International Marketing Essay Example | Topics and Well Written Essays - 4000 words

International Marketing - Essay Example The country of origin has been traditionally considered as a major criterion in the development of consumer choices within the international marketplace. It should be noticed that consumer opinions regarding a specific product/ service cannot be precisely estimated and evaluated because they tend to change continuously. Regarding this issue it is stated by Hall (2002, 24) that ‘consumers "change their minds" about a product, then they change their attitude, and then they act’. In other words, marketers cannot rely on the consumer preferences for a particular product/ service in a specific period of time. They would rather have a series of elements that present the trends of consumers within the particular market in general terms (i.e. not specifically at a particular time point). If the above issue is not taken into consideration, the marketing strategy based on the consumer choices made during a specific period (or under a specific social, financial or political framewo rk) are very likely to be proved inappropriate after a specific time period will be differentiated. On the other hand, the introduction and the application of a specific marketing strategy within the international marketplace should be combined with the appropriate research. If not, the marketing strategy attempted to be implemented will be led to a failure. The above issue has been examined by Diamantopoulos et al. who stated that ‘the methodological pitfalls of international research often lead to questionable research results’.

The Prehistory and Ratification of the American Constitution Essay Example for Free

The Prehistory and Ratification of the American Constitution Essay To ratify a treaty or agreement is to make it official by signing it or voting for it. For amendments of the federal constitution to take place, it usually requires the support of both the federal government and a given percentage of the constituent governments. Article five of the constitution of the United States of America illustrates how to amend the document. There are two steps involved; proposal and ratification. In proposing an amendment, either congress or the states can propose an amendment of the constitution. (Both houses of congress must propose the amendment with a two-thirds vote. Two-thirds of the state legislatures must call a congress to hold a constitutional convention.) In ratifying an amendment, regardless of how the amendment has been proposed, it must be ratified by the states. (Three-fourths of the state legislatures must approve the amendment proposed by congress or three-fourths of the states must approve the amendment through ratifying conventions.) Ratification of the constitution in 1787                  In 1787 and 1788, after the constitutional convention, there was a great debate in the United States of America over the constitution that had been proposed. Federalists were in favor of the constitution and a strong central government as well. These federalists were people like George Washington and Alexander Hamilton. On the opposing side were the anti federalists who were in favor of stronger state legislatures and a weaker central government. The anti-federalists did not want the constitution to be ratified. They were people like Samuel Adams and Patrick Henry. Federalists were in support of the ratification process due to the following reasons                  Federalists also reasoned out that the new government would not be dominated by any group and there were various adequate safeguards to protect individuals and the states. The constitution, therefore, did not need a Bill of Rights since it could create a ‘parchment barrier which limited the rights of people instead of protecting them. They considered a Bill of Rights unnecessary because the state governments already had such bills. They wanted a strong federal government which would hold the nation together. The nation was facing several problems, especially constant trade disputes which were at the verge of dividing the nation. A strong federal government was, therefore, necessary. Anti-federalists, on the other hand, did not support the ratification process for the following reasons; They were concerned about the liberties that Americans had won in the revolution. They feared that a strong federal government would destroy these liberties. They were worried that the constitution did not list specific rights for the people. From the above discussion, if I had been alive in 1787, I would have supported the ratification process because of the following reasons; A stronger national government was required to solve persistent problems in America such as lack of a common currency, constant trade disputes between the states and a lack of unity in trade. Features of the constitution would provide adequate power to the national government to address these problems while protecting the rights and freedoms of the people. There were philosophical reasons to oppose the constitution as well. The new government which would be established by the new constitution would create a link between sovereign states. Besides, government did not have power because it was the government, but because the people had granted it power. Federal courts had limited jurisdiction. Many areas were left to the state and local courts. New federal courts were necessary to provide checks and balances on the power of the other two arms of government. Federal courts would thus protect the citizens from government abuse and guarantee their freedom. By separating the basic powers of government into three equal branches, and not giving too much power group, the constitution would provide balance and prevent potential for tyranny. In addition, the anti-federalists main reason for not accepting the ratification process was that the bill of rights had not been included. Later on, the proposed bill of rights was incorporated in the new constitution, and therefore the ratification process was now a valid one. References Bailyn, Bernard. The Debate on the Constitution: Federalist and Anti-federalist Speeches, Articles, and Letters during the Struggle over Ratification. New York: Literary Classics of the United States:, 1993. Print. John, Jeffrey. A Child of Fortune: A Correspondents Report on the Ratification of the U.S. Constitution and Battle for a Bill of Rights. Ottawa, Ill.: Jameson, 1990. Print. The Constitution before the Judgment Seat: The Prehistory and Ratification of the American Constitution, 1787-1791. Choice Reviews Online: 50-0478. Print. Source document

Regular Attendance In All Classes Education Essay

Regular Attendance In All Classes Education Essay Regular attendance in all classes at school or university is essential to improving academic achievement. Questions of personal development of students and the formation of their readiness for future professional activities are keys to the theory and practice of improving the work of modern education institutions.  This is because the initial phase of assimilation with profession comes just during learning, as well as the process of self-determination of a young man in life: he forms his life and philosophical positions, develop individualized methods of work, behavior and communication.   In this case one of the leading problems is to build such a system in educational institutions that will be optimal for not only personal development of students, but also their professional development as specialists, their readiness to work. Consequently, more urgent becomes the problem of identifying the relationship and interdependence of two processes: the personal and professional development of student and the process of studying.  Thats why it is necessary to determine how the learning process and attendance of college or university affect personal characteristics of students: their professionalism, willingness to work, depth of knowledge, and a total success in the future profession. Education is part of the process of personality formation.  Through this process, society transmits knowledge, skills from one person to many other.  During studying the student is not only given, but also imposes certain points of view, opinions, social and cultural values.   The learning process is aimed at the socialization of the individual, but sometimes it interferes with the true interests of the student. For example, some students prefer the process of self-education and not attending schools or university, but rather choose learning by correspondence or distance learning.   But here the question arises: how effective is that education?   Also, some students do not attend university or college because it is a waste of time for them.  However, in the future, these students will have to work, and their professional knowledge and skills are in question.  Consequently, there is a fundamental question: how attendance of the university or college affects the professionalism and success in the future work of the student? Full-time education and lessons attendance in the learning process The traditional form of education is the internal form, when students should strictly attend classes, lectures and seminars.  Most students continue to choose this form of education despite the difficulties of economic nature: during 5 years students will not be able to work full time, and will have to devote most of the time to studying.   In this paper we consider the importance of such form of education for students, and in particular the importance of attendance of classes for their future professional activities. The main purpose of full-time education, when students attend classes, is that the learning process should give students a certain system of knowledge, should work out a certain way of thinking, should give practice of progressive efforts to obtain and use the knowledge. This type of education is the most widely used today and is based on obtaining the knowledge and skills under the scheme: the study of new material consolidation of the material learnt monitoring of results and their evaluation. The main characteristics of full-time education is that:   first, that teachers give students their knowledge, experience and skills;    secondly, teachers not only provide students with the necessary stock of knowledge, but also instruct them on various options of life and job situations. This suggests that classes in schools and universities not only provide students with all the necessary information, but also give the social aspects of educating young people.  The above conditions are complementary, and give students all-round development. Based on this, the most common presentation of full-time education, we should pay attention to some specific features of traditional schooling.  There is a joke that has a deep sense: Education is what remains with a person after he forgets everything he was taught.  Indeed, much of the information people get is usually forgotten after some time, but self-educational and social aspects of learning remain. On this basis, it would be logical to assume, that together with the giving a certain amount of facts and algorithms, the most important task of education is the development of intellectual capacities of students. From a classroom management viewpoint, there are many logistical reasons to require attendance. Group projects are very negatively affected when a group member does not show up for labs. Class morale is lowered when students show up late and have no clue of the topic being discussed. Students claiming that coming to class is unnecessary to get good grades influence other students, even if they do benefit from attending class. (Clump et al. 2003) However, class expedience is a secondary issue, compared to every instructors responsibility to teach her course as effectively as possible. Learning is a joint and wonderful journey between each student, her peers and her instructors. Although the world of academia is rapidly changing with an ever increasing distance- learning component, the sole reading of a textbook (or watching of a screen) cannot be compared in richness and effectiveness of a classroom experience. To fully present the importance of full-time education and lessons attendance, it is necessary to give characteristics of students that prefer full-time education and attend lessons. Who is now a regular full-time student?  This is usually a young man who understands that for serious work you must have higher education.  He deliberately chooses a full-time education, wishing to devote five or six years of his life learning, mastering the profession.  He believes that the acquired knowledge will help to find work in his soul, to take a worthy place in life, to grow in the profession and to ensure an acceptable quality of life for themselves and their future family. Many research and experiments about the regular attendance show that students who attend classes achieve better results in education. For example Clump et al. (2003) studied the effect of attending class in a course in General Psychology,comparing the performance of students who were present on days were given with those who were not present. They conclude that attending class is one of the best things students can do with regards to their grades. This is the case for both the immediate future and for the entire course. (Clump et al. 2003) Of cource not all studies find a significant correlation between attendance and academic performance of students, but still the evidence is very clear. The advantages of full-time education and importance of attending classes The advantages of full-time education and attending classes are the following: 1.  It is an opportunity for direct communication with the teachers, because the personal factor plays a huge role in any work, and especially in education as from teachers lectures students can learn much more than from a textbook or the Internet. 2.  Full-time students have time to visit libraries, conferences, and that, of course, deepens the theoretical knowledge, which is a necessary for professional competency. 3.  Full-time students have more opportunities to realize themselves in the faculty and the institutes activities, that is to participate in the informal life of the university.  This is of great importance for students, because it is the experience of public speeches, reports and other types of professional activity, which is important for their future career. 4.  A graduate degree of full-time education has traditionally higher value than any other form of education.  The employer understands that the student who has devoted five years of his life to studying the profession, has not only acquired a vast knowledge, but also learned how to produce his own labor. Unfortunately, attendance policy has some shortcomings, especially they are important in our times, when grants are small, and the opportunity to work for students is excluded because of lack of time. Of course, full-time education provides fewer opportunities for part-time job, as classes at the institute, as a rule, take time from nine oclock in the morning to five oclock in the evening daily, except weekends. So when some students are forced to look for jobs, they have less time for good studying, regular visits of lectures, seminars and libraries. Unfortunately, apart from a real desire to acquire knowledge and mastery of good profession, sometimes student come to high school for very different reasons, for example when parents make them to do this.  These students often failed to see an independent life after graduation, and do not understand why they need certain knowledge, what they want in the future profession.  This leads to infantile attitude to educational process, focus on formal memory from some students and the desire to just get a good grade, or slip from others.  Some of the criticism for implementing an attendance policy is that it assumes that students cannot judge what is good for them, and that they, not the instructor should decide if they should attend a particular class on a particular day. To make a rational decision to attend or skip class, a student must judge the value of each of these two options. But, it is in the human nature that immediate necessities are preferred over long-term advantages (K ahn et al., 2004). To assume that a young person can appreciate the long-term value of education is a weighty assumption. In all cases, any decision seems rational from the viewpoint of the person taking it. In the case of class attendance, students may skip class for reasons that have nothing to do with bettering their learning. If the student is viewed simply as the instructors customer, then any student decision is, by definition, right. The same way that the instructor chose not to stop by the coffee shop and get his coffee before coming to class, the student chose to skip it. In both cases, it is a students decision. Of course, the situation is changing in senior courses, when student usually already have a professional interest, and begin to think about future employment. Often, students find a job during university studies mainly in order to try out their future profession, to acquire the necessary experience and facilitate their employment after high school. In addition, many students do not understand the importance of learning each subject from the original sources.  Information obtained from the Internet can not replace the material of textbooks, which contain the authors view on the events and phenomena, that present information in a discussion manner and encourage students to think independently.  The role of books in education is still difficult to overestimate.   In any profession there can be more than one specialization.  The system of production practices will help students understand what exactly he wants to do, and simultaneously check the correctness of the chosen profession.  In addition, students need to know and use the opportunity to obtain additional specializations in learning. For example, at the faculty of Management there is an opportunity to learn specialization international management to learn further several world management practices and so on.  This will allow students to have a broader look at their future profession, but also improve the chances of finding employment.   Starting from the second year all students write and defend courseworks.  At the upper classes students have the opportunity to choose the theme of course work with the expectation of a particular use. For example, a fourth-year students of faculty of State and municipal management have course works tasks to produce a business plan. It is a well-known fact that a business plan is a required document for many firms, so the skills of making a good business plan are essential for every professional manager in future. Conclusion and my attitude to the topic This paper shows that there is enough and consistent evidence to conclude that student attendance is important for getting good knowledge, skills, it improves student academic performance and professional characteristics. Generally the system of full-time education and classes attendance is based on the following principle: it is assumed that the student consciously choose future profession and ready to work on the acquiring necessary knowledge and skills, thus, responsibility for the outcome of the learning process rests largely on the student, as it is assumed that he has an active interest in this. I fully agree about the importance of full-time education. Im sure that college or university attendance gives students plenty of opportunities to get knowledge, skills that are necessary for future profession. Such students have far more opportunities not only to get information relevant to the future job, but to develop their own skills and talents. Also full-time education provide students with opportunities to try themselves in future profession, to acquire the necessary experience and facilitate their employment after high school or university. For example many technical colleges have practical lessons in specialized enterprises, engaged in training students of relevant specialties within their walls.  Some subjects students learn not at their desks and not in the teaching laboratories, but directly in the factories, where they can observe the work of unique equipment and try their skills.   Similar processes take place in the humanities courses, when during the practice students work in advertising agencies, public opinion research centers, labor exchanges.   The conclusion may be that the main objective of any education, whether secondary or higher education is to teach people to think independently, to teach students the chosen subjects and professions.  But achieving such a goal is impossible to imagine without the activity of students interested in the results of their training. In conclusion I would like to note that the choice of full-time education is a major step for the future of the student and his family.  It is difficult, but the most productive and promising way of acquiring a profession.  More and more young people nowadays understand that lessons attendance opens new opportunities for self-realization, finding good job, moving up the social ladder, providing a decent standard of living.

The American Civil War was Unavoidable Essay -- American history, econ

If one thing is clear from studying early American history, it is that the Civil War was an unavoidable tragedy. Often, hindsight allows us to recognize those points at which history could have taken a different direction, if only some person or thing were different in some way. This is not the case with the American Civil War. Four factors support the notion of inevitability. This paper will explore the way that economics, previous compromises, changing social mores and values, and the nature of politics laid a foundation for the continued regional conflict which eventually resulted in the Civil War. The economic aspects often come in second to morality when discussing slavery in the South’s plantation economy, but they are worth considering as they are fundamental to why slavery as an institution became so hard to dismantle. Slavery kept plantations partially immune from market fluctuations. Having no labor costs allowed the Southern, less diversified economy to be competitive with the North and European countries. For this reason, slavery became a crucial factor in keeping many industries viable and profitable, including primary and secondary manufacturing, transportation, shipping, and public sector jobs such as infrastructure construction (Starobin, 1970). The South’s financial success was built on a foundation of slave labor, and for this reason, the government had an incentive for the active promotion and protection of slavery. Laws were written to help maintain the institution because without it, the economy would likely have faltered significantly. Early c olonial laws such as the Navigation Acts gave slavery conditions under which it thrived and grew (Post, 1982). The Constitution’s Three-Fifths clause was a... ...continue in this country and around the world to this day. Works Cited History Detectives. (n.d.). Web. 10 Nov. 2015. http://www.pbs.org/opb/historydetectives/feature/causes-of-the-civil-war/ Justice. (n.d.). Web. 10 Nov. 2015. http://academic.udayton.edu/race/03justice/aalaws01.htm Post, C. (1982). The American road to capitalism. New Left Review, 133(1), 30-51. Roark, J.L., Johnson, M. P., Cohen, P. C., Stage, S., Lawson, A., Hartmann, S. M. (2009). The American Promise: A History of the United States to 1877. Boston, MA: Bedford/St. Martin’s. Starobin, R. (1970). The economics of Slavery in the Old South. The Business History Review, Vol. 44 (2). 131-174.http://www.jstor.org/stable/3112351 Trigger events of the Civil War. (n.d.). Web. 10 Nov. 2015. http://www.civilwar.org/education/history/civil-war-overview/triggerevents.html

Catcher in the Rye by J.D. Salinger Essay

In The Catcher in the Rye by J.D. Salinger, the author takes us on a journey with Holden Caulfield, a sixteen-year-old boy, going in and out of many boarding schools. When he gets kicked out of Pencey the story begins. In fear of coming home to his parents, Holden takes a trip to New York; which leaves him at the point of mental, physical, and emotional insanity. As the novel goes on his obsession with keeping children from losing their purity grows. The adult world seems fake, and Holden does not respect people who made the transition. In Gerald Rosen’s â€Å"A Retrospective Look At The Catcher In The Rye† he explores Holden’s connection to other characters in the book. He also analyzes the difficulties in crossing over to the adult world. Holden qualms the crossing over due to the fact that losing one’s innocence will force one to face reality, and will at times cause adults to â€Å"fall† into a deeper hole. Holden’s mania of keeping children from transitioning to adult hood shows all throughout The Catcher in the Rye. Rosen explains that during the period of time Holden was in the museum he made it known that everything always stayed the same. The purpose of the â€Å"glass cases† acts as a defense against touching, or tainting. â€Å"Like the children in the museum, to protect the innocent, the catcher must strictly refrain from touching; he must ‘just leave them alone’’’ (Rosen). This moment in the book compares the protected artifacts to the innocence of a child. He feels that if the children had someone to protect them from getting affected (â€Å"touched†) by the hard and cruel times in life they could hold onto their purity for as long as possible. Holden expresses the fact that he wants ensure security and stability during these times in life. This point seems to be the first point in the novel where Holden shows a desire to keep children from corruption. â€Å"Anyway, I keep picturing all these kids playing some game in the big field of rye and all†¦What I have to do, I have to catch everybody if they start going over the cliff† (Salinger 173). Holden wants to â€Å"catch† the kids from their transition into an adult. He does not want them having to deal with losses they will have to overcome in life. He believes that going into adulthood marks the point where society shows its true face. Since Allie, Holden brother’s, death he sees how reality twists and warps in sick ways. While walking around the museum he sees profanity. â€Å"I went down by a different staircase, and I saw another ‘Fuck You’ on the wall. I tried to rub it off with my hand again, but this one was scratched on, with a knife or something. It wouldn’t come off. It’s hopeless, anyway. If you had a million years to do it in, you couldn’t rub out even half of the ‘Fuck You’ signs in the world. It’s impossible† (Salinger 173).When Holden see those words written on the wall he realizes that the youth has already gone through exposure to corruption and cannot go backwards. Holden now understands his inability to save the children from â€Å"falling†, growing up. Since Holden has spent most of his time refraining other from going into adulthood, he did not see how much he himself has fallen. Holden has many similar qualities to a former classmate, James Castle. â€Å"Holden is identified with Castle by Castle’s having killed himself while wearing Holden’s sweater and by Castle’s appearing just before Holden on the roll call and school. This carries the implication that Holden maybe next in line for Castle’s death† (Rosen). James Castle’s way of and to death influenced Holden’s view of life. He suddenly became ostracized in society surrounded by a bunch of â€Å"phonies†. Death was the start and end of Holden’s loss of innocence. Holden never truly had an adult figure in life. His parents detached themselves from him, in times of his need. Feeling like he needed to communicate with someone he called his former teacher, Mr. Antolini. Holden wants to catch children from falling, where as Mr. Antolini wants to save Holden from a rough way down. â€Å"I have a feeling that you’re falling, a terrible,terrible fall† (Salinger 186).Mr. Antolini says this because ever since Allie’s death Holden has had a series of falls. Even though Allie was younger than Holden, he idolized him and thinks very highly of him. Mr. Antolini symbolizes Holden’s loss of Allie, loneliness, and inability to posess self-esteem. Holden wants to provide insurance for children so they do not experience the reality of society and from â€Å"falling† into a deeper hole. Making sure he succeeds, he does everything to keep them from going over the edge. Holden grows up through the novel, and realized that losing one’s innocence in is an unavoidable part of life. In this stage of life one makes the most mistakes and learns from them. If one never went through experience necessary to grow into an adult, they would seem very naà ¯ve and easily taken advantage of. People that have gone through the difficult crossing over want to protect children from the hard-ships. Works Cited Rosen, Gerald. â€Å"A Retrospective Look At The Catcher In The Rye.† American Quarterly 457-462 Salinger, J.D. The Catcher in the Rye. Boston: Little, Brown, 1951.

How Long Does It Take to Get SAT Scores Back

How Long Does It Take to Get SAT Scores Back SAT / ACT Prep Online Guides and Tips Don't you wish you could find out how you scored on the SAT right after you finish taking the test? Or maybe you'd like to forget all about it and pretend it never happened (better luck next time)! Either way, your wait time for your SAT scores will bethe same: somewhere between two and sixweeks. This article fills you in on all the details of SAT score reporting and offers some advice for what to do once you get your scores. When Do You Get Your SAT Scores? How long does it take to get SAT scores back? It's a good question, and one that's on everybody's minds after the exam. SAT multiple-choice scores are released 13 days after you take the SAT. (One exception is the June test date, which typically has a score release date about five weeks after the test.) If you took theSAT with Essay, you'll receive your Essay score two to five days after you receive your multiple-choice scores (so about 15-18 days after you took the SAT). After about a year of having longer waits (between three and six weeks) to receive SAT scores, the College Board has revamped its schedule to give you your scores sooner. Yay! Now, the actual time of SAT score release varies. Sometimes it's as early as 5 am Eastern Time (2 am Pacific Time). I wouldn't advise refreshing your account over and over at 4:59 (or 1:59 for you West Coasters) since the release time isn't always exact. Your colleges will get your scores within 10 days after you receive them(if you've indicated them as score recipients). Check out the chart below for exact score release dates by test date. 2019-21 SAT Score Release by Test Dates The chart below shows when you'll be able to see your SAT scores for each test date in the 2019-20 testing year. These score release dates have all been confirmed by the College Board. As you'll see in the chart, for each of these test dates (except June 1st), you'll get your multiple-choice results just 13 days after you take the SAT, and your Essay score (if you took it) two to five days after that. Your SAT score results will be sent to the colleges you indicated within 10 days of you getting your scores. However, for the June test day, you'll have to wait about five weeks before receiving your multiple-choice results. 2019-20 SAT Score Release by Test Dates Test Date Multiple-Choice Scores Release Essay Score Release Multiple-Choice Scores Sent to Colleges By Scores w/ Essay Sent to Colleges By 6/1/2019 7/10/2019 7/12/2019-7/15/2019 7/20/2019 7/22/2019-7/25/2019 8/24/2019 9/6/2019 9/8/2019-9/13/2019 9/16/2019 9/18/2019-9/23/2019 10/5/2019 10/18/2019 10/20/2019-10/23/2019 10/28/2019 10/30/2019-/01/2019 /2/2020 /15/2019 /17/2019-/20/2019 /25/2019 /27/2019-/30/2019 12/7/2020 12/20/2019 12/22/2019-12/25/2019 12/30/2019 1/1/2020-1/3/2020 3/14/2020 3/27/2020 3/29/2020-4/1/2020 4/6/2020 4/8/2020-4//2020 5/2/2020 5/15/2020 5/17/2020-5/20/2020 5/15/2020 5/27/2020-5/30/2020 6/6/2020 7/15/2020 7/15/2020-7/17/2020 7/25/2020 7/25/2020-7/27/2020 We also have anticipated score release dates for the 2020-2021 school year, calculated based on past years' score releases. We'll update these as more information becomes available. 2020-21 SAT Score Release by Test Dates (Anticipated) Test Date Multiple-Choice Scores Release Essay Score Release Multiple-Choice Scores Sent to Colleges By Scores w/ Essay Sent to Colleges By Aug 29 Sep Sep 13-16 Sep 21 Sep 23-26 Oct 3 Oct 16 Oct 18-21 Oct 26 Oct 28-31 Nov 7 Nov 20 Nov 22-24 Nov 30 Dec 2-5 Dec 7 Dec 20 Dec 23-25 Dec 25 Dec 27-30 Mar 13 March 26 Mar 28-31 Apr 5 Apr 7-10 May 8 May 21 May 23-26 May 31 June 2-June 5 June 5 July 10 July 12-15 July 20 July 22-25 These dates are when most students will get their SAT scores, but an unlucky few might have to wait longer.They might sign into their College Board accounts to find that their scores still aren't ready. What are some possible reasons why your scores wouldn't show up on score-release day? Where in the world are your SAT scores? What If Your SAT Scores Haven't Been Released? There are a few possible explanations if your SAT scores aren't released on test day. None are especially common, so I wouldn't worry too much about any of them happening to you! Read on for the fourmain causes of score delays. Cause1: Random Test Audit The most random reason would be if the College Board decided to do a random audit of tests to ensure scoring accuracy and your test got chosen. If that were the case, you'd have to wait longer for your scores, but they'd eventually get sent to you. If you didn't get an email or letter from the College Board (they're a fan of sending information out by mail, for some reason), you could give your regional College Board office a call. Be prepared to be transferred and put on hold for a while, though. If you can't tell, I haven't had the best customer service when it comes to the College Board. Cause2: Red Flags on Your Test Another possible reason is that your test was flagged because you improved by an unusually large number of points, such as 400 or 500 points. If your SAT score goes up hundreds of points between test administrations, the College Board might hold your test to check for scoring accuracy or signs of cheating. I worked with an ESL student whose scores were withheld after he improved a few hundred points. We sent in letters on his behalf about all the prep he'd done between tests, but the College Board still canceled his scores in the end. In addition to helping you solve problems while you're taking the SAT, it's a good idea to show your work in your test booklet in the event that this happens to you. This way you can more easily prove that you didn't cheat. In these circumstances, or if a teacher reports cheating, the College Board might compare your answers with the answers of those sitting next to you to try to rule out any foul play. Cause3: Irregularities at Your Testing Site Another possible reason for score delay would be irregularities at the testing site. As an example, this happened during the June 6, 2015 SAT, when some students got an extra five minutes on what should have been a 20-minute section. Cause4: They're Just Being Slow Finally, the reason might simply be that theCollege Board is running behind. They have a ton of tests to grade from students all over the US and world. If you know other students from your testing center or even testing room who've gotten back their scores, you should take action: call the College Board to try to get to the bottom of it. Speaking of which, how do you know whether others have received their SAT scores? Guys, what's the news? Where to Check If Others Have Received Their SAT Scores On plenty of discussion forums, students get up early (or stay up late, depending on the time zone) and count down to the exact moment when their SAT scores are released. The most up-to-date threads can be found on College Confidential, on which you can create an account and play your part in the waiting game. Again, release times vary,so there's really no use getting stressed and losing sleep over it. Your scores will be there when you wake up in the morning! For students who test at their schools with their peers, you'll likely hear through general word of mouth who got their scores (and whether they were psyched or disappointed). Make sure to have your College Board username and password on hand so you can easily sign into your account and view your scores. You can also see whether colleges got your scores. Just go to the "My Scores Sent To" page. If they were sent, the page will say "received" for each college. If not, it will say "pending." Once you get your SAT scores, you can decide whether you're satisfied with the outcome or want (and have time) to retake the test. Do your SAT scores give you a happy face or a sad face? What to Do Once You Receive Your SAT Scores While you shouldn't stay up all night wondering, "When will I get my SAT scores?" and trying to will your scores to appear on-screen, you'll benefit from checking the same day they're released. Why? The sooner you check, the sooner you can figure out whether you're satisfied with your scores or see room for improvement. Here are two options for what to do once you get your SAT scores: Option 1: Send Additional Score Reports to Colleges If you're satisfied with your scores and have more than four schools to send them to, startsending additional score reports to colleges. Make sure to send these colleges your SAT scores as soon as you can so that your colleges will receive them before the application deadline. Additional score reports are not free and cost $12 per report (if you were eligible for a registration fee waiver, however, you can get these reports free as well). If you need your scores to get to your colleges sooner, you can opt for rush reporting, which costs an extra $31 (on top of the $12 per report). This service sends score reports to schools within two to four business days. Option 2: Retake the SAT Not satisfied with your scores? If you have time before yourcollege application deadlinesand will put in the effort to prep, it's a good idea toretake the SAT. You can base your decision to retest on several factors.Ask yourself these questionsin order to determine whether you would benefit from taking the SAT again: What's your target score? How much prep have you already put in? How much more time do you have to prepare before your next test? How many times have you already taken the SAT, and what improvement have you seen? On a related note, because a lot of colleges superscore the SAT, you won't have to worry about accidentally scoring worse on one or more sections. (If you're prepping effectively, however, this is unlikely anyway!) Make sure to send your official score reports to all your colleges. Recap: When Do You Get Your SAT Scores? In closing, let's go over the most important points to remember about receiving your SAT scores. After you finish taking the SAT, you'll have to wait about two weeks to get your scores back (five weeks if taking the June SAT). If you took the SAT with Essay, expect to get your Essay score a few days after you get your multiple-choice scores online. You can check to see whether others have gotten their SAT scores by browsing online forums such as College Confidential or by talking with your peers at school. Once you get your scores, your two main options are to either send additional score reports to schools (if satisfied with your scores) or sign up for a retake (if dissatisfied with your scores). Don't forget to factor any extra time you need into your plans so you can ensure your scores will be able to get to your schools in time! What's Next? After you get your SAT scores, you can decide if you're satisfied or if you want to test again. But what exactly are you aiming to score? This article goes over what low scores, good scores, and excellent scores are. Check it out so you can determine your own target SAT score. Are you looking to improve your score on a specific section of the SAT? Read our advice and strategies for improving your scores on the SATReading, Writing, and Math sections. 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: