Whats a Good SAT Score for 2018

What's a Good SAT Score for 2018 SAT / ACT Prep Online Guides and Tips Another year, another chance to take the SAT! If you're taking the SAT this year, you might be wondering: just what is a good SAT score for 2018? Is there a particular score I should be aiming for to make sure I get into the colleges I want to go to? To answer the question of what good SAT scores for 2018 are, this article looks at a few different definitions of what makes a good SAT score, and how this has changed over time. We also explain why SAT score goals should be specific to each student and give you step-by-step instructions for choosing your target SAT score. What Is a Good SAT Score for 2018 Overall? On an individual level, a good SAT score is any score that gets you into at least one of the schools you want to go to. To figure out what a good 2018 SAT score is for all students, however, we'll need to take a broader view of SAT score data. The best way to do this is to take a look at the most recent data for the average SAT score and SAT score percentiles and see how your scores and percentiles compare. As a general rule, good SAT scores are ones that place you in the top half of test-takers; the farther above average your score is, the better. Similarly, a not-so-good SAT score is one that lands you in the bottom half of test-takers (and the further below average your score is, the worse). The latest College Board data indicates that the average SAT score for graduating seniors was 1060 (533 Evidence-Based Reading and Writing (EBRW), 527 Math), which means that good SAT scores for 2018 are those above the average SAT score of 1060/1600. To take a closer look at the different levels of performance on the SAT, we've created a chart with SAT percentiles and scores using data from students who took the new SAT and graduated in 2017. Remember that a percentile score tells you what proportion of students performed at or below your level (e.g., a 50th percentile score means 50% of students performed as well as or worse than you). Percentile EBRW Math TOTAL 90th percentile (excellent) 670* 680* 1340* 73rd percentile (good) 600 590 1180 50th percentile (average) 530** 520** 1050** 25th percentile (poor) 460 450 910* 10th percentile (very poor) 400 390 810* Source: SAT Understanding Scores 2017 *Score is one percentile higher than percentile listed (e.g. 91st or 24th percentiles).**Score is one percentile lower than percentile listed (e.g. 49th percentile). (Note that the percentiles of the total scores aren't always equal to the percentiles of the sum of the section scores. This is most likely due to score rounding, since scores are reported in increments of 10; for instance, the real 91st percentile EBRW and Math scores might be 665 and 675 respectively, which sum up to a total 91st percentile score of 1340, but round up to 670 and 680.) One (potentially surprising) number jumps right off the top of the chart- your SAT score doesn't need to break 1500, or even 1400, to put you in the top 10% of students. As the chart above indicates, a score of 1340 is in the 91st percentile! Thus, any score at or above 1340 is extremely impressive. On the lower end, any total score between 400 and 810 (a pretty wide range) puts you in the bottom 10 percent of test takers. If you raise your score to a 910, you'll still be performing worse than 75 percent of test takers. Because of this, it's pretty safe to say that any score at or below 910 is a bad SAT score. As we said earlier in this article, comparing your performance on the SAT to all other students who took the SAT is a fairly general way to look at things. After all, the main reason you want to perform well on the SAT is not just to have bragging rights that you got a high score, but to get into college. Depending on what colleges you apply to, a 91st percentile score could be way more than you need- or it could be lower than the score of the lowest-scoring accepted student. So how do you figure out what a good SAT score is for your specific circumstances? What's a Good 2018 SAT Score for You? In the end, when it comes to figuring out what a good SAT score is, what really matters is finding the score that's good for you. This means calculating what score you'll need to have a good chance of admission to the schools you want to get into. At PrepScholar, we refer to this as your target score. What you choose as your target score should depend entirely on what schools you're applying to. For example, for a student applying to highly competitive schools like Caltech (1560 average SAT score) or Yale (1540 average SAT score), a good SAT score will be at or just below 1600. But for a student applying to schools like UC Merced, a solid target score might be something closer to 1250. Where are these specific numbers coming from? Find out in the next section that will take you through calculating your target SAT score, step by step. Choosing an SAT Score Goal for 2018 Below, we'll walk you through the three vital steps to follow to determine your score goal. You can download a PDF of a blank chart from this ebook, or create one yourself. Here's an example of what your chart might look like: School Name 25th Percentile SAT Score 75th Percentile SAT Score Step 1: Fill In Your Schools The first step is to list the schools you know you want to apply to in the far left column, like this: School Name 25th Percentile SAT Score 75th Percentile SAT Score Wellesley College Wesleyan College Ohio Wesleyan University Wells College Note: This is just an example list. We don't recommend picking schools solely based on the fact that their names sound similar. If you're not sure what schools you'll be applying to yet, you can still list the ones that have been suggested to you by guidance counselors, parents, teachers, and friends. To arrive at the most accurate target score, though, it's better to take the time to research schools and figure out which ones you're interested in, then add them to your list. Think about what schools you plan to apply to, then write the names down in your target score chart. Victor van Werkhooven/Flickr. Step 2: Find SAT Score Information for Your Schools The next step is to find out the 25th and 75th percentile out-of-1600 SAT scores for your schools. (If you want to figure out what scores you should aim for in Math and Evidence-Based Reading and Writing as well, go to this link to download the charts.) A quick way to do this is to look for your schools in our PrepScholar college database. Start by searching for "[School Name] prepscholar sat or "[School Name] prepscholar". You can then go to either the admissions requirements page or the SAT and GPA page- both have SAT score information. Scan the page for the school's new SAT score information; specifically, you're looking for the 25th and 75th percentile scores. This information is important because it will tell you the SAT scores of the middle 50 percent of admitted applicants for that specific school. If you can't find your school in our database, you can search each school's website for their most recent admissions information (usually in their Common Data Set or Incoming Class Profile pages). However, because no two college websites are organized the same way, this is a long and arduous task, particularly if you're looking at 10+ schools (which is why we recommend using the PrepScholar database first). You'll also need to make sure the scores on the school pages are for the new SAT and not the out-of-2400 SAT; if they are for the old SAT, you can convert them to the new SAT scale using these conversion charts. Here's our sample target score chart again, now with SAT score information filled out for each school: School Name 25th Percentile SAT Score 75th Percentile SAT Score Wellesley College 1370 1530 Wesleyan College 1340 1520 Ohio Wesleyan University 1090 1320 Wells College 1020 1240 Step 3: Calculate Your Target SAT Score Finally, it's time to calculate your target score. For your best shot at getting into your schools, you'll want this score to be the highest 75th percentile score in your chart (since that will mean you're scoring as well as or better than at least 75% of all admitted students in all the other schools as well). In our sample chart, this score is an extremely high 1530- a 99+ percentile score! If this target score is so high as to seem completely unobtainable and hopeless, you can aim for a slightly lower score. Ideally, this score will be the second-highest 75th percentile score (in our sample chart, a 1520- not much different), or in between the second-highest and highest 75th percentile scores. You can also always go with the median of the 75th percentile score column in your chart (in our sample chart, (1520+1320)/2=1420), although this may pull down your chances of getting into the schools with higher 75th percentile scores. Alternatively, you can start out by aiming for this lower score, then upping your goals once you attain it. Once you have your target total SAT score, you can also calculate your rough target section scores by dividing your total target score by two and rounding up. In our example of a 1530 target total score, this gives us target section scores of 770 for Evidence-Based Reading and Writing and Math. (If you do want to calculate exact target scores for each section, follow the instructions in this article.) Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Are Good SAT Scores in 2018 Different From Past Years' Good SAT Scores? We've now gone through three different criteria that can be used to determine what a good SAT score is: a score higher than the average SAT score, a score higher than 90% of students' scores, or a score higher than scores of 75% of students admitted to the schools you're applying to. But you might still have the lingering question: are good SAT scores in 2018 different from what good SAT scores were in past years? The short answer to this question: no, there's not really a difference between good SAT scores in 2018 vs. good SAT scores in past years. The longer answer involves getting back down into the details of SAT score data. Because 2017 was the first year the College Board released information about performance on the new out-of-1600 SAT, any comparison of those scores with past years' SAT scores requires score conversion. In the table below, I've converted the 2017 SAT score averages to the old SAT format for ease of comparison. Average SAT Scores 2006-2017 Year Total Critical Reading Writing Math 2006 1518 503 497 518 2007 1508 501 493 514 2008 1507 500 493 514 2009 1505 499 492 514 2010 1506 500 491 515 2011 1500 497 489 514 2012 1498 496 488 514 2013 1498 496 488 514 2014 1497 497 487 513 2015 1490 495 484 511 2016 1484 494 482 508 2017* 1450* 500* 450* 500* Table data taken from College Board's Total Group Reports 2016 and 2017.*Data converted from new 1600 SAT format to old SAT format. At first glance, it might seem like there's been a slight decline in average SAT scores over the last ten years, with a huge drop this past year for Writing in particular. If you go by averages alone, then it's easy to conclude that a good SAT score is lower for 2018 than it was in the past. However, there are a couple of important factors that you need to take into account when looking at this data. Converting between the old and new SAT is tricky because of how different the tests are, and Writing scores are particularly difficult to compare between the old and new SAT because old SAT Writing scores took your essay score into account, while new SAT Writing scores don't. It's possible that the 30-point Writing score drop in 2017 because the College Board didn't get the conversion quite right when removing the essay. Furthermore, averages are just one way of tracking changing scores. Another isthe distribution of SAT scores. Let's look at how the range of scores changed from 2011- 2016. (I've left out scores on the new SAT scale for clarity's sake.) SAT Score Percentiles 2011-2016 Year # tested 90th %ile 75th %ile 50th %ile 25th %ile 10th %ile 2011 1,647,123 1930-1940 1720 1490 1280 1110 2012 1,664,479 1930-1940 1720 1490 1280 1100 2013 1,660,047 1930-1940 1720 1490 1280 1100 2014 1,672,395 1930-1940 1720 1490 1270 1090-1100 2015 1,698,521 1930-1940 1720 1480 1260 1080-1090 2016 1,637,589 1930-1940* 1710-1720* 1470-1480* 1260-1270* 1090-1100* *2016 percentiles are approximate and based on PrepScholar's calculations, as the College Board did not release percentile data that year. Number of test takers for that year is from the College Board. As with averages, some of the percentile scores (mostly the 10th-50th percentile scores) have gone down a little bit over time. Over the years, as more students took the SAT each year, fewer test takers were reaching certain scores each year, which lowered the percentile scores. The changes in percentile scores, however, are fairly slight: of the percentile scores that decreased, almost all dropped by only 10 or 20 points, which is not enough of a change to indicate a significant trend. Interestingly, some of the percentile scores didn't change at all over the same period of time. From 2011 to 2016, the 90th percentile scores remained exactly the same, and the 75th percentile score nearly so, meaning that the same percentage of test takers were scoring at or near these scores each year. The overall consistency in SAT score percentiles, coupled with the fact that students may take the SAT over multiple calendar years (e.g., fall and spring junior year) suggests that what's a good SAT score hasn't changed much in the last few years. In Conclusion: What Are Good SAT Scores for 2018? There are multiple ways to define what is a good SAT score for 2018. The broadest comparison means looking at your SAT score and comparing it to the average SAT score (1060). If you scored at or above the average SAT score, you did well; if you scored below this score, you did not. A slightly more nuanced view takes into account different score percentiles and lets you compare your score against categories like the top 10% and the bottom 10% of students (1340 and 910 total SAT scores, respectively). If your score is equal to or above 1340, then congratulations- you're part of the top 10% of students who took the SAT! If your score is at or below 910, then you're in the bottom 10% of all students who took the SAT, and will probably need some dedicated studying to bring your SAT score up to your target score. While averages and percentiles give you an objective way to compare your score to the scores of other students, however, the most helpful way to think about it is to compare your score to the scores of students admitted to colleges you want to attend. To do this, you'll need to pick a target score, and then shape your SAT studying around meeting that goal. Ultimately, a good SAT score is one that gets you into the colleges you want to go to. If you follow our guidelines for choosing a score goal and work hard to attain it, you'll guarantee yourself a strong chance of being admitted to the schools you want to get into. Hitting your target SAT score takes you one more step up the ladder to reach your college admission goals. What's Next? Figuring out your target score is just the first step of planning out your test prep schedule. To find out what other steps you need to take, follow our guide to building your very own SAT study plan. If you haven't scheduled your SAT yet, you'll want to get on that (or at least get an idea of when the test is offered this year). Use our guide to choosing an SAT test date to see what your options are. Not quite hitting your target score yet? We have two sets of strategies, tailored to students at different skill levels. If you're regularly getting a 600+ on Math and EBRW but aren't quite hitting the score you need, be sure to read our articles on how to get a perfect SAT score and perfect Math, Reading, and Writing scores. If you're aiming for a 1200 total SAT score but aren't there yet, then our articles on how to improve low Math, Reading, and Writing SAT scores will be a better fit. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Cultural, Social, and Intellectual Life in London and Paris in the 197 Essay

Cultural, Social, and Intellectual Life in London and Paris in the 1970s - Essay Example The classical era music represents tuneful melodies, less complicated and more balanced vocally and instrumentally (Bonds, 2009). During the 18th century, there was a transformation of the western culture, a lot of new ideas swept across Europe. The society underwent reorganization, countries like France ushered in the age of Napoleon. It is in the 18th century that arts and architecture underwent a dramatic change. In this period such classical artists as Haydn Mozart and Gluck produced their unique compositions that were described with simplicity and restraint in their music. The genres such as symphony concerto and sonata underwent a significant evolution in the 18th century. These artists presented the musical sounds characterised by symmetry balance and clarity. The music, which was popular in the 1790s, coincided with the last part of the enlightenment period. This age emphasized reason, logic and knowledge. The classical era represents a musical period that reflected objectivity, clarity, balance and periodicity on the music produced (Parker, 2000). In the classical era, royalty did not influence the composition of music as it did in the other periods. The music represented a break from the past where traditions such as employment by royal patrons did not exist anymore. The music depended on the courts to receive an audience, and the theatre as a culture now became dominant in the society. We are looking at music in the era in which society was undergoing a transition from customary, religious, and closed patterns into a more open, relativistic, individualistic and a secular system. The society at this time was focused on transforming from a period of order, wholeness and certainty. The society hungered for a certainty of truth, virtue and beauty. The artist of this time used the classical genre of music to meet the humanity’s longing for wholeness and reconciliation.  

He effect mass media's Female beauty ideal on female adolescents' Research Paper

He effect mass media's Female beauty ideal on female adolescents' self-perception - Research Paper Example The media exemplifies female beauty based on thinness and flawlessness – unrealistic and unattainable physical attributes for anyone, even the featured model(s). These images can have negative affects on female adolescents’ self-perception. Body image is central to adolescent girls’ self-definition because they have been lead to believe that appearance is an important basis for self-evaluation and for public evaluation (Thompson, Heinberg, Altabe, &Tantleff-Dunn, 1999). Awareness of constant public evaluation and the internalization of the gaze of others lead young girls to self-monitor, and in turn judge their own appearance. (Advertising Educational Foundation Inc., 2003). Social comparison is another aspect that plays a significant role in female adolescents’ self-perception (Anderson et al., 2001). By comparing oneself to and attempting to fit such a stringent beauty ideal, female youth faces inevitable failure, resulting in body dissatisfaction, low s elf-esteem, and/or eating disorders (Heinberg, 1996; Rodin & Striegel-Moore, 1985; Thompson & Stice, 2001). Adolescents are vulnerable and easily influenced, and research demonstrates that adolescent females are directly affected by the stereotypes and thin images that depict female beauty in mainstream media. â€Å"Many adolescents are concerned with bodily characteristics and physical attractiveness, and the media is filled with people who exemplify a cultural ideal of beauty that is difficult for most adolescents to attain. For females, a critical part of this ideal is being thin† (Anderson et al., 2001). Exposure to these ideals and images has lead to distorted beliefs and definitions of beauty amongst young girls. One study shows female adolescents’ distorted description of the ideal girl, i.e., 5ft 7in., 100lb, size 5, with long blond hair and blue eyes (Nichter & Nichter, 1991). The problem with such a view is that adolescents often tend to relate themselves to it and attempt to change themselves accordingly. Previous studies have examined the negative effects that fashion magazines have on female adolescents. This study uses such literature to dive deeper into this problem, aiming to gather a better understanding of how time spent, repeated exposure, and both direct and indirect pressures from various media (TV, Internet, magazines) impacts self-perception amongst adolescent girls. Specifically focusing on girls’ ages 13-17, the goal of this study is to point out the effects the unrealistic female beauty ideal promoted by the mass media has on their self-esteem and body-esteem, given that adolescence is such an influential developmental stage. Literature Review Media or what is generally referred to as mass media is any form of communication that simultaneously reaches a large number of people, it is represented and not limited to TV, newspapers, magazines, films, books and billboards (Wimmer ). Given these multiple forms of media it has become possible to access a number of them at any given time. This explains why they have been so effective in influencing our culture, changing beliefs, tastes, interests and behavior (Biagi). It has become an important aspect in dictating what people consider as ideal. The most affected

An Analysis Of To His Coy Mistress English Literature Essay

An Analysis Of To His Coy Mistress English Literature Essay In the poem To His Coy Mistress the speaker carefully tells a subtle and valid argument as to why the woman or his addressee should be sexually attracted to him. The man attempts this sexual proposition through flair in manipulating reason, form and imagery like the vegetable garden. The reasoning would be familiar someone who studied somewhere renaissance England, as it is suggests of a sort of classical philosophical logic; the others are entailing a statement, a counter-statement and a resolution. In line with this method the authors speaker coded his argument in a classical imagery. The first section runs from lines 1 to 20, here the man sets out his view that if Had we but world enough, and time he would not rush the process of finding love and respect. The man establishes a sort of world unconfined by space and time by using the world he had to create the subjunctive tense. This passage of the poem is highly paradoxical however the man is aware that this is purely a hypothetical state before he even begins speaks the words, he cleverly lays out his point of view knowing the impossibility of his announcement. The man aims not only to smooth talk but also to impress the mistress using vivid imagery. To Flatter, but also to amaze her with his knowledge of Asia, the speaker refers to the Ganges and the Humber Rivers to emphasize the distance he would allegedly endure without her if time permitted. The exotic imagery of Asia is in line about British trade and exploration in the region. It also provided an escape from the relatively weak image of everyday life in En gland at the time even if the image of the Far East was unrealistic. This is how he dealt with the idea of space. To confront the concept of time, he uses biblical references to mark the permanent nature of reality. By using a story out of the Old Testament the image of the great flood that purged the earth as a start point and then used the image that Armageddon will ultimately occur at the conversion of the Jews as an end point, the man tries to show the vastness of predicted human existence. At the same time however he subtly hints toward the second more nihilistic section of the poem. If you look at this imagery it is interesting in two respects; first it suggests that physical human life has been ended by God and will be ended by him again. Thus providing a backdrop for the speakers argument that in reality life is temperamental and therefore procreation should not be delayed at the expense of morality. The image is interesting in a second way as it may be Marvells way, as a Puritan, of condemning the speakers attitude, suggesting that the speaker may be punished for sinfully trying to indu lge in base luxury. The speaker goes on to describe his vegetable love, many possible interpretations can be applied to this image. Firstly there is the sexual connotation whereby the vegetable operates as a phallic image, acting as a prelude to the speakers suggestions. As The Norton Anthology of Poetry suggests in the footnote, the vegetable symbolizes a slow unconscious growth of love, emphasizing the sincerity and power of his feelings as they grow vaster than empires. However the irony here lies in the fact that the speaker fully understands that he does not have time to spare and thus his love has developed quickly, consciously and almost forcibly. To finish the first section the speaker begins assigning years of devotion to each part of the mistresses body. It is notable a significant time is spent admiring her breasts, which seems to be a sexually motivated act as opposed to the shorter length of time spent on her eyes, which are often more associated with true love. The hyperbolic statements increase in unrealism to an incomprehensible age to every part; it seems that the speaker is being generous in his admiration but he is cognizant of the lack of weight in his words due to their unattainable status. The next section runs from lines 21 to 32, here the speaker moves away from the hypothetical to reality but retains the melodramatic language used in the previous section to sustain the tenacity of his points. Time here is portrayed as chasing the speaker as opposed to being something the speaker is in control of as in the end of the last section. This is done using the image of a winged chariot, this has classical associations with Greek mythology which relates to his form of argument. The meter of the poem is restrictively regular, this structure emphasizes the idea that time is constantly progressing; reflecting the speakers argument. Space is no longer inhabited by images of movement and life like the rivers previously mentioned but instead: before us lie / Deserts of vast eternity. The desert has strong connection with death, an issue that the man develops upon and progresses within this section. The speaker implies on lines 26-7 that the only exploration of the mistresss body that will be undertaken will be by the worms that are decomposing her body if she remains in her coy state. This thought that her sexuality should not be wasted is elaborated upon with a crude pun on line 29: And your quaint honor turn to dust These images of deterioration linked to sexuality are intended to shock persuade the mistress into not wasting her youth. The speakers sly and ironic tone is revealed to the reader in lines 31-2: The graves a fine and private place, But none, I think, do there embrace. The tone here is clearly sarcastic; the reader enjoys these ironic statements due to the falsity and overacting involved in Marvells speaker as he tries to woo the mistress. The purpose of this second section is to provide a counter-statement to the first section. Discord has been created within the poem; the first section sets out a space where the speaker has an infinite amount of time and space to engage with the mistress, but in the second, time and life are construed as being fleeting and temperamental. This tension is intended to make the mistress feel uneasy and anxious about herself as a young single woman; prompting her to change her attitude towards courtship. To conclude the argument and disagreement between the two former opposite parts the speaker offers a resolution. The reader can easily predict what this will be as the speakers suggestive tone throughout the poem points towards sexual unification. The speakers intention is described using fantastic and abstract lexical choices and phrases. The passage is full of images and language related to movement, physicality and violence such as transpires, like amorous birds of prey and devour. The speaker asserts his masculinity in these images, implying his sexual expertise in an attempt to better his offer. The speaker energetically expresses his make the most of it mentality suggesting that as a combined force, represented in the form of a ball in this section, they will be able to tear our pleasure with rough strife / through the iron gates of life. This notion that together they can conquer life is emphasized on the last two lines where, in agreement with the classical imagery throughout the poem, the speaker admits although he cannot stop the sun together: we will make him run. The mistress is lead to believe that if she submits to her pursuer the winged chariot of time from the previous section will be reversed, with the mistress and speaker in the dominant position. Thus the speaker has concluded his logical progression, firstly operating in an unattainable hypothetical state, then switching to a morbid reality and finally concluding in copulation as a form of mastery over time. Although the reader can see faults in the reasoning employed, admiration is still felt towards the speaker for elaborately crafting his speech in his pursuit of the mistress.

Food and Drug Administration (FDA) Essay -- Food Drug FDA Essays

Food and Drug Administration (FDA)   Ã‚  Ã‚  Ã‚  Ã‚  The FDA has many responsibilities which include overseeing the production of safe foods and the manufacture of safe and effective drugs and medical devices. The FDA has responsibility for protecting the rights and safety of patients in the clinical trials of investigation medical products. The FDA also has to review and approve in a timely manner the safety and efficiency of new drugs, biologics, medical devices, and animal drugs. They have to monitor the safety and effectiveness of new medical products after they are marketed and acting on the information collected. The FDA is responsible for seeing that the public has access to truthful and non-misleading product information by: monitoring the promotional activities of drug and device manufacturers, and regulating the labeling of all packaged foods.   Ã‚  Ã‚  Ã‚  Ã‚  Science is a big part of the FDA organization. The scientific evidence needed to back up FDAs legal cases is prepared by the agencies 2,100 scientist, including 900 chemist and 300 microbiologist, who work in 40 laboratories in the Washington, D.C., area and around the country. Some of these scientist analyze samples to see, or example if products are contaminated with illegal substances. Other scientist review test results submitted by companies seeking agency approval for drugs, vaccines, food additives, coloring agents and medical devices. The FDA also operates the National Center for Toxicological Research. They investigate the biological effects of widely used chemicals. The agency also runs the Engineering and Analytical Center, which test medical devices, radiation-emitting products, and radioactive drugs. Assessing risk, for drugs and medical devices, weighing risks against benefits is at the core of FDAs public health protection duties. By ensuring that products and producers meet certain standards, FDA protects consumers and enables them to know what they are buying. In deciding whether to approve new drugs, FDA does not itself do research, but rather examines the results of studies done by the manufacturer. The agency must determine that the new drug produces the benefits its supposed to without causing side effects that would outweigh the benefits.   Ã‚  Ã‚  Ã‚  Ã‚  In 1992, the U.S. Congress passed the Prescription Drug User Fee Act. This legislation provided additional resources ... ...f the drugs should be approved. Once the FDA approves the drug, it does not mean it is perfectly safe. Some medicine may have side effects, but the FDA considers both the benefit and risk of all medication before approval.. In addition, FDA makes the labeling outlines the benefits and risk reported in the tested population. For a drug to be approved by CDER, by current law, all new drugs need proof that they are effective and safe before they can be approved for marketing. CDER decides as quickly as a thorough evaluation allows. When a proposed drug’s benefit outweighs know risk, CDER considers it safe enough to approve. Once a drug gets the CDER approval, the drug is on the market as soon as the firm gets its production distribution system going.   Ã‚  Ã‚  Ã‚  Ã‚  The FDA is prohibited from releasing information on any medicine under development, review or pending approval unless the information has been in the public. The FDA has no legal authority to investigate or control the prices charged for marketed drugs. Manufacturers, distributors and retailers establish these prices. FDA recognizes the other factors beyond its purview, including insurance coverage and drug pricing.

Culture of China Essay

Education is one of the most important things during our life. I know the difference between Chinese education and American education. American high education is the best in the world, but when we talk about the basic education, most people will have different bifurcation. However, it is allowed in U. S. Americans think calculators go fast and are correct. So, when both students have an exam, then Chinese are better than American students. But when both students use some information tools, then Americans are really better than Chinese student. All appearance, Chinese students are better than American students when they manage and exploit cerebra, but when we compare how to use different information or how to spread cerebra, the American students are better than Chinese students. When we compare the Chinese basic education with America’s, then most people’s opinion are that Chinese education is for foundation education, and American education is for the cultivation of students’ creativity. In China, â€Å"seventy three percent people agree, and twenty four percent disagree with this. Also another three percent think Chinese education is foundation education, but student may be not learning much, while American education is for cultivating students’ creativity, but it can let students learn more. † China and America have totally different tradition and exams. Chinese education focuses on the knowledge to accumulate and indoctrinate, on how students use and manage the knowledge they learned in school, and on how to understand the knowledge system and structure. Reversely, American care more about how students use knowledge in society. It lets student challenge the knowledge, animadvert ideas, and focus on, exploit or create knowledge. These two types of attitude about education show us the different ways to understand knowledge, and also to show two countries with different education opinions. â€Å"In China, when comparing the education, sixty percent people think the best education model is uniting both advantages. It lets students have very good foundation education and good creativity. Sixty five percent disagree. Another thirty three people think, because the two types of education come from different culture, tradition and society background, it is really hard to combine. † The difference between China and America is mostly an education and knowledge difference. Such as, what is basic foundation education? We can have an example in math. In Chinese education, Chinese think it is basic to have calculation skills so everybody has to remember the entire concept. So, from elementary school to high school you are not allowed to use a calculator. American education focuses on improve student assuredness, self-determination, independence, and Chinese education focuses on strictness and preciseness. Good foundation education can improve creation; also it can improve student’s thinking. Good preciseness can improve comprehensive thinking. Also, could be an enemy to thinking. Education is culture, and different educations show different societies’ culture; the good American education system may not be good for Chinese society. So, different education has to follow the society background. Because different society backgrounds and different culture helps humans create a different country in the world, American education should be following the American’s culture. Also, Chinese education has to follow Chinese culture. A good education model for China is very important to the learning process, and also is very hard. Anyway, we only need modern education which is internationalization education system and localization education systems unite each other. That is going to improve our education skills.

Themes Of Racism And Poverty - 1495 Words

Racism and Poverty By focusing on racism and poverty in the black community, there are elements of both themes in August Wilson’s Fences, Alice Walker’s â€Å"Everyday Use,† and Gwendolyn Brooks’ â€Å"What Shall I Give My Children.† By critically evaluating the main characters in each piece, elements of racism and poverty are identified in all three texts. All three of these texts show the hardships blacks experienced and how they suffered. In Fences, â€Å"Everyday Use,† and â€Å"What Shall I Give My Children,† there are themes of racism and poverty in black America. Wilson’s Fences offers real insight into a father’s refusal to look past previous racial discrimination when he must counsel or advise his son on a career path. In this case, Troy, the father, tells his son, Cory, to abandon his dreams of becoming a professional football player because Troy faced discrimination as a baseball player decades earlier. Troy’s inability t o understand how progressive race relations have changed the fabric of racism in society is important since it tells the reader that Troy’s refusal to accept the improved nature of race will ultimately hinder and damage his son’s ambitions and hopes of pursuing what he loves most in life, in this case, football. Troy is locked in his old ways much like Mama is in Alice Walker’s short story â€Å"Everyday Use.† The characters in all three pieces are poor and must struggle to survive. William Darity tells us that poverty will always be with us. He even asks if we â€Å"canShow MoreRelatedExamples Of Racism In A Raisin In The Sun1672 Words   |  7 PagesAfrican-Americans have experienced racism since the 1600s and throughout American history. However, not many books have been able to display the ethnic ignorance that white people have towards blacks. 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Nonetheless, The Absolutely True Diary of a Part-Time Indian should be allowedRead MoreAnalysis Of The Lesson By Toni Cade Bambara1011 Words   |  5 Pageswhat are the possible themes of the story. Which in this case, â€Å"The Lesson†, written by Toni Cade Bambara an African American writer exposes many types of themes in her article. Not only she is a writer, Bambaraâ€⠄¢s inspiration to write this story is due to her being a Black Nationalist who fought for racial rights. Possible themes include such as materialism, poverty versus the wealth, racistism, and etc. The importance of why Bambara and many other writers present us many themes allows the readers toRead MoreTo Kill A Mockingbird Political Theme Essay1097 Words   |  5 PagesPolitical Themes Movie Review In the American classic 1962 movie, â€Å"To Kill a Mockingbird,† which is based on the Harper Lee novel by the same title, the movie explores and condemns the controversial political theme, especially controversial at the time of the movie, racism. Racism is defined as Prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that ones own race is superior, according to the Oxford Dictionary. Even though racism is the politicalRead MoreThe Sin in Ideology1395 Words   |  6 Pagesunderstand that this is just one other example out of a plethora of symbolism. Set in a Depression-era Southern town, Lee features various themes, though the novel focuses on various forms of prejudice. It brings forth the idea that prejudice, in any form is a sin. By delving into a variety of literary techniques, Lee’s theme of prejudice in the form of racism is used to communicate the negative fallout of ideology. This can especially be studi ed through examples from the novel, including the actions