Already Have a High SAT Score How to Improve Even More

Already Have a High SAT Score How to Improve Even More SAT / ACT Prep Online Guides and Tips For students who are already scoring high on the SAT, improvement can be an uphill battle. High scorers may need to use different strategies to get the most out of their studying and push themselves into an elite score range. In this article, I'll go over what it means to be a high scorer and how high scorers can take their prep techniques to the next level. What Does It Mean to Be a High Scorer? You would be considered a high scorer if you’re consistently scoring an 1800 or higher on the SAT.â€Å"Consistently† means that you’ve taken at least two or three full official practice tests where you’ve scored 1800 or above. This indicates that you can expect similar scores on the real SAT. Your score puts you in the top 25% of scorers on the test. Why Do High Scorers Need Different Strategies? At this level, it’s likely that you’ve overcome significant problems with content knowledge and question comprehension and may be running into different roadblocks to a higher score.Often, high scorers struggle with careless mistakes and time issues that prevent them from earning the last few points that will get them into the 700-800 range on each section.They also may be having trouble with the hardest ten to twenty percent of questions on each test. As a high scorer, you're getting to the point where you need to try and answer every question, so you can’t leave any stone unturned when it comes to mistakes on practice tests. It’s crucial to be picky about pinpointing your weaknesses and eliminating them. You've raised the bar, and now you have to figure out how to jump over it. Strategies for High Scorers Here are some strategies that high scorers might use to earn those last few points on the SAT. These strategies are not as appropriate for students who are scoring below a 600 on each section of the test.If you’re not into the high score range yet, take a look at this article on how lower scorers should prepare. Strategy #1: Eliminate Careless Mistakes High scoring students usually don’t have many content-based problems with the material on the test. The biggest problem for people who are already scoring high on the SAT is that they continue to make careless mistakes. A careless mistake is a mistake that you made because you rushed through the question or accidentally misread it. These are not mistakes that you made because you genuinely didn't understand the question at the time and figured it out later; they're mistakes that never should have happened in the first place. The barrier between you and a really great score might be a matter of reading more carefully or checking your answers at the end of each section. It’s helpful to be aware of when your careless mistakes come up most frequently.You should take a practice test or two and see where you tend to slip up so that you can pay close attention to those types of questions in the future. On math questions, a good way to eliminate careless mistakes is to circle or underline what the question is asking for so that you don’t forget. The SAT likes to be tricky by providing answers that students might get if they read the question incorrectly or don’t follow through on solving the whole problem. If you suffer from careless mistakes on reading questions, you should always make a point of double checking your answers at the end of each section.Another good strategy for eliminating careless mistakes is to bubble in your answers at the end of each section. Circle your answer for each question in the test booklet, but wait until the end of the section to record it on your answer sheet.This saves time and will help you to avoid bubbling mistakes that can cost you major points. Making a careless mistake is like slipping on a banana peel; you can easily avoid it by paying attention. Strategy #2: Practice Good Time Management If you’re a high scorer, you might have a tendency to rush through sections on the SAT.Although this will prevent you from running out of time, it can have negative consequences if you don’t read passages or questions carefully enough.Try taking a timed practice test so you can see where you stand on time management.If you’re left with a lot of extra time at the ends of sections but are still missing questions, you should try and force yourself to devote a little more time to each question and make a point of double-checking your answers. If you’re consistently missing the last few questions because you can’t seem to get through the sections fast enough, you might consider revising your strategy in different ways.For the reading section, you should consider whether you’re reading passages in the most efficient manner.Some students read passages on the SAT very closely, which can work if you’re a fast reader, but usually isn’t the best strategy.I would recommend skimming passages to save yourself time and then going back to read specific details more closely if necessary. Skipping difficult questions can also help with time pressure on any section.If you’re trying to earn a high score, you can go back to them on your second pass through the section. This strategy will alleviate a lot of stress and help you to manage your time more efficiently. We're told to manage our time, but doesn't time actually manage us? Think about it, man. Strategy #3: Master the Hardest Types of Questions If you’re already getting high scores on the SAT, it’s possible that you’re being shut out from those last few points by the most difficult ten to twenty percent of questions on each section. We've written articles on the hardest questions for each section of the SAT.You can read these articles for a better understanding of how to get through these questions and think about them logically. Here are our lists of the hardest Writing, Math, and Reading questions. I would recommend that you try to do each of the hard questions in these articles on your own first and see if you end up with the correct answer.If you answer incorrectly, skip to the solution, and try to solve it again on your own with the correct answer in mind.You might have an â€Å"aha† moment without reading our explanation, which is a step in the right direction if you hope to answer these types of questions independently on the real test.Working through difficult questions will help you to get better practice for similar situations on the test (and will make most other questions seem simple in comparison!). It’s important to keep in mind that these lists of difficult questions might not be universally applicable.For most students, the questions on our lists will be some of the hardest on the SAT, but there are bound to be some disagreements.This is why it’s important that you also look carefully at where you tend to make mistakes on practice tests.Don’t assume that you’ll end up with a perfect score just because you can answer the questions on these lists!Pay attention to your specific weaknesses, whether they’re careless mistakes, time pressure, or questions in a certain content area. With some mental strength training, you can learn to manage even the most difficult questions relatively easily. Strategy #4: Avoid Test Anxiety You’re aiming for a very high score, and you only have so many chances to get it.That kind of pressure will make even the calmest person anxious.It’s ok to be a little nervous, but if you let your worries take over you could end up sabotaging yourself. Skipping difficult questions initially can bring out a lot of anxiety in high scorers.If you do have to skip a question, remind yourself that it’s normal, you’ll come back to it, and you will probably have a clearer head once you’ve gotten through most of the easy questions in the section.You have every reason to believe that you can answer it correctly on your second try.Remind yourself that this is no more difficult than any of the practice tests that you aced. If it helps you to write the word fear and cross it out before the test, go for it. Strategy #5: Don’t OverthinkQuestions Test anxiety can also cause high scorers to overthink simple questions.This is something you must learn to avoid, especially when it comes to the Reading section.The questions on the Reading section of the SAT are always based on information that is directly stated in the text.Don’t start to read between the lines or make assumptions about the information. Your mind may be tempted to go off in a million directions if you’re struggling on a question.You should always bring yourself back to the simple truth that there is only one correct answer to each question, and it’s based solely on the facts presented to you. If your brain feels like this, take a minute to regroup. Conclusion High scorers on the SAT who are hoping to improve even further will need to adopt strategies that directly combat the issues that are most common for them.High scorers often have problems with careless errors and time management, and they will need to be able to answer even the most difficult questions correctly if they hope to earn a great score. Overthinking is also a big problem for those who are already scoring high on the SAT, so it’s important that you keep your cool during the test and avoid complicating simple questions.If you can understand your main weaknesses and use these strategies to combat them, there’s nothing stopping you from getting a perfect or close to perfect score! What's Next? Check out our articles on how to get an 800 on the Reading, Math, and Writing sections of the SAT. They will give you more specific strategies for improving your scores. If you have very high SAT scores, you're probably looking at competitive colleges. Read this article to learn more about the most selective colleges in the nation and how you can improve your chances of acceptance. Not sure how high to set your goals? Find out what a good SAT score for your college of choice might look like. Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Samantha Lindsay About the Author Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Marijuana Essays (110 words) - Cannabis In The United States

Marijuana Essays (110 words) - Cannabis In The United States Marijuana I think that the presidant should legalize the use of marijuana. If they are going to let some people smoke it and not others then that is biass and i do not appricate it very much. I am not a smoker of marijuana but i have many friends who do smoke it and they all do better in school then i do. I will not start smoking but all i am saying is that it doen't not hurt people who smoke it unless they are going to overdose then they are just plan stupid. This is my essay on what the governmaent should do on the trouble they are having with marijuana Bibliography Emma's Head

Class reflection Assignment Example | Topics and Well Written Essays - 250 words - 1

Class reflection - Assignment Example I have been able to use the podcast by sharing my learning experience with other students. Through the podcast, I have been able to develop skills like writing, speaking properly, active listening, managing time, and solving problems. Online learning offers a great opportunity for people to learn at their own convenient time. It provides courses of high quality and students do not have a face-to-face experience with other students and lecturers. It is less expensive as students pay less for online programs as well as there is no transportation cost. In addition, students are able to get immediate feedback and there is the provision of tools that improve the pace of learning. The most challenging part of the course was creating a digital storytelling. Digital storytelling revolves around the idea of telling stories using various digital multimedia like images, video, and audio. The bringing together of the digital graphics, recording an audio narration, texts and the incorporation of video and music to present information on a particular topic proved to be a

Medical Law, Morality and Legal Duties Essay Example | Topics and Well Written Essays - 2750 words

Medical Law, Morality and Legal Duties - Essay Example The discussion seeks to answer the question: Does the law on abortion and euthanasia reflect moral obligations of society, or communal outlooks? Hart’s claims that legal duties must be effectively accepted as common public standards of official behaviour. Although a positivist, there are connotations of morality Hart’s theory, which requires that legal duties correspond to moral obligations in order to have legal effect. If reference is to be made to social norms which provide the basis of validity for legal duties, the proposition coincides rather well. Positivists do not deny a connection between law and morality; they argue that legal duties are not affected by moral obligations. However, heated public debate on abortion and euthanasia strongly suggest otherwise. Yet, it could be argued that despite the fact that many may disagree with it, the law in the UK prohibits euthanasia. Does this mean that the criminalisation of euthanasia would reflect moral obligations? It can be accurately stated that perhaps the most important moral obligation is to preserve the sanctity of life. In this respect, legal duties have been created by moral obligations. Yet the law on abortion permits what could be termed as the killing of a human being. How can the law allow acts which essentially obliterate the moral obligation to preserve life? The conflicting elements provided by this proposition highlight the complexity of the interplay between legal duties and moral obligations; not every situation is able to be dealt with similarly, despite the fact that it may essentially be based on the same moral or legal basis.9 It is not a simple application of moral obligations to legal duties or vice versa – there is a complex interconnection between conflicting rights and clashing elements. Yet the fact that some may not agree with legal duties in relation to these aspects does not necessarily reduce their validity as law per se. Indeed, Kelsen states that the scie nce of law does not prescribe that one ought to obey the commands of the creator,10 though Hart refers to notions of fairness in order to argue the importance of legal duties.11 If one applies this issue to the courtroom, the attention appears to turn to moral obligations as bases of legal duties. Presented with often vague legislative provisions of law, judges must apply such vague terms to complex, real-life situations. Therefore, a law which prohibits

Audience Misdirection in Magic Acts

Audience Misdirection in Magic Acts For hundreds of years, magicians have performed acts which are perceived to be impossible, causing the viewer to question how the act was performed. The viewer would generally know that act performed by the magician will use some sort of trickery or illusion, but still viewers are usually unable to detect the change when it occurs, even when the trick is in full view of the audience. Sometimes when a magician performs a magic trick, he uses misdirection to trick the audience. The magician would usually draw your attention elsewhere while the trick is being performed to stop the audience seeing how it is done (Kuhn, Amlani Rensink, 2008). Kuhn and Tatler (2005) recorded eye fixations of the audience as a magician was performing a magic trick developed especially to see the effect of misdirection on the audience. It was a relatively simple trick; lasting only 15 seconds, where the magician was to drop a lighter and cigarette into his lap without the audience seeing, causing the audience to think the items had magically disappeared. First the magician removes the cigarette from the packet and deliberately puts it in his mouth the wrong way round. He then pretends to light the cigarette, which enhances the audiences interest in the mouth/cigarette region. Both magician and the audience then realise the mistake, and the magician turns the cigarette around with his left hand while keeping his gaze fixed on his hand and cigarette. During this time the magician drops the lighter into his lap, which is in his right hand. He then causes attention to go to the disappearance of the lighter by attempting to light the cigarette. When he is unable to light the cigarette, he looks to his right hand, snaps his fingers and waves his hand; pulling the audiences attention to his right hand. While the audience are looking at the disappearance of the lighter in the right hand, the magician drops the cigarette from a height of around 15cm. He then turns his gaze to his left hand, and opens it to show that the cigarette is also disappeared. The magician uses gaze direction to disguise his actions while performing the trick (Tatler Kuhn, 2007). Generally, people have an urge to follow the gaze of others, in particular when there is pointing or another similar gesture involved that pulls the viewers attention to a specific place. While dropping both the lighter and the cigarette from his hand, the magicians gaze is focussed in the opposite hand to which the trick is being performed. This causes the audiences attention to also be focused on where the magician is looking, and makes them miss the lighter and cigarette being dropped. The dropping of the lighter was not very visible and could very easily be missed; however the dropping of the cigarette was done in full view of the audience, from about 15cm above the table top, but this action is also not usually detected, usually due to gaze misdirection. This shows that the magician successfully misdirected the audiences overt and covert attention at the correct time during the trick, right when the disappearance occurs. Surprisingly, when the audience were told that the magician was going to misdirect them while performing the trick, most people are still unable to stop themselves looking where the magician was looking and therefore miss detecting how the disappearance was performed. When in close interaction people tend to look at each other a lot in an conversation setting, the average time people tend to look at each other is 75% of the time when listening, and 40% of the time when talking (Land Tatler, 2009). As the audience are viewing the magic trick, their attention is focussed on the magician who is performing the trick, and so have an urge to follow his gaze in whichever direction he is looking. The sharing of attention is a strong social cue, whereby people appear to look in the direction they see others looking. When an event or fully visible item is not noticed by the audience, it is often called intentional blindness (Kuhn Tatler, 2010). By the magician drawing the attention of the audience to his hand by snapping and waving it, he creates an area of high visual interest, which the audience are preoccupied with by processing those actions of the magician. Because of this, they fail to notice the event occurring in the opposite hand, which is an area of low visual interest to the audience. Kuhn and Tatler (2005) also considered visual factors which could cause the audience not to detect the change, such as blinking, and the distance of the fixations of the audience when the drop is taking place. However, these do not seem to influence whether the drop was detected or not by the audience. Blinking when the drop took place did not influence whether the audience detected the change or not. There was also not much difference in where the audience were looking and whether they detected the drop or not. When the magician dropped the cigarette, most viewers were looking at the magicians face, his right hand or the space in between. In the first trial only 2 people detected the drop and 18 participants did not detect the drop. What is interesting though, when the participants were shown the magician performing the trick again, all participants detected the cigarette being dropped. In the second viewing, most of the audience still look at the same place they were looking before; around the right hand and the magicians face, but this time, they are able to detect the drop. Only three participants looked where the cigarette was at the time of the dropping. This shows that the magician was successfully manipulating the audiences covert attention as well as overt attention in the first trial, but in the second viewing he was less successful at manipulating the audiences covert attention; allowing the audience to see how the trick was performed in the second viewing. There is also a difference in whether the disappearance of the cigarette and the lighter is detected by the audience depending on it being a live performance (when the trick is performed in front of the audience) or whether the audience watch the trick being performed on a screen. Kuhn, Tatler, Findlay and Cole (2008) found that the audience are more likely to detect the disappearance of the cigarette when watching the trick being performed on a screen, rather than in a live performance. This shows that the audience have a closer connection to the magician while performing the trick live, and are more susceptible to following the magicians social cues and misdirection to stop them uncovering how the disappearance occurs. However, even when viewing the trick being performed on a screen, the audience still look in the same area, so they do follow the gaze of the magician. The study found no difference in the fixation of the audience and whether the disappearance was detected or not, bu t they did find a connection in the time taken to go from one fixation to the other. People who detected the disappearance are simply faster at moving their eyes to the left hand from which the cigarette disappeared. It is interesting how the magician manages to avoid this detection of the trick, even though it is fully visible. He pulls the overt and covert attention of the audience away from where the trick is being conducted, simply by his gaze direction. Misdirection usually works as the magician creates an area of high visual interest were most of the audience look, and performs the disappearance in an area of low visual interest. Eye direction plays an important part in misdirection. In another experiment by Kuhn and Land (2006), a magician performs a disappearing ball trick. The magician throws a ball in the air three times while keeping his gaze on the movement of the ball. As the ball goes in the air, his eye gaze also goes in that direction. On the third throw however, the ball seems to disappear while in the air. There are two conditions in this trick; firstly the magicians gaze also goes up when the ball is thrown for the third time, and his gaze follows the movement which the ball is expected to take, and seems as though he is expecting the ball to come back down. In the second condition the magicians gaze is fixed on his hand for the third throw. This experiment shows that misdirection using eye gaze provides a huge impact on the results. 68% of the participants believed that the ball had left the screen in the air when the magician was looking upward on the third throw, but only 32% believed that the ball had disappeared in the air when the magicians gaze was fixed on his hand. This result shows that social cuing and gaze direction plays an important role in misdirection in magic. However, the eye movements of the participants showed that on the third throw, the area in which participants looked differed to where they looked for the first two throws. The eye fixations showed a pattern eye movements went from the magicians hand, to his face, to the air (where the ball would be) and then back down to his hand. This would be repeated again for the second throw, but for the third throw, when the ball disappeared, participants eye gaze was fixed around the area of the magicians face, or not far from his head. This fixation also occurred on those participants who were sure the ball had been thrown and had disappeared upwards. This shows that people perceived something had happened, even though they had not followed the gaze of the magician. This demonstrates that gaze direction matters and influences the audience to look where the magician looks. In conclusion, a magician misdirects his audience mainly through gaze direction. He looks in the opposite hand to which the disappearance is occurring, causing the gaze of the audience miss discovering how the trick had been performed. People generally follow the gaze of others,; look where they see someone else looking, and so the magician uses this strong social cue to influence his audience to also look where he looks. He creates an area of high visual interest for the viewer, by waving and snapping his hand, and performs the trick in an area of low visual interest to the viewer. By doing this he successfully misdirects the audiences attention, and performs the trick without anyone discovering how the cigarette disappeared.

Dialectics of Internal and External :: Philosophy Philosophical Papers

Dialectics of Internal and External ABSTRACT: The central topic of this paper is the analysis of the dialectical interdependency of internal and external in the theory of language as a symbolic system. Referring to and analyzing the philosophic legacy of W. von Humboldt, B. Russell, L. Wittgenstein, F. de Saussure and G. Spet, the author concludes that the dialectics of internal and external is not an accidental and episodic phenomenon of language. It rather is an intrinsic, ontological trait apart from which an adequate cognition of the essence of language is impossible. Taking the internal form as a logical structure, it is possible to view it as something "higher and fundamental" in language, something that is attainable more by intuition than by research. The internal intellectual base of this grammatical stability lies in the sphere of purely logical forms. If internal word formulations are related to and governed by the spirit, then the external forms in fact conceal an inner grammatical and syntactic edifice. Th e laws of external speech functioning are manifested, for example, in bilingualism, which may be viewed either as a social phenomenon related to individual thinking and classificatory abilities or as an evidence of the existence of common verbal structures in human consciousness. The author proposes to transfer such linguistic terms as "bilingualism" and "contamination" into a different context as a way of seeking new topical domains within the linguistic philosophy and the philosophy of language. The empiricism of specific language functioning in the form of bilingual language contamination brings us back to the assumption of the existence of uniform internal metalanguage structures of verbal thinking. The Internal Form as a Language Structure Ever since Bertrand Russell, analytical philosophy has searched for an inner logical form of the sentence that could be true with respect to the world. Obviously, the superficial external grammatical form of sentences that we comprehend is a weak expression of the true form of corresponding facts. "Poor grammar" introduced many errors in traditional metaphysics disallowing distinctions available exclusively in the new logic. There is a need for a "philosophical grammar" — a grammar, because we speak about the form of the sentences, and philosophical because it should address not only the external but also the internal grammatical structures and reflect their interactions and transmutations thus revealing forms and elements that create the reality of true sentences. A new meaning of philosophy began with Wittgenstein's Tractatus.

Theodore Roosevelt and Woodrow Wilson Presidency

Theodore Roosevelt and Woodrow Wilson both made their mark on United States history as presidents. One president was a wild, violent â€Å"Rough Rider† who was also insecure. The other was a deeply religious, sentimental traditionalist who stood firmly on his ground. Both presidents made changes in American life, whether it be business or social. By examining domestic policies of Theodore Roosevelt and Woodrow Wilson, one can see that although they differed greatly, both were effective presidents. Theodore Roosevelt was a sickly child. His father helped him train to overcome his debilitation, and set him on his way to be a â€Å"Rough Rider. Woodrow Wilson†s father was a Presbyterian minister, and his mother a daughter of one; they instilled a stolid set of morals that Woodrow Wilson carried with him his whole life. Both presidents came from socially secure backgrounds that gave them distinguishing characteristics. Both presidents, however, dramatically changed their public view to support the ideals of the common man in America. Theodore Roosevelt started off his presidency say that he â€Å"shall go slow† in the process of investigating large corporations. He was insecure, afraid that some of his policies upset the corporations. However, as his terms went on, the president gained a reputation for being a Progressive. According to Hofstadter, â€Å"[Reform] was meant to heal only the most conspicuous sores on the body politic. † Roosevelt wrote that he did not know what, if anything, should be done about trusts. The main reason he distrusted and despised bigness in business was because he was a â€Å"big politician facing a strong rival in the business of achieving power. † Roosevelt proposed reforms and blasted dishonesty in business with â€Å"the showiest language that had ever been used in the White House. His use of language caused the public image of him to be a reformer and it contributed real weight to that side. However, Roosevelt did do his share of trust busting. A brilliant stroke of publicity was the prosecution of the Northern Securities Company. A gigantic railroad monopoly in the Northwest was organized, and Roosevelt had practically no choice but to prosecute; the public branded him the reputation of being a major reformer. Woodrow Wilson was the president of Princeton University. He gained large support, and was approached by Boss Jim Smith and his associates to run for New Jersey governor. Wilson accepted and decided he could cooperate with them on righteous terms. Progressives started to complain almost immediately. The Hoboken Observer wrote against Wilson, saying that he was â€Å"induced to enter the race by a combination of the very elements which the Progressives are fighting . . . and these elements have assumed charge of his candidacy. † He responded by changing to please the people. It had been necessary to please the capitalists and the bosses to get a foothold in politics, but now it seemed that he must enter the governorship â€Å"with absolutely no pledges of any kind. † Wilson became a spokesman for the common man. When the people had expressed preference for a man running for the Senate, Wilson opposed the Bosses by endorsing the man the people wanted instead of the man that would have won. Wilson did not let his private obligations override his public ones. He believed in principles over personality, and the man became increasingly stronger as a reformer. Endorsement of the progressive creed by Wilson created a break with his original sponsor when running for president, and a complete change in his support followed after he dumped Harvey and befriended Bryan. For both of these presidents, these events show that not only did they change their public image, they also gained popularity by being ambiguous in their speeches and actions; the ambiguity only furthered their popularity. Morals was also a large factor in the two presidencies. The role in which Roosevelt imagined himself was that of a moralist. He told Lincoln Steffens that the real need in American public life was â€Å"the fundamental fight for morality. † Roosevelt told Ray Stannard Baker that although economic issues would become increasingly important, his â€Å"problems are moral problems, and [his] teaching has been plain morality. Woodrow Wilson, the son of the minister and the minister†s daughter, ate, drank and slept morals. The solution to controlling business must be found in a movement of moral regeneration, according to him. Punishment should fall on individuals and not on whole corporations. In one of Wilson†s most frequently used metaphors, the maleficent corporation official was the irresponsible driver of the corporate automobile. He said, â€Å"One really responsible man in jail . . . would be worth more than one thousand corporations mulcted in fines. This contradicts with Roosevelt, who wanted to punish whole corporations, but the same message upholds; morals are the root of the solution, and the main objective is to regulate business by keeping them under the State. Both Theodore Roosevelt and Woodrow Wilson were effective presidents. Theodore Roosevelt persecuted the Northern Securities Company, launching a trust-busting crusade, and he became the first president to intervene in a labor-management dispute when the anthracite coal miners struck. The Hepburn Act strengthened the authority of the Interstate Commerce Commission over railroads, and an employer†s liability law were put into action. Woodrow Wilson ‘s administration produced a huge number of achievements. A downward tariff revision was secured, the public controlled the nation†s banking and credit system under the Federal Reserve Act, and farmers were pleased with the Federal Farm Loan Act and the Warehousing Act. The Clayton Act implemented the Sherman Anti-Trust Act, and the Federal Trade Commission was created to enjoin what Wilson had called â€Å"illicit competition. † An eight-hour day for railroad workers in interstate commerce, a child-labor act, and a compensation law for Civil Service workers were all created under the Wilson administration. So although Roosevelt and Wilson differed, there effectiveness is clearly present while comparing their domestic policies as presidents.