When Do SAT Subject Test Scores Come Out

When Do SAT Subject Test Scores Come Out SAT / ACT Prep Online Guides and Tips After you take the SAT Subject Tests, you probably want to find out your results right away. You'll have to be a little patient, though, as you might need to wait between two and six weeks to get your SAT Subject Test scores. We've compiled the exact score delivery dates below. We also offer tips on how to track down your scores and what to do after you get them. Read on to find out just when you'll get your SAT Subject Test scores. SAT Subject Test Score Release Dates 2019-2020 After some delays in score delivery in recent years, the College Board now promises online score delivery within three weeks for most SAT and SAT Subject Test dates. Additionally, any colleges you designate as score recipients should get your SAT scores within 10 days after you get your own score report. As you can see, delivery dates (to both students and their selected schools) can range from two weeks to more than five weeks (for June score deliveries). In the chart below, you'll find windows for score release dates for the rest of the 2018-2019 Subject Test dates: Test Date Online and Paper Score Delivery Date Scores Sent to Colleges By May 4, 2019 May 17, 2019 May 27, 2019 June 1, 2019 July 10, 2019 July 20, 2019 Source: The College Board And here are our estimated dates for the 2019-2020 Subject Test dates: Test Date Online and Paper Score Delivery Date Scores Sent to Colleges By Aug 24, 2019 Sept 6, 2019 Sept 16, 2019 Oct 5, 2019 Oct 18, 2019 Oct 28, 2019 Nov 2, 2019 Nov 15, 2019 Nov 25, 2019 Dec 7, 2019 Dec 20, 2019 Dec 30, 2019 May 2, 2020 May 15, 2020 May 25, 2020 June 6, 2020 July 15, 2020 July 25, 2020 Source: The College Board The College Board delivers paper score reports at the same time SAT Subject Test scores become available online; however, they're not explicit about when exactly colleges will get SAT Subject Test scores, only promising that colleges should get them within 10 days after students get their own score reports. At least you know exactly when you can get your scores online, though. Read on for a step-by-step explanation of how to access your SAT Subject Test scores on the dates above. 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: Raise Your SAT Score by 160 Points(Free Download) How to Get Your SAT Subject Test Scores Internet score delivery for SAT Subject Tests should take place around 8 am Eastern Time (5 am Pacific Time). According to students, the scores sometimes appear a few hours earlier. To get your scores, log on to your College Board account and go to "My Test Scores." Once there, you'll see your scores from any and all SAT Subject Tests you've taken. You'll need your username and password to be able to log in and view your scores. If you don't remember one or both of these, go through the steps to recover this info with the email associated with your account. If you need to recover your username and/or password, try to do so before score release day. It wouldn't be any fun to go through this rigmarole as your scores wait in your account, just out of reach! According to the dates above, your paper score report should be delivered to you around the same time they come out online. You can also get your Subject Test scores over the phone by calling 866-756-7346 (domestic) or 212-713-7789 (international). This service costs $15 per call, so you'll need to have a credit card on hand. Now that you know when to expect your SAT Subject Test scores and how to access them, is there anything else to keep in mind about the Subject Tests? How to Schedule Your SAT Subject Tests Since you now know when you'll get your SAT Subject Test scores, you should design your testing schedule with these dates in mind, especially when it comes to college application deadlines. At present, the College Board does not commit to having scores to colleges by specific dates, only stating when they'll start to deliver them. Therefore, I suggest giving yourself at least a week of leeway between your score release date and your application deadline. It's possible that colleges will be more lenient because of past score release delays, but I wouldn't risk it or risk getting stressed out about it. You want to leave enough time for colleges to get your scores. You might also leave extra time to retake a Subject Test or two if you end up being disappointed with your scores. Remember that all the SAT Subject Tests are multiple choice and your answer sheets are scored by a machine. Make sure to keep them neat and not make any stray marks or doodles, as the machine won't be able to tell the difference between a real answer and a stray mark. As long as you schedule your SAT Subject Tests with enough time for colleges to receive your score reports, you'll be all set- you just have to wait out the weeks until you get your scores! What to Do After You Get Your SAT Subject Test Scores You've gotten your SAT Subject Test scores. Now what? Do you focus on SAT/ACT prep? Apply to college? Or just totally forget about your scores? Here's a step-by-step guide on what to do after you see your SAT Subject Test scores. Step 1: Determine How Good Your Scores Are First, it's important to check that your Subject Test scores are up to par (or even better than) the average Subject Test scores at the schools you're applying to. This lets you see whether you're on track to being a competitive applicant or whether you need to work a little harder on presenting yourself as an ideal candidate to schools. To find the average SAT Subject Test score for a college, search for "[School Name] SAT Subject Test scores" or "[School Name] average SAT Subject Test scores" on Google. Look for links to the school's official website and click the one that's most relevant. A good score will be one that's equal to or higher than the school's average. Unfortunately, not all schools list average SAT Subject Scores. If you're having trouble finding your school's average or recommended SAT Subject Test scores, try comparing your scores with official Subject Test averages and percentiles. This will tell you how many test takers you scored higher than on a Subject Test. Step 2: Decide Whether to Submit Your Scores to Schools Now that you have an idea of how well you did on your Subject Tests, it's time to decide whether you want to submit your scores to schools. (Note that if you elected to use the College Board's four free score reports when you registered for the tests, your scores will be automatically sent to the schools you chose before you can know what your scores actually are.) If a school requires Subject Test scores and you're only going to take the tests once, go ahead and submit your scores, even if they weren't as high as you hoped they'd be. You don't really have much of a choice here since not submitting them means your application will be disqualified! On the other hand, if Subject Test scores are completely optional, only submit your scores if they're higher than the averages at the school. If you got a low score, it's better to not submit it since all it'll do is bring down the quality of your application. (By contrast, if you submit no scores, this won't have any effect on your application.) If your school strongly recommends SAT Subject Test scores, it's best to send them in. That said, if you scored poorly on a test, you can choose to not send in that score and instead opt to retake the test at a later point (if you can do so before your college applications are due, that is). Check out our guide for a list of all SAT Subject Test dates. Step 3: Start Working On Your College Applications If you decided to submit your Subject Test scores to your schools, congrats! Now, it's time to start buckling down on your college applications. You'll want to present yourself in the best possible light, so make sure to write a great personal statement, submit strong letters of recommendation, and get involved in extracurricular activities you're interested in. If you decided to retake a Subject Test, you'll want to balance your time wisely by studying for the test and getting a jumpstart on your college applications. I suggest making a study schedule so you can pace yourself and space out the things you'll need to prepare for your college applications. What's Next? Have you chosen the dates you'll take your SAT Subject Tests on? Check out our article for the best dates to take the tests, and get tips on how to balance them with the general SAT or ACT. Are you also taking the SAT? Make sure you know all the steps to getting and sending your SAT scores, and figure out how high of an SAT score you should aim for. If you're taking the ACT, learn how to get and send your ACT scores and what ACT score you should aim for. Want to get a perfect SAT or ACT score? Read our guides to learn how you can score a perfect 1600 on the SAT or a full 36 on the ACT. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Contemporary discourse in design Essay Example | Topics and Well Written Essays - 3000 words

Contemporary discourse in design - Essay Example This ranged from making their homes more comfortable such as the case of the homeless of New York to making their homes more secure such as the case of Antonelli’s Grace Under Pressure. But the profundity of the meaning of home is best illustrated by the experience of the city dwellers of New York who managed to create a home out of a cart when they opted to live in the streets than in an institution. There, the city dwellers in New York showed that home is not just a physical structure or a dwelling but rather a place of comfort where one can be â€Å"at home†. There, the cart dwellers of New York illustrated that comfort does not only mean physical implements nor devices nor machines, but rather a place where one can be at ease with his surroundings. They opted to call a cart home where they can barely fit to live rather than stay than in an institution with all the amenities and provisions but does not treat them as human beings. The cart dwellers of New York came fi rst in the discussion of the expression of home, its design and its importance because they demonstrated the basic concept of what constitute a home; that home can be still home even if it cannot house or even if it is not a house. This is very important to stress because we always equate house with a home and the cart dwellers of New York demonstrated that it is not the case; that they are not synonymous with each other. You can â€Å"house† a person or a group of person such as what the city government of New York did to the homeless people of New York but you cannot just automatically make them feel at home and so they left. A house or structure has to have several components before it can be considered a home and a mere structure does not suffice to make it a home. Had we inferred home to be synonymous with structure or house, it would be incomprehensible why the homeless of New York City left the institution. The structure was imposing that could withstand any cruelty of nature. It is also secure from the onslaught of the outside world because it is guarded. Above all, the facility is free and its residents are assured of a steady supply of food and provision. Despite of all of this, the homeless of New York still left the facility. This is quite incomprehensible because it is not the nature of man to gallivant. His body is frail and meant for domesticated and sheltered stay that could become easily vulnerable to the elements. Unlike the beast whose body allows it to hunt when it roams around, man’s body will succumb to the elements when it is not sheltered. Yet, the homeless of New York preferred the uncertainty of the street rather than stay in the government run facilities. Close examination of the facility revealed why the residents left. True, it provides food and shelter but the condition and treatment of its residents made it far from being a home. â€Å"City-run shelters-though they provide food and respite from the elements-are dan gerous and unfriendly places that impose a dehumanizing, even prisonlike, regimentation on residents. Guards routinely treat clients as inmates, allegedly denying them food for the violation of rules. Some shelter residents are abused from place to place for food, showers, and sleep. Charges of violence by shelter security guards and clients are common2† This report only revealed that people will not endure shabby treatment just to have a

Employee Relations Essay Example | Topics and Well Written Essays - 750 words

Employee Relations - Essay Example The Union disagreed with the Company’s decision to use a different criteria of determining eligibility for promotion and transfers instead of the one agreed upon during the collective bargaining agreement. The third grievance was about a discriminatory action by the company on its allocation of the parking lots. The union argued that the plant workers were allocated the farthest lots from the entrance. 2. What sections of the Wagner Act are in question here? Explain In all the three grievances touched a number of Wegner act sections particularly with regard to the regulation of collective bargain agreement engagements. For example, section 8(a) 3 of the act prohibits employees against discriminatory acts such as assigning them less desirable conditions as was witnessed in the allocation of parking slots in the company. The section also stipulates that matters of promotion or transfers should be solely based on seniority, merit and other criteria of determining eligibility sign ed in the collective bargaining agreement (Budd, 234). In this regard the second grievance will also be handled using section 2 of the act. ... In my opinion, all the three grievances of the union against the company were genuine. In the first grievance, I would rule that the company breached the contract by making changes in the time schedules prior to a mutual agreement. In the second grievance, the company also violated the collective bargaining agreement by using different criteria of eligibility in giving a temporary transfer to a Janitor instead of Mr. Burn who best suitable according to the provisions of the collective bargain agreement. Finally, allocating park workers the farthest car park slots was also discriminatory since it ensured that the workers spent more time between the parking lot and their working stations and this reduced the amount of their monthly bonus. Case 2__ Does the Duty to Bargain Preclude Unilateral Wage Increases? In the case study, Winn Dixie Stores Company effected unilateral changes in the wages of the workers arguing that there was no impasse during the negotiations (Budd, 260). On the ot her hand, the Union’s position of argument was that the Company violated the provisions of section 8(a) 5 and 8(a)1 of Wagner act which states that it is an unfair labor practice for employers to refuse to bargain collectively with the employee representatives when making changes to the wage rates and other terms of employment. Questions 1. You are an administrative law judge who has to decide on this case. Which party do you agree with and why? As an administrative law Judge presiding over the case, I would support the position of the employee Union that the company’s action amounted to unfair labor practice as stated in section 8 of the

Agent of Socialization Mass Media Term Paper Example | Topics and Well Written Essays - 750 words

Agent of Socialization Mass Media - Term Paper Example â€Å"Similar to the concept of a business agent or insurance agent, they [agents of socialization] represent and act on behalf of the larger society† (â€Å"Agents of Socialization†, 2009). The most commonly recognized agents of socialization are family, media, peers and school (â€Å"Agents of Socialization†, 2009). To help understand how these agents impact the way we define ourselves, I have decided to analyze the impact of the media on my own personal development because the media, as one of the major agents of socialization, has definitely played a significant role in my life. Looking at the way media has shaped my life, it seems clear that it has played a role in just about everything I believe about myself. Gender socialization refers to â€Å"the ways in which society sets children onto different courses in life because they are male or female† (Henslin, 69). As a child, I learned that acceptable behavior for me as a boy was to engage in sports and racing like what I saw on cartoons. Social inequality, â€Å"a social condition in which privileges and obligations are given to some but denied to others† (Henslin 92), was assigned to those individuals who spent too much time reading, boys who acted like girls and girls. I learned how to behave like a boy by mimicking the role performance of the ‘cool guys’ on TV. Role performance refers to â€Å"the ways in which someone performs a role within the limits that the role provides; showing a particular ‘style’† (Henslin, 100). However, there were areas in which m y personality didn’t fully match with these expectations. For example, I loved growing things and taking care of plants, but this presented role conflict because only girls or geeks are supposed to like plants. Role conflict refers to â€Å"conflicts that someone feels between roles because the expectations attached to one role are incompatible with the expectations of another role† (Henslin, 100). Growing up paying

Roles, Responsibilities and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities and Relationships in Lifelong Learning Essay I am a Registered Mental Health Nurse working for a private company and was given the opportunity to work as an in-house trainer when the regional trainer left the company last year. It was my responsibility as the trainer to ensure all staff was brought up to date with Mandatory training such as Health Safety, Moving Handling, Data Protection, and Safeguarding Vulnerable Adults Children to name a few sessions. So the question had to be asked: What is the role and responsibility of the teacher in the lifelong learning sector? To find this out I would need to do some research to find the evidence as well as go to college to gain the relevant qualification to support my role as a teacher. Gravells, A (2012) believes, it is not just about the teaching but also about the learning that takes place; and that it is not just the students who will be learning but also the teacher. The sessions will have to be specific, at a language and stage the students can understand as well as assessing them as we go along to ensure learning has been achieved and at what level before we can move onto further sessions. Not only that, there will have to be feedback for the students as well as the teacher to assess if anything needs to be done to improve future sessions, as teachers can also learn from constructive criticism; this was something I had not thought about and will have to cope with as not everyone is perfect; Walker, G (10. 6. 2013) goes on to say that having critical feedback can promote good constructive growth in both relationships and the individual. It was at this point I decided to go to college and gain the relevant qualification that would help me gain insight and knowledge to ensure I was doing the teaching sessions correctly. The Institute for Learning (2008) is an independent professional body for tutors, trainers, teacher’s student teachers in the further education and skills sector who support excellence in professional teachers and trainers practice for learners in worked based learning so this was a good place to start for me to gain knowledge on behaviours expected of my students so that the company I work for, my students and myself and most of all the wider community would benefit. As part of my Professional Nursing Body NMC Code of Conduct (2008) my first concern would be to treat all individuals with respect and dignity, this also ties in with the Institute for Learning, who have similar codes of professional conduct. I would have to be professional in my role, although I know this is going to be a challenge as some of the people I will be teaching are my friends and I know that boundaries can be challenging at the best of times. As a teacher I will have professional boundaries to which I need to work within; it is all too easy to get involved with the personal lives especially as I will know my students on personal and professional levels; I will need to stick to the planned sessions and if I need to speak to anyone about their personal lives I will refer them onto their clinical supervisors. But I am sure I will remain professional and show respect to them, then the same will be reciprocated. I will uphold the reputation of the company, my nursing profession and that of the teaching role to ensure no damage is done. I will take reasonable care to ensure all members of staff who attend training will remain safe and I will protect and promote their health and well-being and help them develop knowledge at their level of learning. It was my role as a trainer to ensure people were first of all motivated to come to the training in the first place and once they were there I had to gain their interest by involving and engaging them in the sessions I was going to teach. I would need to identify their needs as each member of staff have done different learning schedules and some were more up to date on their mandatory training than others. I would then be able to assess, evaluate and mentor them throughout the days of training. According to Rogers (2001, p. 15) if you are not motivated you cannot and will not learn. She goes on to say, as a tutor, it is my role to keep them motivated by keeping the current flowing; to do this I need to research the information I will be teaching and ensure the students I will be teaching will understand the subject. Although this is a mandatory requirement of the company and policies and procedures had to be followed and are available both in the staff office and on the intranet of Lighthouse Healthcare for all to read and gain insight in what the company would expect from us as employees. As the trainer I would have a list of all the staff members personal details, under The Data Protection Act (1998 amended 2003) I would ensure all details are kept secure, relevant, used in accordance with the individual’s rights and kept no longer than necessary; if a member of staff leaves then all records will be archived until such a time it can be shredded. It would be my responsibility to identify the needs of each member of the group; if there was someone who was disabled or used a wheelchair, or they may be pregnant and could not do some of the techniques taught in some of the sessions such as moving and handling. If so then it was my responsibility under the Equality Act (2010) to ensure I have researched my attendees and provided them with the facilities and sessions appropriate to their needs. The Health safety at Work Act (1974) states staff should have a safe working environment, it is the duty of every employer to ensure, as far as is reasonably practicable, all employees have their welfare, health and safety at the workplace. At this point one member of staff did approach me and stated they found it really hard to work more than 2 days in a row due to their depression, as the training was going to be for 3 days I suggested we did their 3rd day on another set of training days I had planned for the next month. This made the member of staff happy and we as employers showed we had fulfilled their needs under The Equality Act and the member of staff had not been discriminated due to their illness. I would need to book the appropriate room, ensuring the room is the right temperature and appropriate to the group’s needs. Maslow (1954) believed you must satisfy the lower levels of basic needs before you can progress to the higher levels; therefore, if his theory was to work, if all my students had their basic needs like food and warmth they should progress up the pyramid and achieve fulfilment and learning. Maslow (1954) ‘The earliest and most widespread version of Maslows (1954) hierarchy of needs includes five motivational needs, often depicted as hierachical levels within a pyramid. ’ As well as having the appropriate resources available, with a backup plan should there be any issues. I would need to plan the daily sessions according to the needs of the company training schedule which would need to reflect on the Health Inspectorate Wales (HIW) (2013) regulations and what they deem as necessary for mandatory training. These sessions would be spread over a course of 3 days so that it is not rushed and the needs of the students are thought of; they would need regular breaks to take away any boredom, as mandatory training is not the most exciting of subjects to teach or indeed learn but they are a company requirement that need to be completed yearly in accordance with HIW recommendations. It would also be my responsibility to provide hand outs, that are relevant and researched, at he beginning of the session with pens in case anyone wanted to take notes during the session; then at the end I would hand out evaluation forms to gain feedback on my teaching sessions; what have I learned from this, what went good and what could be improved on. This would then improve the quality of my work ready for future training sessions. Pennington (2008) explains that: According to Thorndike’s (1911) Law of effect, if the effect is rewarding for the organism, then the behaviour will tend to be reproduced again in the future. If the effect is punishing, the behaviour is not likely to be reproduced in the future. Therefore, I would need to ensure my sessions were interesting for people to learn so they would want to return back to my sessions over the next few days and for any future sessions I will have planned. If they have enjoyed the first sessions chances are they will enjoy the next ones. First of all I would explain the Health and Safety aspects of the room, what to do should the fire alarms sound and show them where the nearest fire exits were. Then to start the session I would do an ice breaker session as this would help people to relax and relieve any anxieties they may have, it will hopefully break down barriers, give people belonging to the group and help people remember names. It will promote team work and encourage people to share their interests and common grounds and it will give me some idea of how each person reacts and interacts in a group ready for the sessions I will be teaching. There are many books devoted just for ice breakers sessions but it all depends on what your needs are and who you will be working with but their main aim is to give ideas of how to get your students to work as a group and feel they are fully present; if you are not fully present in a group then you cannot learn. Rogers, J. 2001) I would need to stick to the schedule and not digress as this could delay the day and sessions may get rushed near to the end and important information may not be taken in; therefore the learning needs may not be met which could have a knock on effect putting theory to practice in the workplace. Whilst presenting I would have had to gain the knowledge to present it with confidence. According to Blooms Revised taxonomy Anderson, L. Et al. (2000), I would have to be creative, evaluate, analyse, apply, understand and remember my information teaching for it to work. Therefore, to be creative, I will need to bring in new ideas and a different way of viewing things should help with my planning. I will be able to evaluate and analyse through observation by doing an evaluation form for the students to complete when their training is finished. I will apply theory to practise with the knowledge I have gained and where I found the sources so the students can gain further knowledge themselves by reading and looking at the relevant websites. I will finally put my information on paper and powerpoint to ensure I have prompts to remind me and the handouts would reflect the knowledge with an area for the students to take notes to help them remember the information I have taught. The final part of the day would be the quiz I had prepared to see if they had taken in any of the knowledge I had taught over the previous days. My week would not end when the students left the room for the final day of training; I would then have to assess whether they have met the criteria of a pass or whether they would need to be referred back for further training. This is defined by scoring over 40/50 on the knowledge quiz, which was previously discussed at an executive meeting with the regional training officers at head office. I would also need to add the people who attended training onto the database of attendance to ensure they receive their certificates of attendance, it is also evidence they have attended mandatory training and it would allow them onto the unit to continue with safe practice after gaining knowledge through mandatory training and following the companies Policies and Procedures.

The Price of Freedom in The Childrens Bach and Joan Makes History :: Childrens Bach Essays

The Price of Freedom in The Children's Bach and Joan Makes History  Ã‚        Ã‚  Ã‚   It has been suggested that the "modern woman's quest for emancipation in contemporary Australian literature is shown to have been a failure"2. I believe that this suggestion is invalid. Not because the statement is true or untrue, but because the concept of women's emancipation is so fraught to begin with. To emancipate is "to free from restraint of any kind, especially the inhibitions of tradition"3. While it is obviously true that the emancipation of women from some traditions and restraints would be beneficial, both individually and to the society as a whole, to step completely outside of the bounds of society can be read not only as freedom, but as exclusion. If women achieve exclusion from society is that to be seen as a success or a failure? In my opinion it is not exclusion but equitable integration that is the road to true emancipation for women. However, the idea of integration also brings with it the idea of compromise, and how can a freedom wrought through compromises be seen as either a complete success or total failure? The issue of what constitutes successful emancipation for women has been explored in two contemporary Australian novels: The Children's Bach4 and Joan Makes History. In this essay I will explore the contradictions and confusions discovered through Athena's and Joan's searches for personal freedom, and the mixture of failure and success in the freedom they eventually find when they go 'home'. The Children's Bach "If I hadn't been a feminist I quite probably wouldn't have become a writer"5 says Garner, indicating the importance of feminism in her own quest for self identity and freedom. Her definition of feminism is "a simple matter of being intelligently for women and women's freedom to develop as decent human beings"6. And although she considers marriage "an institution that is not set up with the welfare of women in mind"7, she also recognises a "powerful urge in people ... to marry"8. It stands to reason then, that in her fiction she would explore the possibilities of the tradition of marriage with the view of finding ways it will allow women to develop into "decent human beings". With these attitudes mind, it becomes apparent that there is nothing incongruous in Garner's heroine Athena searching for freedom, and finding a version of it in her own marital home.

Premchand and His Works Essay -- Premchand Biographies Poet Essays

Premchand and His Works May be for the western readers the name "Premchand" may be an alien name. But for the great lovers of the Indian literature, his name comes at the top list. There is hardly anyone who is oblivion about him, who has slight interest in Hindi and Urdu. Right from the childhood, children are fed with the rich and delicious short stories written by him. Not only that, in some homes, parents and grandparents narrate the stories of Premchand in place of lullaby. His popularity reached up to such an optimum point that most of his works were translated in various languages of the world. At present one can read his works in various languages. To begin with, Premchand was a poet, novelist, playwright and storywriter who wrote in Hindi and Urdu. Born on 31st of July 1880 at a village named, "Lamahi" near Benares, that falls in the Indian state Uttar Pradesh. Though he is popularly known as Premchand but his actual name was â€Å"Nawab† or â€Å"Dhanpat†. Premchand was his pseudonym, which he adopted in the year 1910 in order to ward off the wrath of British- India Government, after the government confiscated his work titled, â€Å" Sojay Waton†. He was bound to take pseudonym as he was in the threshold of his career. In one hand, his passion was writing and on other hand he was working as a teacher in government school. Due to his family problems he couldn’t give up the job and due to his passion, he couldn’t resist himself from writing. Finally he found a neutral solution and that was to adopt a pseudonym. His father was an ordinary man. His father was a poorly paid postal employee. Like other children, Premchand’s childhood also passed away playing, which is a blessing of the age of innocen... ...ma O Ham Sawab), Vardaan (Hindi, Jalwa-e-Isar in Urdu), Sevadadan (Hindi, Bazar-e-Hisn in Urdu), Remashrama (Hindi, Gosha-e-Afiyat in Urdu), Pratijnan, Nrimala, Gaban, Rangabhumi, Kayakalpa, Karmabhumi, Godaan and the unfinished Magalsutra. He wrote several memorable short stories like â€Å"Kafan†, many of them brought together in collections, for example, Soze-vatan. Premchand wrote on social issues like child widowhood, prostitution, and exploitation of the peasant by the landlord and on the freedom movement taking place all around him. His solutions were idealistic, but his great contribution lies in posing the question at that point in time, and through the medium of novels and short stories which had till then been restricted to romance. Premchand used literature for the importance purpose of arousing public awareness about national and social issues.