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TOEFL

TOEFL is an exam required by most US and Canadian university to prove proficiency(especially international students coming from countries where English is not native language) in English. It measures your listening, reading, speaking and writing skills to perform academic tasks in English. Many Universities in Europe and other countries also accept TOEFL (IELTS is popular outside the USA). The popularity of TOEFL is growing. There are two formats for the TOEFL test. The format you take depends on the location of your test center. Most test takers take the TOEFL iBT test. Test centers that do not have Internet access offer the Paper-based Test (PBT). TOEFL IBT Section Time Limit Questions Tasks Score Reading* 60-80 minutes 36-56 questions Read 3 or 4 passages from academic texts and answer questions. 0-30 Listening 60-90 minutes 34-51 questions Listen to lectures, classroom discussions and conversations, then answer questions. 0-30 Break 10 minutes Speaking 20 minutes 6 tasks
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The Meaning Of True Success

Success is what every human being wants and dreams of in this world, even from the small children who are born, they taught to achieve success, "son, be a successful person" becomes a mantra that must be in the ears of every child. But some children who are born and grow up with a critical mind will probably ask questions about the success of both parents. In fact what most people mean by success is wealth. The hope of owning a luxury car, a magnificent house, a material that raises fame and prestige value is the main recipe for forming a symbol of the success of a human child. The meaning of superficial and narrow success is inherent in the thinking of this generation to form two choices in the growth of their lives, "you are fighting for abundant wealth or you fail." And unfortunately, the fruits of thought are answered with the state of this age in terms that are familiar to our ears: the rich get richer and the poor the poorer. The quest for wealth as much
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Article Review: "Why We Should Teach Empathy to Preschoolers" By Shuka Kalantari

Our capacity for feeling empathy starts very early in life. Yes, my toddler pulls our cat’s tail and thinks it’s funny, but I also see his capacity to sense the emotions of others. If I’m having a bad day, he pulls me and his papa in for a group hug with his tiny little arms. And it’s not just toddlers: Infants as young as eight to 14 months old can show precursors to empathy, signs like displaying concern for a parent if they’re hurt or upset. The older we get, the more we can empathize. A recent study from the University of Munich in Germany found that children between the ages of five and seven increasingly anticipate feelings of concern for other people. Teaching empathy doesn’t just make kids more emotionally and socially competent; it can also help them be more successful and functioning citizens in the future. A recent study from Duke and Penn State followed over 750 people for 20 years and found those who were able to share and help other children in kindergarten were more li
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Article Review : "How to Help Diverse Students Find Common Ground" By Stephen Murphy-Shigematsu

Developing an inclusive community demands first dealing with the anxiety brought on by such intimate encounters. Hannah, a white student, feels threatened that “I’ll be personally blamed for racism.” Jeff, a male, fears that “I’ll be targeted for sexism.” Tyler, an athlete, confides, “I hate it that they think we’re not as smart as they are.” Yvonne, a black student, worries that “I’ll be put on the spot every time the subject turns to race.” While these anxieties complicate student interactions, as I mentioned above a considerable amount of research suggests that contact between people of different races and ethnicities can reduce prejudice—provided that four important conditions are in place: having the support of relevant authorities, sharing common goals, a sense of cooperation, and equal status. For my courses, we show the support of authorities by offering them as undergraduate courses that provide 3-5 credits, getting the administration to sign off by demonstrating that they
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Article Review : "Backwardation Economy" By Anthony de Jasay

Both consumption and production can be liable to fluctuations which would influence the preference between present and future. Other things being equal, oil refineries are liable to increase their stocks in the spring in order to satisfy rising demand for gasoline during the summer driving season. Flour mills may well draw down their reserves of grain in the winter in the expectation of plenty full supply from the forthcoming harvest. Commodity markets used to call the increasing demand and the rise in price from one period to the other the contango, and the increase in supply as the backwardation.1 Backwardation in the general, non-technical sense is the subject of the present column. A holder of a resource at a point we shall call spot wishes to increase his holding at a future date when its price is expected to be higher in the market. He will either wait for the price to rise and leave his position uncovered, or increase his holding at present at the lower price, and thus have hi
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Article Review : "Where do Price come From ?" by Robert Russell

Prices adjust to equate how much people want to buy with how much they want to sell. And if people want to buy more than they did before, prices rise. If people want to sell more than they did before, prices fall. Supply and demand. Buyers are competing with each other. Sellers are competing with each other. The prices we observe emerge from this competition. The simple answer of supply and demand is a strange answer, for it presumes you can talk about a good of a particular quality. In the real world, every good has a unique mix of attributes. Even when two goods are physically identical, they almost always come bundled with differing levels of service attached to them. Where do prices come from? The prices that we observe in the world around us emerge from the interaction between buyers and sellers and their alternatives. How can we capture the strange fact that no transaction takes place in a vacuum? How can we capture the order that emerges from all those transactions? Supp
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Article Review : "The Reality of Markets" by Robert Russell

Economics is the study of such emergent phenomena, particularly when prices, monetary or non-monetary are involved. We call these phenomena "markets." It's an unfortunate term, but one of course, that I have no control over. It's the term that has been used for a century or more and is likely to endure. But I say unfortunate, because in the mind of the public, the term "markets," conjures up either the New York Stock Exchange or a farmer's market, highly organized, centralized interactions between buyers and sellers. Most of what we study in economics called markets are decentralizednon-organized interactions between buyers and sellers. Yet these decentralized, non-organized interactions result in prices, either monetary in the case of houses or non-monetary in the case of traffic, that have an orderliness to them in spite of their not being organized by any individual or even a group. That orderliness, that predictability, runs through our lives in wa
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