universities now also accept [email  protected] scores in lieu of GMTA scores to offer admission in their MBA programs. When & Where can one take [email  protected] ? : Unlike Indian college entrance tests such as GATE, CAT, etc. Imputer based [email  protected] is administered throu ghout the year at arioso Promoters (wholly-owned subsidiary of TEST) centers in India as well as at additional test centers in various cities such as Iambi, Delhi, Opal, Metadata, Allahabad, Achaean, Hydrated, Surgeon, Bangor, Kilowatt, Pine, Fedora, etc. At Promoters centers [email  protected] is conducted 3 times in a day, all weekdays & at additional centers on some selected days of the month. How many times can a student appear for [email  protected] ? You can take the [email  protected] once every 21 days, up to five times within any continuous rolling 12-month period.This applies even if you canceled your scores on a test taken previously. If you take the paper-based GREG revised General Test, you can take it as often as it is offered. Are there any US universities, which do not use [email  protected] scores ? There are several US universities, which do not require you to submit your [email  protected] scores. The admissions committee of these universities primarily base their admission decision on college grades, recommendation letters, etc. But some of these universities use [email  protected] scores to award financial aid in form of fellowships, Graduate assistantships, Teaching or Research assistantships, etc.Score validity [email  protected] scores are valid Upton 5 years from the test date. How can I appear for [email  protected] ? If you wish to take [email  protected] you have to first make your account at HTTPS://emigre. Test. Org/ grew/login/login. ]SP. Then you can proceed to fix your examination date by following the instructions. Please also remember to carry your valid passport on the test date as you will not be allowed to enter the test center without it. All other forms of identification such as school id. Or driving license or Dear card, etc. Are unacceptable. Test centers are available in all major cities of India.[email  protected] Test Fee The test Fee for computer based revised general [email  protected] in Ind ia is IIS$195 at present. Remember that in this test fee you can also send [email  protected] scores to four institutions (colleges/universities, etc. ) free of cost. If you decide later to apply to one or more of these 4 institutions, then you will not be required to pay IIS$27 per university to TEST to forward your [email  protected] score to these institutions. How are the [email  protected] scores reported to the universities ? Whenever you give your [email  protected], you can view your scores after about 12-15 days from your test date in your online emigre account.You can also print your score-sheet from your emigre account. The universities do not use the photocopies of the [email  protected] marks- whet and require the official scores to take admission decisions. To send official scores to a university, you have to go to your emigre account, where you will find your [email  protected] scores displayed as per the dates on which you appeared for [email  protected ] You can send all the scores to the universities or can use Corselets facility to send scores (by test date) of your choice by paying IIS$27 per university.Remember that in the test fee (about IIS$195 in India) of [email  protected] you can send [email  protected] scores to four institutions (colleges/universities, etc. ) free of cost. If you decide later to apply to one r more of these 4 institutions, then you will not be required to pay IIS$27 per university to TEST to forward your GREG score to these institutions. You have to choose the name of these institutions to which TEST will forward your [email  protected] scores at the test center on your test date, immediately after finishing your [email  protected] test.The complete list of the name of the countries, universities, departments will be displayed on your computer screen after you have viewed your score. If you do not use this free facility, you are losing IIS$108. Ask CHICHI for the name of these four institutions . When will oh get your [email  protected] scores ? After completing the computer-based [email  protected], you will be given the opportunity to Report or Cancel your scores. If you choose Report Scores, you will see your unofficial scores for the Verbal Reasoning and Quantitative Reasoning sections displayed on your computer screen.Because of the Analytical Writing essay scoring process, you will not be able to view your Analytical Writing score at the testing center. If you cancel your scores, neither you nor any universities will ever see them and they will not be part of your reportable history. Your official scores will become available in our emigre account and sent to your score recipients approximately 10-15 days after your test date. Test Structure of GREG [email  protected] consists of three major sections: Verbal Reasoning, Quantitative Reasoning and Analytical Writing.In the first two sections, the test taker receives scores on scale of 130-170 in 1 point increment s (such as 150, 151 & so on) and receives scores on a scale of 0-6 in half point increments (such as 3. 0, 3. 5, 4. 0 & so on) on the Analytical Writing (AWE) section. Total score is on a scale of 260-340 (such as 300, 301 , 302 & so on) with AWE score stated on a scale of 6. 0. In addition, an unidentified unsecured subsection may be included and may appear in any order after the Analytical Writing section. It is not counted as part of the test taker's score.An identified research subsection that is not scored may be included in place of the unidentified, unsecured subsection. This research subsection will always appear at the end of the test. The overall testing time for the computer-based [email  protected] revised General Test is about 3 hours and 45 minutes. There are in all 6 subsections with a 10-minute break after the completion of the third subsection. The Analytical Writing section will always appear iris. The Verbal Reasoning, Quantitative Reasoning and unidentified or the unsecured subsections may appear in any order.The test-taker must treat each section as if it counts towards his score. Adaptive nature of the test : As per the official site of [email  protected] (mm. ‘. Greg. Org) the Verbal Reasoning and Quantitative Reasoning sections are section- level adaptive, meaning that the first section of the Verbal Reasoning and Quantitative Reasoning measures spans a range of difficulty levels, from easy to difficult. The first section is assembled such that, overall, the first section is of average difficulty. The difficulty level of the second section of each of the measures depends on your performance on the first section.For example, if for the Quantitative Reasoning measure you do very well on the first section, the second section of the Quantitative Reasoning measure will be at a higher level of difficulty. The scoring for the Quantitative Reasoning measure takes into consideration the total number of questions answered correctly acro ss the two sections, as well as the difficulty level of the section (similar process for the Verbal Reasoning measure). How the computer based [email  protected] is scored ? : The Verbal Reasoning and Quantitative Reasoning assures are section-level adaptive.This means the computer selects the second section of a measure based on the performance on the first section. Within each section, all questions contribute equally to the final score. For each of the two measures, a raw score is computed. The raw score is the number of questions answered correctly. The raw score is converted to a scaled score through a process known as equating. The equating process accounts for minor variations in difficulty among the different test editions as well as differences in difficulty among individuals' tests introduced by the section-level adaptation.Thus a given scaled score of a particular measure reflects the same level of performance regardless of which section was selected and when the test w as taken. For the Analytical Writing section of computer-based [email  protected], each essay receives a score from at least one trained reader, using a six-point holistic scale. In holistic scoring, readers are trained to assign scores on the basis of the overall quality of an essay in response to the assigned task. The essay score is then reviewed by [email  protected], a computerized program developed by TEST, which is used to monitor the human reader.If the e-rater valuation and the human score agree, the human score is used as the final score. If they disagree by a certain amount, a second human score is obtained, and the final score is the average of the two human scores. The final scores on the two essays are then averaged and rounded to the nearest half-point interval on the 0-6 score scale. A single score is reported for the Analytical Writing measure. The primary emphasis in scoring the Analytical Writing section is on your critical thinking and analytical writing skil ls rather than on grammar and mechanics. Structure of the Computer-based [email  protected] revised General TestSection Number of Questions Allotted Time Analytical Writing (0-6 marks) (One section with two separately timed tasks) One â€Å"Analyze an Issue† task and one â€Å"Analyze an Argument† task 30 minutes per task Verbal Reasoning (130-170 marks) (Two subsections) 20 questions per subsection 30 minutes per subsection Quantitative Reasoning (130-marks) 35 minutes per subsection Unsecured Varies Research Verbal Reasoning (Score – 130-170 points (marks) The Verbal Reasoning section measures the ability of the test-taker to understand what one reads and how one applies his/her reasoning skills.The Verbal Reasoning section of the [email  protected] consists of 3 types of questions : 1. Reading Comprehension. 2. Text Completion 3. Sentence Equivalence Reading Comprehension : The test-taker has to read the passage and then answer questions following the pas sage. Reading comprehension passages are drawn from physical sciences, biological sciences, social sciences, arts & humanities and everyday topics. They are based on articles found in books and periodicals, both academic and nonacademic. The lengths of these passages range from 1-5 paragraphs.The test contains approximately 10 passages; majority of which are one paragraph in length and only en or two of which are several paragraphs long. Typically, about half of the questions on the test will be based on passages, and the number of questions based on a given passage can range from one to six. There are three types of Reading Comprehension questions: Multiple-choice Questions -? Select One Answer Choice : These are the multiple- choice questions with 5 answer choices, out of which test-taker must select one.Multiple-choice Questions -? Select One or More Answer Choices : In these type of questions, there are 3 answer choices and one has to select all that are correct. The erect answe r to these types of questions could be that either one, two or all three of the answer choices may be correct. Suppose two choices are correct and the test- taker has selected only one. He/she will not get any marks for this selection. There are no marks given for partially correct answers.Select-in-passage : The question asks the test-taker to click on the sentence in the passage that meets a certain description. To answer this type of question, one has to choose one of the sentences in the passage and click on it to highlight it. Text Completion : Questions in this subsection are based on vocabulary. Text Completion questions include a passage composed of 1 to 5 sentences with 1 to 3 blanks. There are 3 answer choices per blank, or 5 answer choices if there is a single blank.There is a single correct answer, consisting of one choice for each blank. The test-taker receives no marks for partially correct answers. Sentence Equivalence : Questions in this subsection are based on vocab ulary. Sentence Equivalence questions consist of a single sentence with one blank and six answer choices. These questions require the test-taker to select two of the answer choices. One does not get any marks for partially correct answers. For more details about this section of [email  protected] contact CHICHI or go to http://www. TTS. Org/Greg/revised_general/about/content/ quantitative_reasoning Quantitative Reasoning (Score – 130-170 points (marks) The Quantitative Reasoning section of the [email  protected] consists of four types of questions: Quantitative Comparison Questions Multiple-choice Questions -? Select one answer choice Multiple-choice Questions -? Select one or more answer choices Numeric Entry Questions Each question appears either independently as a separate single question or as part of a set of questions called a Data Interpretation set.All of the questions in a Data Interpretation set are based on the same data presented in tables, graphs or other dis plays of data. On-screen calculator is available. The Quantitative Reasoning section of [email  protected] assesses the test-taker for basic mathematical skills, understanding of elementary mathematical concepts & ability to reason quantitatively and to model and solve problems with quantitative methods.The syllabus (though not limited to) includes : Arithmetic topics include properties and types of integers, such as divisibility, factorization, prime numbers, remainders and odd and even integers; arithmetic operations, exponents and roots; and concepts such as estimation, percent, ratio, rate, absolute value, the number line, decimal representation and sequences of numbers.Algebra topics include operations with exponents; factoring and simplifying algebraic expressions; relations, functions, equations and inequalities; solving linear and quadratic equations and inequalities; solving simultaneous equations and inequalities; setting up equations to solve word problems; and coordina te geometry, including graphs of functions, equations and inequalities, intercepts and slopes of lines.Geometry topics include parallel and perpendicular lines, circles, triangles -? including isosceles, equilateral and 300-600-900 triangles -? quadrilaterals, other polygons, congruent and similar figures, three-dimensional figures, area, perimeter, volume, the Pythagorean theorem and angle measurement in degrees. The ability to construct proofs is not tested.Data analysis topics include basic descriptive statistics, such as mean, median, mode, range, standard deviation, intrauterine range, quartiles and percentiles; interpretation of data in tables and graphs, such as line graphs, bar graphs, circle rapes, foxtrots, shatterproof and frequency distributions; elementary probability, such as probabilities of compound events and independent events; random variables and probability distributions, including normal distributions; and counting methods, such as combinations, permutations an d Venn diagrams.Inferential statistics is not included. The syllabus does not include trigonometry, calculus or other higher-level mathematics. For more details about this section of [email  protected] contact CHICHI or go to http://www. Test. Org/Greg/revised_general/about/content/quantitative_reasoning Analytical Writing (Score – 0-6 points (marks) The Analytical Writing measure consists of two separately timed writing tasks, which the test-taker has to type using a basic word processor software available on the screen while giving the test.The tasks are : One â€Å"Analyze an Issue† task to be completed in 30 minutes One â€Å"Analyze an Argument† task to be completed in 30 minutes The Issue task presents an opinion on an â€Å"issue† of general interest followed by specific instructions on how to respond to that issue. The test-taker is required to evaluate this â€Å"issue† and write an essay by taking a position and give examples to support his/her views. The Argument task requires the test-taker to evaluate a given argument according to specific instructions.The test-taker will need to consider the logical soundness of the argument by assessing its claims and evaluating the evidence it provides rather than agree or disagree with the position it presents. Individuals taking the computer-based test will use a basic word processor developed by TEST. The basic word processor contains the following functionalities: insert text, delete text, cut-and-paste and undo the previous action. Tools such as a spell checker and grammar checker are not available in the TEST software.Complete sit of â€Å"Issue† & â€Å"Argument† topics, out of which one â€Å"Issue† & one â€Å"Argument† will appear in the actual test as the two writing tasks are given at http://www. Test. Org/Greg/ revised_general/prepare/analytical_writing/issue/pool and http://www. Test. Org/Greg/ revised_general/prepare/analytical_writ ing/argument/pool Prepare for [email  protected] It is not very difficult to score high on computer based [email  protected] revised General test. The first step to score high on [email  protected] or even on similar tests such as the SAT or GMTA is to plan the whole preparation for the test.Planning includes answers to various questions such as (1) When to start the preparation for [email  protected] ? 2) How to prepare ? (3) Time duration the student will spend on preparing the individual sections, on learning & understanding the vocabulary, on giving practice tests, (4) How many times should the student give [email  protected] (actual test) ? , etc. It is important to make a Time Table so that one's preparation is structured and focused. When to Start preparation for [email  protected] ? Usually majority of the students Join CHICHI [email  protected] coaching classes in their II or I year of their Bachelor degree.Some Join in Ill or IV year with a few Joining after the completion of their Bachelor/Masters degree or when they are working full-time. Starting early is the key to success. If you concentrate on GREG in your Ill or IV year, then you will be left with no time to do all the things (such as projects, working on papers, etc. ) required to obtain admission and financial support in a top ranked universities. So, try to give [email  protected] by the end of your first year or latest by the end of second year, when the academic load is less, so that later, you can concentrate on your studies.Getting [email  protected] score early also allows you to consider other options too, such as campus placement, MBA entrance or even appearing for Subject [email  protected] or GATE. Several companies use Aptitude Test similar to GREG for campus recruitment. If you have prepared well for [email  protected], you can perform very well in these tests as the syllabus of these examinations matches a lot with the syllabus of [email  protected] Ideal ly you should start preparation, on your own, by contacting CHICHI in first year of your degree.CHICHI will guide you, what you should do at home besides the regular college work so that when you Join the coaching class for [email  protected] at CHICHI after I or II year examinations, you will be well prepared to more actively participate in class discussions. To understand when to start preparation of [email  protected] & when to write the est. first time, one must understand how the universities admission process works. The academic year in the universities in the USA (as well as in other countries such as Canada, Australia, UK) starts between Gag. 15 to Septet. 15 (unlike India, where it starts from July).Different universities have different start date of their academic session. Usually the admission process starts about 10 months before the actual start date. So, a student who wants admission in August 201 5 (also called as Fall semester/ quarter) will start application pro cess to apply for admission in from November 2014. For applying to any university, the student has to complete and then submit an online application for admission to the university. The application deadline dates of universities vary a lot. Some universities will have admission deadline dates as early as Novo. And some will have as late as July 1. But usually most of the universities have DCE. 1 to Jan. 15 as their admission and financial aid (scholarship) deadline dates. So, a student wishing to obtain admission in a university starting from Fall 201 5 session should try to get best [email  protected] scores (assuming that the student gives the test twice) before Cot. 014 & latest by DCE. 2014. How much time does it take for the student to prepare for [email  protected] ? The time duration to prepare for [email  protected] varies from student to student but usually it takes about 3-4 months to prepare for [email  protected] along with college studies.Some students take long er and some are able to prepare for [email  protected] in duration of 4-6 weeks also. How to prepare for [email  protected] ? CHICHI has been conducting [email  protected] coaching classes for more than 19 years. Several students in past years have secured scores of 2320+ out of 2400 (previous pattern), 1 550 (old pattern) out of 1600, to 334 (the new computer based revised general [email  protected]) out of a total score of 340 leading them to obtain admissions & scholarships in top-ranked US/Canadian universities. CHICHI Small Batch Size : 10-20 students. Smaller batch size allows CHICHI teachers to give lot of individual attention and personalized training.All kind of students coming from various local colleges to coming from various parts of the country, from a newly opened college to various Its, NITS, BITS, NINJA, Anna university, Jodhpurs university, University of Iambi, Pine university, LIMIT, TACT, etc. With grades ranging from a low of 45% (4. 5/10) to a high of 90 % (9. /10) Join our [email  protected] classes. Some are weak at English, while few have a fear for Math. We make every effort to give individualized help to each student in the class and make sure that everyone participates equally in class-room discussions.Highly experienced Instructors : Our teachers have a combined experience of more than 20 years of teaching [email  protected] They not only have extraordinary teaching skills but are very sensitive to the individual needs of each student. You will often find teachers at CHICHI spending hours with our students solving their difficulties and boosting their confidence. Inspire of the dedication & passion of our teaching faculty, regular written feedback is taken from the students to see, if we are missing on anything and if any changes are required.These feedbacks are invaluable for us to grow and better our services. What is included in our Fee ? : The fee for [email  protected] coaching includes [email  protected] coachin g notes, complete coaching, all tests, usage of library, mock tests, etc. TOEFL [email  protected] training, notes, tests, etc. Are offered FREE of cost to GREY GMTA/SAT students. Course material : CHICHI through years has developed, updated and researched into thousands of pages of course material. This is added further by our excellent library, which has almost every book related to [email  protected] available in the entire world.We have amazing books. For e. G. A whole book will be dedicated to Just teach you how to solve the Reading Comprehension questions of [email  protected] or a book on just the vocabulary part of [email  protected] or on the complete Analytical writing section. Innovative approach to teaching : Whether it is solving questions related to complex and difficult to understand passage or memorizing & understanding thousands of words, we have developed through years very innovative ways to handle these problems. Details of how we teach is given at the en d of this section. Fee Validity : 5 years.Several students Join CHICHI right after their class I year but give their final [email  protected] in their II or II year. The students have to practice on mock Computer based tests, very similar to the actual [email  protected] tallest a month before their actual [email  protected] date. The fee paid at CHICHI for [email  protected] coaching is thus valid for next 5 years from the day a student enrolls at CHICHI so that the students can continue to obtain help & guidance at CHICHI without any hesitation. Batch Timings : CHICHI [email  protected] coaching classes are held in the evening (2 hours every day) & morning at timings convenient to the students.