Cost Benefit Analysis and US Health Care Research Paper

Cost Benefit Analysis and US Health Care - Research Paper Example This paper will describe how Cost Benefit Analysis (CBA) and Cost Effectiveness Analysis (CEA) can assist the US healthcare to address the issue of rising costs. ‘Cost-Effectiveness Analysis’ and U.S. Health Care is an article written by Uwe E. Reinhardt and published in the Today’s Economist blog. In the first part of the article, Reinhardt particularly says about the current significance of ‘comparative effectiveness analysis’ in the US healthcare. The author suggests that clinical practice guidelines promulgated by medical specialty societies must be based on a well structured comparative effectiveness analysis so as to deliver better outcomes to patients as well as the Federal government. He also recommends the introduction of a ‘comparative cost-effectiveness analysis’ with intent to establish least-cost therapeutic strategies capable of achieving a given therapeutic goal. Reinhardt clearly tells that two distinct groups oppose cost-effectiveness analysis in the US healthcare. According to the author, the manufacturers of pharmaceutical and biotechnology products or of medical devices often constitute the first group whereas the second group is comprised of â€Å"individuals who sincerely believe that health and life are priceless† (Reinhardt, 2009). In the article, Reinhardt mainly describes two interconnected approaches, such as comparative effectiveness analysis and comparative cost-effectiveness analysis to improve the overall health benefits delivered to patients and to trim down the cost of health products and services. Comparative effectiveness analysis is a better tool to compare and evaluate two potential choices and to identify the most feasible one. Under this method, positive and negative consequences of different choices under consideration are scrutinized, and finally the most effective choice is identified. The major strength of the comparative effectiveness analysis is that it

Great Gatsby Essay Example for Free

Great Gatsby Essay Great Gatsby by Scott Fitzgerald is one of the best American novels owing to its thematic strength. It reflects â€Å"The Jazz Age of 1920s and the writer artistically examine the theme of aspiration in America during this era. Fitzgerald wrote this novel as a satire on this so called glamorous period. This novel is about Gatsby, newly rich person, who is obsessed with desire of reuniting with a lady, Daisy, whom he loses in past just because of status difference. The main theme of this novel is while many desire the American Dream of easy, quick money and measuring success and happiness only with material wealth; eventually they realize this perfect dream is certainly unachievable. This dream leads Gatsby from Poverty to wealth and he finally gets Daisys love. But the end of the novel exposes the ugly side of this American Dream. There are many social themes in the story including Dream, vision, honesty, time, wealth, superficiality and shallowness, societal expectation, disloyalty, immorality and selfishness. The surface study shows that its about love relation between Gatsby and Daisy. But the story has much broader theme rather than big romantic scope. The most dominating theme of the story is that of American Dream or rather Perverted American Dream†. It is very symbolic story of Roaring Age of 1920s America, particularly the story of shattering of American Dream in that era of economic prosperity and material abundance. It exposes how the American people adulterated American Dream by indulging in immoral and unethical pursuits of wealth. The energy to be burnt in noble purpose gets started to be burnt in show off and individual pleasure, fame and success. All other themes of the novel strengthens this theme through out the story. The people become selfish, indulge themselves in vulgar means of wealth, disloyalty is at its peak and the most important of all; they forget the American dream was originally about discovery, individualism, and the pursuit of happiness. Theme of wealth supports the main theme in the strongest way. It is desire of possessing enormous wealth which blinds one from real objective. It is wealth which betrays the characters of the story from their noble goal and leads them to wrong way. That is how noble American dream is corrupted. Insight and vision of the characters are blurred due to obsession of wealth. The characters are too blind to know their own self or others’. The writer is successful in connecting this blindness of characters with main theme of Disintegration of American Dream. The story also describes the theme of Time†. The novel depicts both pre-war and post-war scenario in a way that we clearly come to know the differences which occur during that period. The mind of characters becomes so materialistic in the wake of World War1 that they are highly scorned by old aristocratic class who once had a high and unrivaled prestige. Its this change of time which results in shattering of Noble American Dream. Gatsby gets back her beloved, Daisy, winning her heart by showing off his wealth. A simpler, better, nobler time, perhaps, a time when people believed in the importance of the family and the church turns into materialistic time in which everything is measured through wealth. Theres no denying the fact that the fall of American dream is the super theme of the story and rest of the themes support it fully. The story shows how reality turns into illusion and how dream is shattered. It shows the impossibility of American dream in an era of immorality where there is no place for religion and ethics but for wealth, the prime interest. Reference: Fitzgerald, F. Scott. The great Gatsby Scribner Paperback Fiction. New York. 1995

My Traveling Adventure :: Travel Paysage Nature Essays

My Traveling Adventure The wind hummed past my head, and I noticed off to my side that the sky was starting to clear and that the water surrounding me was becoming a brighter shade of blue. The features of my destination were quickly becoming more distinguishable with each second that passed. Only fifteen minutes before, the features coming into view had appeared as small white dots across the horizon. Looking at my small digital watch, I noticed that the time was 3:45 p.m., five minutes away from the island of Islesboro. The voyage across Penobscot Bay to Islesboro was one of excitement for me. The excursion to Islesboro started in the coastal town of Lincolnville, Maine. Waiting in the parking lot of the Lobster Pound Restaurant, I frequently saw young children frolicking across the sandy Lincolnville Beach off of Route 1. The smell of freshly cooked seafood and salty sea air mixed together while I sat on one of the bucolic wooden benches along the shore. The Margaret Chase Smith, the Maine State Ferry Service's ship that ventured to Islesboro and back, quickly docked at the end of a long wooden pier strewn with barnacles. The ferry navigated back and forth between eight monstrous black rubber pads jutting out from the water until it finally halted. The rusty metal ramp lowered onto the deck of the ship as cars started their loud engines, intruding upon the tranquility of the scene. My grandfather and I cautiously walked onto the ship after all the outgoing cars had departed. We gave the attendant our tickets and then watched the cars behind us drive onto the ferry like yo ung children following their grade school teacher. After rushing up the water-coated staircase to the observation deck, I instinctively ran over to one of the large, four-foot windows in the observation room. My grandfather approached me and lifted up the heavy glass window. I loved feeling the cool sea breeze rush past me. As a child, I adored scavenger hunts, and the zenith of my voyage was when I rushed up to the ship's fire plan document displayed for general viewing above the ship's main water fountain. I searched the ship with my grandfather for all of the fire extinguishers, returned to the map to observe if there were any that I had missed, and then journeyed again to find the unnoticed extinguishers.

Macbeth the Tyrant Essay

Macbeth is a man of many admirable qualities. He is brave and valiant, as addressed by the Sergeant and Duncan, following the killing of the traitor Macdonwald. However, evidently through the gruesome deaths of Duncan`s enemies, a fierce and merciless Macbeth is seen. Yet a strong sense of loyalty emanates as he fights for his king. On the contrary to this fierce and merciless image, Macbeth is regarded as an extremely kind man prior to the murder of Duncan. After reading the letter Macbeth had sent to Lady Macbeth, she says, â€Å"Yet I do fear thy nature, it is too full o`the milk of human kindness†¦Ã¢â‚¬  (1. . 16-17). She is saying that Macbeth is much too kind-hearted to do what is necessary to become king. This respectable and admirable side to Macbeth is short-lived. In his effort to obtain power, his moralities are pushed aside, resulting with the destruction of his admirable self. His weak traits and characteristics gradually surface as the play goes on. Macbeth, foll owing the introduction of Lady Macbeth, is seen as weak and indecisive as he yields to Lady Macbeth’s taunts and evidently questions his moralities. After cowardly killing Duncan in his sleep, his morality results with him to be guilt ridden. From here, his morality only continues to decline with his desire to stay in power. To do so, Macbeth takes precautions to remain as king and orders the death of Banquo and Fleance. The idea of friendship is evidently ignored, as whereas he felt remorse and guilt from killing Duncan, little to none remorse was shown for killing his long-time friend Banquo. Subsequently, what morality he has left extinguishes when he orders the death of Macduff’s innocent family without even contemplating about it. Whereas he was tormented by ghosts and voices for his past murders, the execution of an innocent child and wife does not even faze him. Morality is what keeps Macbeth in check and without it, Macbeth plummets from the levels of respect and admiration, to the depths where he is cursed at, despised, and consequently, defeated. The tragic hero of the play, Macduff, ultimately sacrifices his family and clear conscience for the liberation and prosperity of his country, Scotland. His passion and loyalty to Scotland, leads him to his quest to find the rightful heir to the throne and subsequently, leads to the death of his family. A family is something that everyone holds dear in their hearts and for Macduff to lose his family; Macduff is essentially losing a part of him. Distraught in Macduff is quickly apparent following the news that his family was brutally slaughtered. Macduff’s response to this crime is, â€Å"He has no children. All my pretty ones?†¦ At one fell swoop? † (4. 3. 216-218) and, â€Å"I must also feel it like a man. † (4. 3. 221). Macduff is saying that he will never be able to take proper justice as Macbeth has no children. This indicates that his son is clearly dear to him and essentially means a part of him disappears forever as his son dies. Furthermore, when he says he must feel it like a man, there is even more emphasis to the grievance, guilt and anger he is feeling. Of the mixed emotions he is feeling, this guilt is what ruins his once clear conscience for the rest of his life. Despite knowing the possible dangers that his family will encounter, he decides to go to England still. Thus, when his family parts to the afterlife, so does his clear conscience. Macduff is guilt ridden and lives everyday knowing he is partially to blame. Lastly, Lady Macbeth relinquishes her femininity, the ultimate sacrifice a woman can make, and relationship with Macbeth in order for him to obtain the crown. After reading the letter Macbeth sends her, she appeals to the spirits and calls for them to give her strength in order to persuade her husband to commit the murder. She calls to the spirits saying, â€Å"Come, you spirits†¦unsex me here, and fill me, from the crown to the toe, top-full of direst cruelty,† (1. 5. 40-43). It is here we see the beginning of the inner struggles she is destined to face as she continues down this path and knows she must sacrifice her femininity in order to help her husband. In addition to her already declining femininity, as she is undermining Macbeth and insulting his manhood, she mentions, â€Å"How tender tis to love the babe that milk me. I would, while it was smiling in my face, have pluck’d my nipple from his boneless gums, and dash’d the brains out†¦Ã¢â‚¬  (1. 7. 55-58). In this quote, she is saying that she would kill a baby if Macbeth commits treason. At first, Lady Macbeth presents the image of a loving, mother and child bonding, which expresses her feminine qualities. However, what femininity she expresses is quickly shutdown as she gives her disturbing example of her determination and thus, lack of femininity. In addition to her sacrifice of femininity, her relationship with Macbeth diminishes as well. After manipulating her husband to killing Duncan, there is a clear shift in power. Macbeth appears to require his wife less as he continues to be king and she slowly fades into the background. Whereas Lady Macbeth was completely involved in the murdering of Duncan, she was not even informed about the killing of Macduff’s family. Furthermore, Macbeth seeks guidance from the witches rather than Lady Macbeth, reinforcing her declining importance. By the end of the play, when she is broken and guilt-ridden, Macbeth receives information about his wife’s condition through a doctor rather than in person. At this point, it is not even a relationship and whether or not Lady Macbeth is Macbeth’s, â€Å"dearest partner of greatness,† is questionable.

Test Bank Ch1

Test Bank—Chapter One (Data Representation) Multiple Choice Questions 1. Which of the following Boolean operations produces the output 1 for the fewest number of input patterns? A. ANDB. ORC. XOR ANSWER: A 2. Which of the following best describes the NOR operation? A. An XOR followed by a NOTB. An OR followed by a NOT C. A NOT followed by a NOTC. An AND followed by a NOT ANSWER: B 3. Which of the following bit patterns cannot be expressed in hexadecimal notation? A. 11111111B. 1001C. 110011D. 100000000001 ANSWER: C 4. Which of the following is the binary representation of 4 5/8? A. 100. 11B. 10. 11C. 110. 101D. 100. 101 ANSWER: D 5. Which of the following bit patterns represents the value 5 in two’s complement notation? A. 00011010B. 11111011C. 00000101D. 11111011 ANSWER: C 6. Which of the following bit patterns represents the value -5 in two’s complement notation? A. 00011010 B. 11111011C. 00000101 D. 11111011 ANSWER: D 7. In which of the following addition prob lems (using two’s complement notation) does an overflow error occur? A. 0011 B. 0100 C. 1100 + 1010 + 0100 + 1100 ANSWER: B 8. Which of the following representations in two’s complement notation represents the largest value?A. 00000010B. 11111111C. 00000001D. 11111110 ANSWER: A 9. Which of the following bit patterns (represented in hexadecimal notation) represents a negative number in two’s complement notation? A. 7FB. 55C. A6D. 08 ANSWER: C 10. What value is represented by the bit pattern 01011100 when interpreted using floating-point format in which the most significant bit is the sign bit, the next three bits represent the exponent field in excess notation, and the last four bits represent the mantissa? A. -1 1/2 B. 1 1/2C. -3/8 D. 3/8 ANSWER: B 11.Which of the following values cannot be stored accurately using a floating-point format in which the most significant bit is the sign bit, the next three bits represent the exponent field in excess notation, and th e last four bits represent the mantissa? A. 2 1/2B. 3/16C. 7D. 6 1/4 ANSWER: D 121. Which of the following bit-patterns represents the smallest value using the floating-point format in which the most significant bit is the sign bit, the next three bits represent the exponent field in excess notation, and the last four bits represent the mantissa? A. 01001000B. 1011000C. 00101000D. 01111000 ANSWER: C 13. Which of the following data storage systems provides the most efficient random access to individual data items? A. Main memoryB. Magnetic diskC. Optical CDs and DVDs ANSWER: A 14. Which of the following storage systems is best suited for storing and retrieving long strings of data that are processed in their sequential order? A. Main memoryB. Magnetic diskC. Optical CDs and DVDs ANSWER: C 15. Which of the following mass storage system does not require physical motion? A. Magnetic tapeB. Magnetic diskC. DVDsD. Flash drives ANSWER: D 16.Assuming that each of the following bit patterns originally had even parity, which one contains an error? A. 10110100B. 11000011C. 00011000 D. 10001001 ANSWER: D 17. How many errors per pattern could be corrected when using an error-correcting code in which any two code patterns differ by a Hamming distance of 8? A. 3B. 4C. 5D. 6 ANSWER: A 18. Which of the following is a possible LZW compression of the message â€Å"xyz xyz xyz†? A. 1234B. 1234545C. 232D. 12 ANSWER: B 19. How many different symbols can be encoded using Unicode? A. 256B. 4,096C. 65,536D. 1,046,476 ANSWER: C 20.Which of the following systems is least efficient when encoding numeric values? A. Two’s complement notationB. Excess notation C. ASCIID. Floating-point notation ANSWER: C 21. Which of the following is a means of encoding music? A. ASCIIB. MIDIC. JPEGD. GIF ANSWER: B Fill-in-the-blank/Short-answer Questions 1. A computer’s main memory consists of numerous memory cells, each of which contains ________ bits. Each memory cell is identified b y a numeric value called the cell’s _________. ANSWER: eight, address 2. Represent the bit pattern 1011010010011111 in hexadecimal notation. ________ ANSWER: B49F 3. A7DF is the hexadecimal representation for what bit pattern? ____________ ANSWER: 1010 0111 1101 1111 4. How many different bit patterns can be formed if each must consist of exactly 6 bits? ____________ ANSWER: 64 5. Translate each of the following binary representations into its equivalent base ten representation. A. 1100__________ B. 10. 011__________ C. 0. 01 __________ D. 10001__________ ANSWER: A. 12 B. 2 3/8 C. 1/4 D. 17 6. Rewrite each of the following values (represented in base ten notation) in binary notation. A. 7__________B. 23__________ C. 2 1/4 __________ D. 5/8__________ ANSWER: A. 111 B. 10111 C. 10. 01 D. 0. 101 7. If the patterns 101. 11 and 1. 011 represent values in binary notation, what is the binary representation of their sum? ____________ ANSWER: 111. 001 8. Using a two’s complemen t notation system in which each value is represented by a pattern of six bits, represent the value 3. ____________ ANSWER: 000011 9. Using a two’s complement notation system in which each value is represented by a pattern of six bits, represent the value -3. ____________ ANSWER: 111101 10.What is the largest positive integer that can be represented in a two’s complement system in which each value is represented by eight bits? ____________ ANSWER: 127 (represented by 01111111) 11. In a two’s complement system, what value is represented by the pattern 11111111111111001? ____________ ANSWER: -7 12. When using two’s complement notation, what bit pattern represents the negation of 01101010? ____________ ANSWER: 10010110 13. What value is represented by each of the following patterns in excess notation? A. 10000 ____ B. 0110 ____ C. 1011 ____ ANSWER: A. 0, B. -2, C. 14. Using an 8-bit floating-point format in which the most significant bit is the sign bit, the next three bits represent the exponent field in excess notation, and the last four bits represent the mantissa, write the bit pattern that represents the value 1 3/4. (Use normalized form. ) ____________ ANSWER: 01011110 15. What is the largest value that can be represented in a floating-point system in which each value is encoded by a byte whose most significant bit is the sign bit, the next three bits represent the exponent field in excess notation, and the last four bits represent the mantissa? ___________ ANSWER: 7 1/2 (represented as 01111111) 16. Which of the following addition problems cannot be solved accurately when using a floating-point system in which each value is encoded by a byte whose most significant bit is the sign bit, the next three bits represent the exponent field in excess notation, and the last four bits represent the mantissa? A. 2 1/2 + 1 3/8B. 3 1/2 + 4 1/2C. 7 + 3/4 ____________ ANSWER: A, B, and C 17. The following is an error-correcting code in which an y two patterns differ by a Hamming distance of at least three. Symbol Representation A 000000B 001111 C 010011 D 011100 E 100110 F 101001 G 110101 H 111010 Decode each of the following patterns 010011 ________101010 ________011000 ________101101 _______ ANSWER: C, H, D, F 18. How many errors in a single code pattern could be corrected when using an error-correcting code in which each code pattern is a Hamming distance of at least seven from any other code pattern? ____________ ANSWER: 3 19. The following is a message that was originally encoded so that each pattern had odd parity. Circle the patterns in which an error has definitely occurred. 0110101 11110000 10010010 00000000 11111111 00001000 00111101 ______________________________________ ANSWER: Second, fourth, fifth, and sixth 20. Data compression techniques apply various principles to reduce the size of data. One, called _______________________, avoids repeating long strings of the same data item. Another, called _____________ __________, encodes the difference between consecutive blocks of data rather than encoding each block in its entirety. Still another, called _________________________, uses short bit patterns to encode frequently occurring items and longer patterns to encode less frequent items.ANSWER: Run-length encoding, relative encoding, and frequency-dependent encoding. Vocabulary (Matching) Questions The following is a list of terms from the chapter along with descriptive phrases that can be used to produce questions (depending on the topics covered in your course) in which the students are ask to match phrases and terms. An example would be a question of the form, â€Å"In the blank next to each phrase, write the term from the following list that is best described by the phrase. † TermDescriptive Phrase bitBinary digit Boolean operationAND, OR, XOR, NOT addressA numeric value used to identify a memory cell exadecimal notationAn efficient way of representing bit patterns sectorA segment of a track in a mass storage system zoned-bit recordingA means of increasing the storage capacity of a magnetic disk system bufferA storage area used to hold data on a temporary basis, often as a step in transferring the data from one device to another ISOAn international organization for establishing standards ANSIA major standardization organization within the United States ASCIIA system developed by the American Standards Institute for encoding text. lip-flopA digital circuit capable of holding a single digit two’s complement notationA means of encoding whole numbers floating-point notationA means of encoding numeric values that may involve fractions truncationAn error that may occur when using floating-point notation pixelA small part of an image GIFA means of compressing an image file by restricting the number of colors availableJPEGA means of compressing images by blurring the boundaries between different colors while maintaining all brightness information UnicodeA mea ns of encoding text in which each symbol is represented by 16 bits LZWAn example of adaptive dictionary encoding MIDIA means of encoding music in terms of notes and instruments rather than actual audio Key fieldA part of a logical record in a file used to identify the record. VLSIA means of constructing complex circuitry in a very small space.General Format Questions 1. Describe how a computer can produce an incorrect answer when performing numerical computations even though it has not malfunctioned. ANSWER: Most students will probably refer to overflow and truncation errors. 2. Describe ho the concept of Hamming distance is used to produce an error-correcting code. ANSWER: By designing a code in which each pattern has a Hamming distance of n from any other pattern, patterns with fewer than n/2 errors can be corrected by replacing them with the code pattern that is closest. . a. What is the output of the circuit below? [pic] b. In general, how does the three-bit input pattern across the top of the diagram relate to the circuit’s output? ANSWER: a. 0 b. The output is 0 if the input parity is odd; the output is 1 if the input parity is even. 4. If the input and output bit patterns in the circuit below are interpreted as binary representations of numeric values, what operation does the circuit perform? [pic] ANSWER: The circuit subtracts one (except for the case of the input being 000). . Explain why such terms as kilobyte, megabyte, and gigabyte have acquired double meanings. ANSWER: The prefixes kilo, mega, and giga are used traditionally to refer to units measured in powers of ten. However, due to the early misuse of the prefix kilo in reference to units of the size 1024, these prefixes are now often used to refer to units that are powers of two—especially when referring to the capacity of main memories. 6. Convert the following addition problem into two’s complement notation using four bits per value), perform the addition, convert the an swer back into base ten notation, and explain the results. 6 + 3 ANSWER: In two’s complement notation the problem is to add 0110 and 0011. The sum is 1001 which translates to -7. This answer is incorrect due to overflow. 7. Under what condition is each of the following data compression techniques most effective? a. Run-length encoding b. Relative encoding ANSWER: a. Compresses most when data consists of long strings of the same entry. b.Compresses most when each block of data differs little from the previous block. 8. What is frequency-dependent encoding? ANSWER: Frequency-dependent encoding is an encoding system that uses short bit patterns to represent data items that occur most often and longer patterns to represent less frequently occurring items. The result is that entire blocks of data can be represented in less space than would be required if each data item were represented by the same size bit pattern. 9. Construct the entire two’s complement scale in which eac h value is represented by three bits.ANSWER: 3 011 2 010 1 001 0 000 -1 111 -2 110 -3 101 -4 100 10. To what does the term â€Å"normalized form† refer in the context of floating-point notation? ANSWER: Normalized form refers to a standard for positioning the bit pattern within the mantissa field. Many values can be represented in floating-point notation by different bit patterns, only one of which is in normalized form. Hence, restricting representations to normalized form assures that each value is represented by a unique pattern. 11.Explain why the final version of the dictionary need not be transmitted with a message encoded using LZW compression. ANSWER: The dictionary can be constructed during decompression in the same way it was constructed during compression. 12. Among the Boolean operations AND, OR, EXCLUSIVE OR, and NOT, which is least like the others? Explain your answer. ANSWER: There is not really a right or wrong answer. The student’s explanation is the m ost important part. Most students will probably answer NOT because it has only one input whereas the others have two. 3. If a term paper consisted 42 pages, each containing 40 lines of 100 symbols each (counting each space as a symbol), was to be encoded using Unicode, how many bytes of storage space would be required? ANSWER: 336,000 bytes (168,000 symbols times 2 bytes per symbol) 14. Explain why adding only a few characters to a text file may increase the file’s size by several hundred bytes and at other times may not increase the file’s size at all. ANSWER: File space is allocated in terms of physical records, each of which is several hundred bytes in size.Thus, the size of a file grows by physical record units rather than by byte size units. 15. In a two’s complement system, what value can be added to any other value without causing an overflow? How many values in the system have this property? Explain your answer. ANSWER: Adding the value 0 to any other va lue will not produce an overflow. However, if m is the largest positive integer that can be represented in the system, then any value in the range 1 to m will produce an overflow when added to m, and any value in the range -1 to -( m + 1) will produce an overflow when added to -( m + 1).

Computers and Society essays

Computers and Society essays In "Africa Goes Online," Daniel Akst and Mike Jensen discuss the potential of the Internet in combating the "information famine" in Africa. In a country where there are little resources to spare for social services, virtual universities could bring learning to millions at a fraction of the cost of traditional schools. Educated residents in these countries would have a larger, global outlet to market their skills and services. The authors cite several case studies as examples of this potential. In Dakar, Senegal, for example, video link-ups allow medical students to study under a group of physicians from Brussels. Secondary students from Namibia are working on a website to showcase the important African entomological collections in the country's National Museum. An organization called SchoolNet Africa is teaching basic technology skills to children around the continent. Poverty and lack of infrastructure are significant problems, but activists are optimistic about their efforts. Much of the networks in Africa rely on technology like e-mail and newsgroups, though a growing number are using video and web technology. These networks allow people to exchange information about their services and their products or simply to keep in tough. A distant village in Uganda that only receives snail mail every few weeks, for example, now has a communal computer station that receives e-mail for every resident. More importantly, these technologies also have the potential to reach children in far-flung schools. By helping to ensure that the next generation of African children is technologically skilled, computers have much potential One thing that struck me about this article is the similarities and differences between Internet users in Westernized and African countries. ...

Free Essays on Joseph Mccarthy

Early Years Joseph Raymond McCarthy was born on a farm in the Town of Grand Chute, near Appleton, Wisconsin, on November 15, 1908. He attended the Underhill School, a one-room schoolhouse, where he completed eighth grade. Bored with farm work, McCarthy started his own chicken business as a teenager, but disease wiped out his flock. Broke at age 20, he worked as a clerk in an Appleton grocery store, quickly becoming manager. In 1929, McCarthy was transferred to Manawa to manage a new grocery store. While there, he entered Little Wolf High School, completing the four-year curriculum in nine months. McCarthy’s excellent grades enabled him to attend Marquette University in Milwaukee, which he entered in the fall of 1930. In school, he coached boxing, and was elected president of his law school class, all while working a series of part-time jobs. Immediately after gaining his law degree in 1935, McCarthy opened a practice in Waupaca. He later joined a law firm in Shawano, becoming a partner in 1937. McCarthy's first attempt at public office was an unsuccessful run for the post of Shawano District Attorney as a Democrat in 1936. In 1939, he sought the nonpartisan post of judge in the Tenth Judicial Circuit, covering Langlade, Shawano, and Outagamie Counties. He campaigned tirelessly, defeating the incumbent judge, who had served for 24 years. At age 30, McCarthy became the youngest circuit judge ever elected in Wisconsin. Borrowing the money, McCarthy made a down-payment on a house at 1508 Lorain Court in Appleton, not far from his new office at the Outagamie County Courthouse. As a judge, McCarthy was credited with being hard-working and fair, but he was also rebuked by the Wisconsin Supreme Court for an "abuse of judicial authority" after destroying court records. He was later censured for violating the ethical code that prohibited sitting judges from running for non-judicial posts. In July, 1942, shortly after the start of World Wa... Free Essays on Joseph Mccarthy Free Essays on Joseph Mccarthy Early Years Joseph Raymond McCarthy was born on a farm in the Town of Grand Chute, near Appleton, Wisconsin, on November 15, 1908. He attended the Underhill School, a one-room schoolhouse, where he completed eighth grade. Bored with farm work, McCarthy started his own chicken business as a teenager, but disease wiped out his flock. Broke at age 20, he worked as a clerk in an Appleton grocery store, quickly becoming manager. In 1929, McCarthy was transferred to Manawa to manage a new grocery store. While there, he entered Little Wolf High School, completing the four-year curriculum in nine months. McCarthy’s excellent grades enabled him to attend Marquette University in Milwaukee, which he entered in the fall of 1930. In school, he coached boxing, and was elected president of his law school class, all while working a series of part-time jobs. Immediately after gaining his law degree in 1935, McCarthy opened a practice in Waupaca. He later joined a law firm in Shawano, becoming a partner in 1937. McCarthy's first attempt at public office was an unsuccessful run for the post of Shawano District Attorney as a Democrat in 1936. In 1939, he sought the nonpartisan post of judge in the Tenth Judicial Circuit, covering Langlade, Shawano, and Outagamie Counties. He campaigned tirelessly, defeating the incumbent judge, who had served for 24 years. At age 30, McCarthy became the youngest circuit judge ever elected in Wisconsin. Borrowing the money, McCarthy made a down-payment on a house at 1508 Lorain Court in Appleton, not far from his new office at the Outagamie County Courthouse. As a judge, McCarthy was credited with being hard-working and fair, but he was also rebuked by the Wisconsin Supreme Court for an "abuse of judicial authority" after destroying court records. He was later censured for violating the ethical code that prohibited sitting judges from running for non-judicial posts. In July, 1942, shortly after the start of World Wa...

Beginner German Mistake der Freund

Beginner German Mistake der Freund The word Freund in German is at times ambiguous since it can mean either friend or boyfriend. The same with Freundin, which can mean either a female friend or a girlfriend. The use of der Freund/ die Freundin relies on contextual cues to give you an accurate meaning. Consider the Following Sentences Er ist mein bester FreundMein amerikanischer FreundMein Freund HeinzEr ist ein Freund fà ¼rs LebenWir sind FreundeEr ist ein Freund von mirEr ist mein FreundEr ist ein FreundEinen festen Freund habenEin echter FreundMein echter freundHast du einen Freund?Ist er dein Freund?Hast du Freunde?Ich war mit einem Freund im Urlaub Which of the above sentences signify â€Å"friend†, which ones â€Å"boyfriend†? Fortunately, Germans have construed set phrases to differentiate between the two. To mean strictly a friend, er ist ein Freund/ sie ist eine Freundin von mir is usually said. To add more â€Å"amore†, then the possessive pronoun will be used: er ist mein Freund/sie ist meine Freundin. If you want to talk in general about a boyfriend/girlfriend, simply einen Freund haben/eine Freundin haben or einen festen Freund haben/ eine feste Freundin haben will do. For example, if you wanted to ask somebody if she has a boyfriend, you could say either Hast du einen festen Freund? or Hast du einen Freund? But remember above all, context is key. Avoid the Embarrassment In order to not mix up a friend with a boyfriend and avoid some eyebrow raising, a good rule of thumb to keep would be the following: Usually anything with a possessive pronoun such as mein (except for mein bester Freund and other phrases, see below), and fest can be safely considered to be boyfriend territory. Take note however that women are more apt to call their female friends meine Freundin, whereas men prefer to introduce their male friends as ein Freund von mir. The term ein Freund (without von mir tagged behind it) can be interpreted either way depending on the context and the speaker’s intent. Keeping all this in mind, the aforementioned phrases could be translated as follows: Er ist mein bester Freund. (He is my best friend.)Mein amerikanischer Freund. (My American boyfriend)Mein Freund Heinz. (My boyfriend Heinz)Er ist ein Freund fà ¼rs Leben. (He is a friend for life.)Wir sind Freunde. (We are friends.)Er ist ein Freund von mir. (He is a friend of mine.)Er ist mein Freund. (He is my boyfriend.)Mein guter Freund. (My good friend.)Er ist ein Freund. (He is a friend.)Einen festen Freund haben. (To have a boyfriend.)Ein echter Freund. (A true friend.)Mein echter Freund. (My true friend/My real boyfriend.)Hast du einen Freund? (Do you have a boyfriend?)Ist er dein Freund? (Is he your boyfriend?)Hast du Freunde? (Do you have friends?)Ich war mit einem Freund im Urlaub. (I was on vacation with a friend.) Why the Ambiguity? It is interesting to note that the Old High German word for Freund, namely friunt as well as the Middle High German vriunt was used interchangeably with both close friends and relatives even up till the 1700s. The meaning of Freund can be traced back to the pre-Old High German word frijond which was the present participle of the verb frijon, ‘to love’. Further, Germans tend to use the word Freund less liberally than Americans, since ein Freund is really reserved for close friends. In less close-knit friendships, the other person is often considered by Germans to be â€Å"ein Bekannter† or â€Å"ein Kumpel.† Synonyms for Freund: der Kamerad, der Kumpel, der Kollege, der Gefhrte, die/der Atze (Berlin).Synonyms for Freund as Boyfriend/Girlfriend: der Geliebte/die Geliebte, der Lebenspartner/ die Lebenspartnerin, der Lebensgefhrte/ die Lebensgefhrtin.Expressions with Freund: das Freund-Feind-Denken an â€Å"if you’re not for us, you’re against us† way of thinkingDas habe ich ihm unter Freunden gesagt that was just between the two of us

Compare Mozart's 3rd Movement of Eine Kleine and Mozart's symphony Assignment

Compare Mozart's 3rd Movement of Eine Kleine and Mozart's symphony no.40 - Assignment Example s through a length of calm or seemingly walking pace-tempo, the Nachtmusik minuet and trio of 2 eight-bar phrases, on the other hand, is characterized by staccato octaves which chiefly maintain lively cadence throughout the piece. The 3rd movement of Symphony No. 40 is quite peculiar in the sense that it may be conducted with a flexible ensemble intended for a type of audience who desires a musical approach that could either be solemn or ethnic. On the contrary, one may expect Eine Kleine Nachtmusik III to be playing in front of listeners who are rather disposed to acquire inspiration for an artistic creativity or simply nurture an appreciation for choral yet grandly prolific composition at the heart of Mozart’s progressive nature with rhythm. In terms of instrumentation, the latter is executed with two violins, a viola, and a cello whereas for Symphony No. 40, Mozart himself preferred a flute and a pair each of clarinets, oboes, and bassoons which are further accompanied by two horns. It turns out that Eine Kleine Nachtmusik remains on the mainstream of the modern age for the piece itself does not just convey classics limited to the era of its origin. Capable of stimulating great delight on basic human sensations, it induces a sense of liberation, comic relief, or anything between cheerfully intense and outrageously high. For such ground, there emerge some commercials and films that include Eine Kleine Nachtmusik track, having been found hugely relevant to most current subjects involving mood shifts and stories of

Comparative Analysis of Global Consumers (Italy) Essay

Comparative Analysis of Global Consumers (Italy) - Essay Example Today, the USA and Italy are working together on major economic issues. Both countries are the member of G-8. Italy, having a large population and high per capita income is the United States 10th biggest trading partner, with a joint trade of $42.5 billion, with exports to Italy totaling $11.5 and imports from Italy totaling to $31.0 Billion. The US also had a $19.5 Billion shortage with Italy in 2005 which rose up from 17.4 billion in 2004. Major transformations can be seen in this trade nowadays. Products such as, office machinery and aircraft are becoming important US exports to Italy. The US's foreign investment in Italy was $33.3 billion at the end of the year 2004. Two hard years, distinct by a financial slump in Europe and a damaging Euro/ Dollar exchange rate. In 2003, there were the first signs of recovery, which were later confirmed in the year 2004, and it became a solid movement in the early 2005. Once the slump was over the Italian machine tool industry started to run smoothly confirming the positive trends. This was an important sign; first being because of the trend in the machine tool sector, which was a good sign in the interest of the industry as a whole in the new investment sector. This indicator measures business brightness, the development objectives measured are achievable and the motivation to assemble the financial resources by increasing the risk capital. Another reason is the nature of this sector. With a â‚ ¬4 billion turnover and over more than 35000 jobs, this industry is one of the most important in the world along with the United States, Taiwan, Japan and Germany. The major reason of it is because of its size and the percentage of the products exported.

Reflective Report On Glo-Bus Essay Example | Topics and Well Written Essays - 1500 words

Reflective Report On Glo-Bus - Essay Example The paper tells that the Glo-Bus business simulation exercise is a case of experiential learning. This is an important aspect of the learning process, which has positive outcomes on the learners. I consider the whole exercise educative, informative, and a fun way of learning. According to Kolb et al., experiential learning should be included in the learning process, as this boosts the quality of learning, as well as the learning outcomes. They divided experiential learning into four stages, including concrete experience, observation and reflection, abstract conceptualization and active experimentation. Therefore, reflection after experimentation counts, according to these authors. Therefore, the reflective approach argued by Kolb et al., helps me, as a learner to evaluate the impact of my experiential learning on my ideologies and on the learning objectives of the specific course. This was my first experience with an online business simulation exercise. Therefore, I ventured into thi s exercise with a lot of expectations and enthusiasm, that I would learn more business management concepts, and add on to my existing theoretical knowledge of the business processes and concepts. Additionally, this, I thought would give me a feel of what being a manager, or what being part of a management team in a high-ranking company entails and feels like. This is because, in our company, I was a co-manager, therefore, had the responsibilities of what a co-manager does in real life management cases. According to Butzen and Lee (2003), corporate leadership requires high level of discipline and integrity, especially where finances are concerned. Nonetheless, this is what this simulation experience also presented me with. The learning experience in this business simulation exercise revolved around, but not limited to the basic mechanics of operating a company. Christodoulou and Zorica

Evaluation of a Study Involving Faculty Development Essay

Evaluation of a Study Involving Faculty Development - Essay Example This paper evaluates a scholarly journal article in which 17 participants involved in nursing education were interviewed in relation to their opinion regarding knowledge, skills development, and the variety of teaching directly related to their in-house professional environment. There are many challenges involved with coordinating an effective EPR program that are largely due to the type of educational facility structure and current level of skills acquisition by teaching staff. The Study’s Intention The research study consisted of qualitative interviews after the researchers selected a sample population of 17 different educators with varying skills acquisition and level of nursing education experience. A portion of the sample consisted of full-time educators, part-time educators, and those categorized as clinical faculty members. The majority of participants maintained what was considered to be higher-level skills accessibility and were thus mostly considered experts in their field of education. The sample chosen was designed to offer a cross-section of skills application to understand whether needs associated with faculty development were diverse or whether needs in faculty development were similar. ... An objective of this qualitative methodology was to ensure that individual respondents could define their opinion of what constituted a peer in the EPR process as well as their belief regarding what tools would be best effective when designing a future EPR program. The goal of this interview structure was to identify what practices might be ineffective for future EPR programs and also highlight what systems or processes might be most beneficial in a real-time teaching environment. As previously identified, by using expert respondents in the sample chosen, practice versus theory in EPR could be more appropriately identified. Thibault (2011) identifies that if faculty development programs are not structured in a way that is meaningful to the educator, they are not likely to be sustainable over the long-term. â€Å"If the interprofessional teaching is regarded as ‘extra’ or as something that faculty do on a volunteer basis on their own time, it is not likely to be sustaina ble† (Thibault, 2011, p.314). This assessment by Thibault is supported by the selected research article as the participants in the study identified many different systems-based challenges that frustrated their educator development goals. Two of these challenges included frustration over not understanding how they fit within the system and â€Å"lack of stability in courses being taught† (Toth & McKey, 2010, p.56). The article provided results that clearly indicated that there must be a sense of regularity regarding educational peer review programs with marginal room for flexibility in order to gain support or for the educator to find long-term value in the program structure. In general, short of a few exceptions in the chosen sample group, there was a

Japan's cultural environment Essay Example | Topics and Well Written Essays - 1500 words

Japan's cultural environment - Essay Example In order to work and interact successfully in Japan, an understanding of its national culture is considered important. While businesses have been guided by Hofstede’s dimensions of national culture, this paper evaluates if changes have taken place since the 1960s and 1970s when data was collected by Hofstede. Hofstede defines culture as â€Å"the collective programming of the mind that distinguishes the members of one group or category of people from another†. Japan, with a PDI of 54, is a mildly hierarchical society. Power distance is the extent to which the less powerful members of the institutions expect that power is distributed unequally (Geert-Hofstede). However, the Japanese society is not as hierarchical as most Asian societies, according to Hofstede. Foreigners consider Japan as being extremely hierarchical because the decisions making goes through different layers of management but at the same time, this also demonstrates that there is no one single person in authority. In addition, Japan has been a meritocratic society and believes that everyone is born equal and anyone who is keen to attain higher levels of education, is free to do so, and move ahead. This is the degree to which the society maintains interdependence. Japan’s score of 46 suggests a collectivist society where the harmony of the group is more important than the individual opinions. People in such societies have a strong sense of shame in losing face. However, the Japanese society is not as collectivist as the Chinese society. This is because the Japanese do not have extended family system where collectivism is prevalent. The eldest son in Japanese families carries on the father’s name and inherits assets while the others have to leave home and find their own way in life. The Japanese are more loyal to their company or the organization to which they are attached than to the family. Thus, by western standards they are called collectivists but by Asian standards they are individualistic. Masculinity Index (MAS) Japan has a high score of 95 on this dimension which indicates it is one of the most masculine societies in the world. This, according to Hofstede suggests that the society will be driven by competition, achievement and success. However, the Japanese society does not demonstrate the behaviour expected in societies with high masculine scores, possibly because of their mild collectivist nature. There is severe competition but not between individuals; it is severe competition between groups which can be seen even at the primary school level. At the workplace also, employees are motivated when they are fighting against a team of competitors. The Japanese strive for excellence and perfection in

Evaluation of a Study Involving Faculty Development Essay

Evaluation of a Study Involving Faculty Development - Essay Example This paper evaluates a scholarly journal article in which 17 participants involved in nursing education were interviewed in relation to their opinion regarding knowledge, skills development, and the variety of teaching directly related to their in-house professional environment. There are many challenges involved with coordinating an effective EPR program that are largely due to the type of educational facility structure and current level of skills acquisition by teaching staff. The Study’s Intention The research study consisted of qualitative interviews after the researchers selected a sample population of 17 different educators with varying skills acquisition and level of nursing education experience. A portion of the sample consisted of full-time educators, part-time educators, and those categorized as clinical faculty members. The majority of participants maintained what was considered to be higher-level skills accessibility and were thus mostly considered experts in their field of education. The sample chosen was designed to offer a cross-section of skills application to understand whether needs associated with faculty development were diverse or whether needs in faculty development were similar. ... An objective of this qualitative methodology was to ensure that individual respondents could define their opinion of what constituted a peer in the EPR process as well as their belief regarding what tools would be best effective when designing a future EPR program. The goal of this interview structure was to identify what practices might be ineffective for future EPR programs and also highlight what systems or processes might be most beneficial in a real-time teaching environment. As previously identified, by using expert respondents in the sample chosen, practice versus theory in EPR could be more appropriately identified. Thibault (2011) identifies that if faculty development programs are not structured in a way that is meaningful to the educator, they are not likely to be sustainable over the long-term. â€Å"If the interprofessional teaching is regarded as ‘extra’ or as something that faculty do on a volunteer basis on their own time, it is not likely to be sustaina ble† (Thibault, 2011, p.314). This assessment by Thibault is supported by the selected research article as the participants in the study identified many different systems-based challenges that frustrated their educator development goals. Two of these challenges included frustration over not understanding how they fit within the system and â€Å"lack of stability in courses being taught† (Toth & McKey, 2010, p.56). The article provided results that clearly indicated that there must be a sense of regularity regarding educational peer review programs with marginal room for flexibility in order to gain support or for the educator to find long-term value in the program structure. In general, short of a few exceptions in the chosen sample group, there was a

Finite Element Analysis Essay Example | Topics and Well Written Essays - 1250 words - 1

Finite Element Analysis - Essay Example n into "series of smaller regions in which the differential equations are approximately solved; by assembling the set of equations for each region, the behaviour over the entire problem domain is determined". Considering a three-dimensional body (as shown in the figure), assume that force F is acting on the body, whereas the body is under gravitational pull by the virtue of its weight represented. The distributed load T is also acting of the body. The part of the body is segmented, and single specific outer surface is considered. The body is under stress, as result of the application of the external force, the distributed load and the gravitational force. The external force acts on surface of the body, and is regarded as the surface forces, whereas the weight is acting on the entire volume of the body and is regarded as the body forces. By the virtue of its material characteristic, the body will tend to deform upon application of the external force. The body initially behaves within the elastic limits, and will therefore retain its shape after the surface forces are withdrawn. This tentative deformation with the body in terms of length, area and volume is regarded as the strain. As per Cartesian system, the developed strain can be explained as, This entire set of differential equations is configured on the element of volume. Further calculations are pursued to obtain the energy change in the entire system due to the application of the forces. The node is the critical point for the specific surface. The location of this point is based upon the value of the known field variable. In specific cases, the net displacement at support node is amounted to be zero, in similar manner the temperature values are prescribed at nodes. The nodes are considered to the points at the boundaries of the finite element mesh. The mesh is the marking of regions on the surface area, and therefore in the case of continuous regions no gaps are evident during finite element mesh. The

Conformity Essay Example for Free

Conformity Essay A nonconformist is a person whose behavior or views do not conform to prevailing ideas or practices of the society. In the book Fahrenheit 451 by Ray Bradbury the main character Guy Montag was a nonconformist to his society, and in the movie Cool Hand Luke directed by Stuart Rosenberg, Luke Jackson was the nonconformist. Guy Montag was considered a nonconformist because in his society you weren’t allowed to read books, and he did. In Luke’s society he was considered a nonconformist because he went against the jail and ran away repeatedly. Luke is more of a nonconformist compared to Guy Montag because Luke was a man who refused to be nailed down or conform to the rules and regulations of a society. Luke from the movie Cool Hand Luke was sent to jail after he cut the heads off of parking meters. He was sent to prison where he later didn’t conform to the rules. Luke is a nonconformist for opposite reasons than Montag. Luke wasn’t liked by the people in the prison at first, and kept to himself. After later having a boxing match with one of his inmates Dragline, and was repeatedly knocked down but kept getting up was respected by the inmates. Luke never cared about what people thought of him, and never had anyone influence his actions or opinions. Luke did what he wanted to, when he wanted to. Luke wasn’t scared to go against the law several times after he already knew the consequences, and received them before. Guy Montag from the book Fahrenheit 451 was a local firefighter for his town and was suppose to burn books but instead he read them, and had to be fugitive and flee his town. Montag is different than Luke by many reasons. Montag was always respected by society for his job until he was caught reading books and was labeled dangerous by the news when he was on the run. Montag fought with the society as a whole and the government, where as Luke fought with individuals. Montag was influenced by one of his neighbors, a little girl named Clarisse. She opened his mind and made him think about things. For example she asked Montag if he was simply happy, and then Montag was left puzzled thinking â€Å"Of course I’m happy. What does she think? I’m not?† (pg10). Montag also blames other for his actions. For example when he blamed his hand for taking the book and putting it into his coat, â€Å"Montag had done nothing. His hand had done it all, his hand†¦Ã¢â‚¬  (pg 37) . Luke and Guy Montag are both similar because they both impacted their societies, Luke’s being in the prison and Montag’s being the town. Both had societies with an ultimate tool of conformity, the box and the mechanical hound. Both characters fought for what they believed was right. Montag wanted to rebuild the society after it was bombed, and Luke wanted to prove that he did know wrong from right before he was put in the box. Both Montag and Luke took major risks and both knew the consequences before they made their actions making them nonconformists. Montag used a little ear piece called the green bullet that allowed him to talk to Faber for his great escape. Luke was severely beaten multiple times by the prison warden, and he still ran away. Luke is more of a nonconformist than Guy Montag. Luke went against the most important thing in a conformist society, the law. Luke became the leader after people followed him, and wanted him to be the leader. Luke had a less of a need to be affiliated with anyone, like when he first got to the prison and just ignored what Dragline had to say about him or any other inmates. Most importantly Luke was more of a nonconformist because he went against the conformist’s rules and values, having to go in the box accepting the punishment and not running away.

Definition Of Test Types Of Test Education Essay

Definition Of Test Types Of Test Education Essay This chapter provides an overview of the theories related to the study concerning with items test analysis. To be more specific, the review of related literature discusses about: definition of test, types of test, achievement test, summative test, English test of Tes Kendali Mutu, aspects in developing a test, validity in language testing, content validity, the school based curriculum, items test analysis, difficulty level, discrimination power, distractor function, and theoretical framework. Definition of Test A test supposed to be able to measure learning outcome which distinguish the every single students ability between students already mastered and not yet the learning material. Therefore, testing is one of the powerful tools to measure students abilities as well as enhance their attitudes towards learning. This notion is supported by Hughes (2003) stated that a test is a tool to measure language proficiency of students. Brown (2004:3) stated that a test is a method of measuring a persons ability knowledge, or performance in a given domain. In the same line, Anthony J Nitko (1983:6) defined test is systematic procedure for observing and describing one or more characteristics of person with the aid of either a numerical of category system. Based on Cronbach in Azwar (2005) defined a test is a systematic procedure for observing a persons behavior and describing it with the aid of a numerical scale or category system. In short, a test as an instrument of evaluation is a systematic procedure of description, collection and interpretation in order to measure the test takers achievement ability, knowledge, and performance what they have been learned in learning process and to get a value judgment. The purpose of a test is able to give the valid information on the students abilities and knowledge. Hence, the successfulness of the teaching and learning can be seen in the tests results. Types of Test A test can be classified based on the types of information they provide. Based on Wilmar Tinambunan in his book with the entitled Evaluation of Students Achievement (1998: 7-9), the four types of test are placement test, formative test, diagnostic test, and summative test. The language tests have different kinds of purposes. Baily (1998) hold that there are eight kinds of language assessment. They are aptitude test, language dominance test, proficiency test, admission test, placement test, diagnostic test, progress test, and achievement test. Based on different classification of several types of tests described from any experts of language testing depending on variable purposes in testing if related to this study that the types of tests that will be reviewed and used is achievement test and summative test. Achievement Test Achievement test are directly related to language courses, their purposes being to establish how successful individual students, groups of students, or the courses themselves have been achieving objectives. In the book of Dictionary of Language Teaching and Applied Linguistics that written by Jack C. Richard (1992:3), he said that an achievement test is a test which measures how much of a language someone has learned with reference to particular course of study or program of instruction. In the same line, Brown (2004) defined an achievement test is to see how far students achieve materials addressed in a curriculum within a particular time frame. It means that an achievement test is to measuring students achievement learning outcome which is administered at the end of course of study. The scope of test content must that represents the course they are concerned. Summative Test Summative test is an achievement test administrated at the end of a course or unit of instruction. Brown (2004) mentioned that final exam in a course is example of summative test. Summative test is intended to show the standard that the students have now reached in relation to other students at the same stage. Thus summative test is conducted to find out overall learning outcome after set of learning units program already done. Summative test is commonly designed based on subject matter that had been already taught for one semester. Consequences of a test that emphasize the overall learning outcomes is its substance of scope involve all of material have been delivered. The result of summative test is to determine successful in learning and teaching, whether or not the students are able to follow the higher level of next instruction program, and students progress. In the final, the level of success rate is stated with a score or value which written in the form of report card. English test of Tes Kendali Mutu Tes Kendali Mutu is a name of appliance evaluates administered at SMKN 26 Jakarta after teaching and learning process for measuring how far purpose of students learning and teachers teaching achievement reached. As in final semester examination, according to Regulation Minister of National Education No. 20/2007, it is carried out to measure students competency achievement at the end of the semester. It can be said that Tes Kendali Mutu is administrated at each final in learning and teaching process in the period one semester and its scope includes all the indicators that represent all the basic competence at that semester. All groups of subject are tested in order to evaluate learning outcome including an English subject. The format of English test of Tes Kendali Mutu of first grade school year 2011/2012 at SMKN 26 Jakarta is written test with objective multiple choice items. Total number English items test of Tes Kendali Mutu is 50 items test which including listening and reading sk ill. Listening skill consists of 15 items test number and reading skill consists of 35 items test number. In reading skill, there are three reading section which consists of first section was 15 incomplete short dialogue items; second section was 5 items error recognition; and third section was 15 questions of reading comprehension which divided into different 5 of reading texts. Aspects in Developing a Test In order to know criteria of a good test for measuring students ability has been reached in learning process, a test as an instrument of evaluation has to meet requirements the validity, reliability, and practicality. As stated by Brown (2004), there are three important aspects should reflect in a test, namely validity, reliability, and practicality. Gronlund (1998) pointed out that validity is the extent to which inferences made from assessment results are appropriate, meaningful and useful in terms of the purpose of the assessment. Validity has to do with the information that the uses in class, it has to be appropriate for the students level, the purpose of the class, and if the meaning of the materials used in class are for the students. In term of achievement test, it can be valid if it is accurate, authentic or valid has been able to measure students learning outcomes achieved, after they achieved the learning process in a certain period. Reliability is consistent and dependable . A test is called reliable if the same test is given to the same students on two different occasions and its tests should yield similar results. Practicality means an effective test. A test should be efficient and easy to be implemented. Since the focus of analysis was merely on one aspect of language test, it did not require to be observed as in the other aspects as reliability and practicality Validity in Language Testing Validity is the most important characteristic of a test or assessment technique because it measures what it purports to measure. Without good validity, all else is lost. In the J.B. Heatons book, Writing English Language Test (1998:153), Heaton said that the validity of a test is the extent to which it measures what it is supposed to measure and nothing else. For example, if the teacher wants to measure the speaking skills, the test that is developed must be able to measure the ability to speak, not writing skills. Further, as insisted by Gronlund in Brown (2004: 22) the extent to which inferences made from assessment result are appropriate, meaningful, and useful in terms of the purpose of the assessment. There is no final absolute to measure the validity of a test established but several different kinds of evidence may be invoked in support. Arikunto (2006:65) mentioned two types of validity. They are empirical validity and logical validity. Empirical validity is as same as quantit ative analysis. It consists of concurrent validity and predictive validity whereas the logical validity consists of content validity and construct validity. However, the writer only focused its investigating on content validation because this study dealt with logical validity that is a way of reviewing in rational by using descriptive analysis method and thus got involved with qualitative inquiries. Beside, because of the limitation in time and the other aspects in validity need the expert judges. Content Validity A test has content validity that relates the evidence to the content of the test. The content is related to the goal of what has been taught. Fulcher Davidson (2007) defined content validity as any attempt to show that the content of the test is a representative sample from the domain that is to be tested. In the same line, Hughes (2003) said that a test is said to have content validity if its content constitutes a representative sample of language skills and structures, etc. with which meant to be concerned. For example, a grammar tests, it must be made up of items relating to the knowledge or control of grammar. In relation to tests content validity in this study, tests content should be tested in accordance with the target competencies which reflected on Standar Kompetensi-Kompetensi Dasar in view of the school based curriculum to be achieved. These Standar Kompetensi-Kompetensi Dasar broken down into skills or behaviors that can be measured called indicator. In short, content validity is arranged based on the content in subject that evaluated. Because those subjects are taught written in curriculum, it can be often called curricular validity. According to John A. Upshur (1996:63), content-related evidence of validity is assessed logically by carefully and systematically examining whether the method and content of the assessment procedure are representative of the kinds of language skill. It means that evidence of content-related validity requires the panel discussion as primary method to determine whether a test has content validity or not. In the panel discussion, the expert judges who considered having knowledgeable to do with the subjects tested. They asked to make judgments about the appropriateness of each item and overall coverage of the domain. The School Based Curriculum As cited in the National Education Standards (SNP) section 1 (15), School Based Curriculum is operational curriculum that developed and implemented by each educational unit. The developing of curriculum conducted by each educational unit has to follow based on the standard competence and the basic competence which is designed by Badan Standar Nasional Pendidikan (BSNP). It means that each educational unit is given the authorities in developing their curriculum. Its curriculum is designed as a reference in using the materials, teaching and learning techniques. Based on Regulation Minister of National Education no. 41/2007, The standard competence means minimum competency qualification for student which show mastery of knowledge, behavior, and skill of student which expected to be achieved in each level and/or each semester of certain subject whereas the basic competence means as a number of abilities that should be mastered by students in certain subject as a reference in developing i ndicator of competency. Based on the school based curriculum, the standard competences and the basic competences of English in Vocational High School is divided into three different level which are level novice, level elementary, and level intermediate. In relation to this study, there is one Standard Competence and eight Basic Competences of English in Vocational High School for Level Novice. The Standard Competence is Berkomunikasi dengan Bahasa Inggris setara Level Novice. Then, the eight Basic Competences of English in Vocational High School for Level Novice are 1.1 Memahami ungkapan-ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan; 1.2 Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun; 1.3 Mendeskripsikan benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun; 1.4 Menghasilkan tuturan sederhana yang cukup untuk fungsi-fungsi dasar; 1.5 Menjelaskan secara sederhana kegiatan yang sedang terjadi; 1.6 Memahami memo dan menu sederhana, jadwal perjalanan kendaraan umum, dan rambu-rambu lalu lintas; 1.7 Memahami kata-kata dan istilah asing serta kalimat sederhana berdasarkan rumus; and 1.8 Menuliskan undangan sederhana. The English subject itself put in the adaptive group that provides students the ability in the English communication in the context of material related to the majors need either spoken or written. Also, English subject also directs students to be able in speaking in daily communication based on global requirement and developing communication at higher level. As stated in the curriculum that English subject aim for the learners to master basic knowledge and skills to support the achievement of English language competency skills program and apply skills and mastery of English language skills to communicate both verbally and written at the intermediate level. Items Test Analysis The activity aims at increasing quality of a test called item test analysis. Nitko (1996:308) stated that item analysis refers to the process of collecting, summarizing, and using information about individual test items especially information about pupils response to items. Item test analysis is used to identify quality of the test whether it is good, low or not good. As stated by Anastasi and Urbina (1997:184), the main aim of item analysis of the teacher made test is to identify its deficiencies. In conducting item test analysis, two methods are able to be used, namely qualitative and quantitative analysis. As stated by Suyata (2009:16), items test can be analyzed by quantitative or empirical and qualitative or theoretical. Item test analysis in terms of qualitative covers the content of a test while difficulty level, discrimination power and distractors function involved quantitative analysis. In the same line, Purwanto (1992) said that by making analysis, it can be known the impo rtant things of every single item obtained, the extent to which difficulty level, whether item has discrimination power, and whether all alternative answer (options) attract the answer. The more explanation about difficulty level, discrimination power, and distractors function are as below: Difficulty Level Aiken (1994: 66) said that Difficulty Level is the opportunity correct answer a question at a certain skill level. It is usually expressed in the form of an index which has proportion range 0,00 1,00. If the item test has 0,00 of Difficulty Level Index, it means that no students who answer correctly. While if the item test has 1,00 of Difficulty Level Index, it means that student can answer correctly. In short, the higher of Difficulty Level Index, the easier of item test is understood and vice versa. Based on Crocker Algina (1986) in calculating the item difficulty, divide the number of people answering the item correctly by the total number of people answering item. The proportion for the item is usually denoted as P and is called item difficulty. Arikunto (2006:207) explained that a good test is about not too easy or too difficult. The easy test is not able to stimulate students learning. Contrary, the difficult test is able to make students desperate because of out of their rea ch. As cited by Departemen Pendidikan Nasional, Direktorat Jendral Manajemen Pendidikan Dasar dan Menengah, Direktorat Pembinaan Sekolah Menengah Atas (2008) in Panduan Analisis Butir Soal, The prediction information about the easy item test is as follow: The distractor function doesnt work well, Most students answer those item tests correctly; it means most students have understood the content in question. The prediction information about the difficult item test is as follow: Item tests maybe have mistake a key answer, Item tests have two or more the correct answers, The content in question hasnt been taught yet or hasnt finished in its learning so that the minimum competency student have doesnt achieved yet, Unsuitable measured content using format given in the item test, Statement or item sentence is too complex and long. Discrimination Power Discrimination Power refers to measurement of the extent of the ability of items of achievement test to distinguish between students high answers and students low answers based on criteria. This notion is supported by Arikunto (2006:211), Discrimination Power is items ability to distinguish between students who are good and low capable. The proportion range of Discrimination Power Index is from -1,00 to +1,00. The higher of Discrimination Power Index, the more capable the item test distinguish between students who had already understood and hadnt already understood the content. An item test has negative Discrimination Power Index ( As cited by Departemen Pendidikan Nasional, Direktorat Jendral Manajemen Pendidikan Dasar dan Menengah, Direktorat Pembinaan Sekolah Menengah Atas (2008) in Panduan Analisis Butir Soal, The prediction information about disability item test to distinguish lower and upper student group is as follow: Inappropriate key answer of item Item tests have two or more the correct answers Unclear of measured competency The distractor function doesnt work well, The content in question is too difficult, so many students are guessing. Distractors Function Distractor function is meant to know work or not the answer of item. Arikunto (2006:220) stated a distractor function works well if it at least selected 5% by test taker. This analysis is only used to analyze multiple choice item tests. Theoretical Framework In order to answer the research questions of this study, English items test analysis of Tes Kendali Mutu of first grade school year 2011/2012 at SMKN 26 Jakarta is reviewed in terms of: (1) the relevance of English items tests content to the school based curriculum for level novice of Vocational High School; (2) validity; (3) difficulty level; (4) discrimination power; and (5) the distractor function. In relation to tests content validity in this study, qualitative analysis is used by analyzing items test in reference to the aspects of test validity. Measuring the validity of a test, the English items test of Tes Kendali Mutu must contain proper sample of relevant material in learning. The relevant material in learning can be found in the syllabus and curriculum for level novice of Vocational High School which is School-based Curriculum (KTSP). In order to answer whether English test of Tes Kendali Mutu has content validity, the writer needs Standar Kompetensi and Kompetensi Dasar in the school based curriculum to compare and match its items with the relevant syllabus and curriculum. Furthermore, in order to support in answering the research question of this study, quantitative was conducted by using classical items test analysis through multiple choice test involving Difficulty Level, Discrimination Power, Distractor Function, and Validity. They are also considered to fulfill requirement criteria of quality a good test.

Machiavelli And Morality Essay -- essays research papers

When reading Niccolo Machiavelli’s The Prince, one can’t help but grasp Machiavelli’s argument that morality and politics can not exist in the same forum. However, when examining Machiavelli’s various concepts in depth, one can conclude that perhaps his suggested violence and evil is fueled by a moral end of sorts. First and foremost, one must have the understanding that this book is aimed solely at the Prince or Emperor with the express purpose of aiding him in maintaining power. Therefore, it is essential to grasp his concepts of fortune and virtue. These two contrary concepts reflect the manner in which a Prince should govern while minimizing all chance and uncertainty. This kind of governing demands violence to be taken, however this is only done for the strict purpose of maintaining his throne, and generating both fear and admiration from his people. In all cases of violence, Machiavelli limits the amount of violence that needs to be taken down to th e minimum, and most cases the victims of these acts are enemies of the people. Behind the violence, the prince is essentially taking the role of the villain and assuming all â€Å"bad† acts so that his people do not have to suffer and commit the acts themselves. In addition, all the Prince asks for is to not threaten his power and to respect it. In the 16th Century, this request is feeble compared to those of other hierarchical Monarchies. In the end, Machiavelli’s Prince assumes all the burden of violence while leaving his noble people to act as they feel accordingly without worry of their lively hood. This is Machiavelli’s ultimate stroke of morality.   Ã‚  Ã‚  Ã‚  Ã‚  Before examining how the interaction of violence and politics lead to morality in the end, it is important to analyze exactly what Machiavelli demands of his Prince. First and foremost, Machiavelli harps upon the concept of fortune and virtue. By fortune, he means that everything is left to chance, while nothing will guarantee that a certain event will occur. Machiavelli writes that a â€Å"Great long standing Prince never rules with fortune.† Through risk and chance, one leaves him open to failure; thus action should be withheld if an element of chance is involved. Machiavelli ties virtue very closely to that of prudence. He defines virtue as acting exceptionally and draws a distinction between morality and virtue. In many respects Mach... ... because although one could be reveled as a martyr, the possible effects of a new prince’s statutes far outweigh the benefits of being a martyr. As a martyr people simply become energized and support your cause. However, if a Prince is such martyr, that would mean a new Prince is in power and could instill far worse conditions upon the people. Therefore, with his subjects as the top priority, morality demands that the Prince must stay alive and allow the people to prosper under his free monarchy. Machiavelli’s Prince is a book in which Machiavelli outlines the actions a Prince must take to hold and maintain power in a principality. Within the context of the book, Machiavelli brings forth the notion that prudent violence must be done in order to maintain the throne. In addition, he strongly expresses the ideology that a Prince can not be both moral and political. However, behind this argument lays the foundation of morality. The Prince’s evil actions although not moral seem to sustain morality for the subjects within his principality. The Prince assumes all immoral behaviors and thus, by sacrifices himself for the people, is indeed moral in the end.   Ã‚  Ã‚  Ã‚  Ã‚  

Calculate the revised product costs for the four pens Essay

1.Calculate the revised product costs for the four pens, based on the activity information collected by Assignment: This case may be completed in groups of two or individually. You are responsible for finding a partner if you choose to complete the case with another student. Purchase and read the Harvard Business School Case: Classic Pen Company: Developing an ABC Model located at the following link: https://cb.hbsp.harvard.edu/cbmp/access/27312446. (Note: The last case for the course, Foxy Originals is also contained in this course pack and should also be purchased for your final case). After reading the case, perform the following: 1.Calculate the revised product costs for the four pens, based on the activity information collected by Dempsey. Prepare this analysis using an excel spreadsheet (please print out the spreadsheet on one page – it should fit). 2.Prepare a new Income Statement, using excel or word, for Classic Pen (by product and in total) using the ABC cost information (please print this out on one page). 3.Compare the ABC Income Statement to the Traditional Income Statement presented in the case. 4.Based on this comparison, write a memo, to me, addressing the actions this new ABC cost information could stimulate Classic Pen to pursue. Be thorough while still maintaining strong business writing skills: conciseness; clarity; critical  thinking; readability; proper use of grammar, punctuation and spelling. The memo should be prepared in Microsoft Word or a comparable word processing application, use 1 inch margins, times new roman 12 point font, single spacing and not exceed 2 pages (this does not include your supporting spreadsheet data 1 and 2 above). 5.Turn in your memo and supporting data in class on Thursday, June 12, 2014. Please note: It is a violation of the academic code of ethics to refer to case notes or solutions obtained through the internet or from people who previously performed the work or studied the class materials, cases or projects. Use of any of these materials will be considered plagiarism. Not only will this not help you on the course exams and CPA exam; it will cheat you of the academic experience. It is the responsibility of every student to report anyone who violates this principle. I reserve the right to request submission in electronic format and have access to plagiarism detection software. You are free to discuss this case with other students; however you (and your partner if applicable) must produce your own set of work to be turned in as your deliverable. Use of someone else’s work in any form will be considered plagiarism and dealt with accordingly. I am available as a resource but I should be viewed as a â€Å"last resort†. I will answer specific questions but I will not frame the deliverable or pre-screen your work prior to submission of your final deliverable. The calculations in this case are quite straight-forward, the more challenging part of the case is framing your response to question 4 and it is good practice for you as current/future business professionals. There is not â€Å"one right answer†; your response should, however, be logical, critically thought out and well communicated. Good luck!! A Note on Business Writing: Effective business writing is critical to your future professional success. In addition, the AICPA evaluates candidates’ writing skills in the computerized Certified Public Accountant (CPA) Exam. Please use this case as a chance to practice your business writing. A great resource to use if you feel you need help in this area is the following: Effective Writing: A Handbook for Accountants; Claire B. May and Gordon S. May; Pearson Prentice Hall. The Uniform CPA Examination consists of multiple-choice questions and condensed case studies called simulations. Each case study simulation will include a writing skills exercise. In this portion of the exam, candidates must read a situation description and then write an appropriate document (â€Å"constructed response†) relating to the situation. The instructions will state what form the document should take (such as a memo or letter) and its focus. The candidate’s response should provide the correct information in writing that is clear, complete, and professional. Only those writing samples that are generally responsive to the topic will be graded. If your response is off-topic, or offers advice that is clearly illegal, you will not receive any credit for the response. Constructed responses will be scored holistically. Scores will be based on three general writing criteria: Organization, Development, and Expression. Organization: the document’s structure, order ing of ideas, and linking of one idea to another: †¢Overview/thesis statement †¢Unified paragraphs (topic and supporting sentences) †¢Transitions and connectives Development: the document’s supporting evidence/information to clarify thoughts: †¢Details †¢Definitions †¢Examples †¢Rephrasing Expression: the document’s use of conventional standards of business English: †¢Grammar (sentence construction, subject/verb agreement, pronouns, modifiers) †¢Punctuation (final, comma) †¢Word usage (incorrect, imprecise language) †¢Capitalization †¢Spelling

Curriculum Alignment Research Suggests That Alignment Can Improve Student Achievement Essay

Alignment is a match between two categories and Curriculum describes what gets taught (Squires, 2012). Curriculum alignment attempts to put to maximum effect the relationship among three categories; namely the taught curriculum, the written curriculum, and the test curriculum. It shows how the above can be used to improve student achievement thus explaining how the design for a curriculum can be aligned to state standards and state specifications for effective instructional process (Squires, 2012). This article serves to provide a backup into a curriculum design that makes sure what is tested gets taught. It also shows the difficulty that is encountered in in having numerous assessment standards and seeks a way to eliminate the challenge and secondly a specific curriculum can be potentially aligned to more than one standard. From this article, we get to find from Balance curriculum that when a curriculum is properly aligned, student achievement and performance improves. According to Squires (2012), when taught curriculum is aligned to written standards, there is increased, strong and positive student achievement. Squires (2012) showed textbook studies fostered a limited range of learning strategies such that the emphasis is frequently on problem solving rather than learning by reading, discussion and argument in order to acquire the knowledge to solve a problem of one’s own choosing. Squires (2012) showed that textbooks may not be well aligned to state tests and it would be prudent for the school districts to identify the gaps and provide the teachers with materials to cover the gaps. In order to align the state tests (test curriculum) to state standards (written curriculum), Marzano came up with a benchmark for comparing all state and national professional association standards to each other and created a website where the same could be achieved for instance, Archives (www.aligntoachieve.com) provided four criteria for alignment of textbooks to standards that are; content, performance, level of difficulty and balance and range. From above we also find there is constraint in testing time where only a limited number of concepts can be assessed effectively (Squires, 2012). From (Third International Mathematics and Science Studies) TIMSS study findings, it is significant to note that the content of a country’s’ curriculum affects student achievement and that for student learning, the extent of opportunities to learn will depend on the time the teacher spends on the topic which translates to greater performance. A district must control time and content covered at a specific time if the results are to improve of which it is the function of the curriculum. The districts can assist in aligning, structuring, implementing and assessing the curriculum (Squires, 2012). Reference Squires, D. A. (2012), Curriculum Alignment Research Suggests That Alignment Can Improve Student Achievement, London, Routledge. Source document

Mood Swings Essay

Have you ever felt that feeling when you hate every single thing around you? Or the feeling that even someone breathing can annoy you? And lets not forget that feeling when you’re just sad and you just feel so empty, for no apparent reason? Well, being a girl it kind of comes naturally being hormonal and all at that certain time every month and no it doesn’t immediately mean that were bipolar. But, not only girls experience these kinds of hormonal activities even boys do. Studies show that everyone can experience mood swings due to the daily factors in our lives like stress, for girls PMS, sometimes even the food we eat, sudden changes and many other factors. Needless to say mood swings cannot be avoided yet it can be coped with. 1. Make sure you get enough sleep. A recent study by the U.S. Mental Health Association and the Better Sleep Council identified a relationship between positive moods and sleeping between 6 and 8 hours a night. Regular bedtimes were also important. 2. Keep your bedroom as dark as possible as this stimulates production of melatonin. (Low melatonin levels are linked with depression.) 3. Make sure you have a diet that supports brain health. For example, the following nutrients have been shown to promote more stable moods: B-complex vitamins, vitamin E, calcium, magnesium, zinc and fatty acids. Also, rapid changes in blood sugar can also precipitate changes in mood, so watch your consumption of refined sugar products, and make sur e you eat lots of complex carbohydrates. 4. Try some natural remedies. Chamomile, lemon balm or valerian root tea are recommended for helping with anxiety. St. John’s wort is said to soothe the mind and relieve irritability. In terms of homeopathic remedies, lycopodium is believed to help with anger, and feelings of agitation; tarentula hispanica is used for mania; and chaste berry, red raspberry, black cohosh and sarsaparilla may help with female hormonal mood swings. 5. Include some regular exercise in your daily schedules. This releases endorphins, the feel good hormones. It also helps with insomnia. 6. Try and identify coping mechanisms that can ward off or soothe fluctuations in mood. Also, keeping a journal of negative triggers can help you interrupt a pattern early on, and work on strategies for coping with these triggers. I have yet to try these remedies because at the point where I experience a lot of stress and don’t get enough sleep and of course PMS, I can honestly say that I am a very moody person and well to avoid arguments and false misconceptions I will definitely try the remedies I stated earlier.

Modest Proposal by Jonathan Swift Essay Example | Topics and Well Written Essays - 1000 words

Modest Proposal by Jonathan Swift - Essay Example It is during this time that Swift wrote this famous article. In the article, Swift goes to great detail to propose that small babies can be used as food and nourishment. In this paper, he is seen supporting and endorsing infanticide as well as cannibalism. He meticulously describes how a baby can be prepared as a delicacy and eaten. Swift’s Modest Proposal was a satirical piece of literature that used extreme irony to critic the actions of the English landlords. Yet, through this satirical piece, he never takes time to renounce this view and leaves the reader to be the moral judge, a very dangerous thing because there is a high chance that the reader may take the ideas literally.As Gordon (59) says, irony can be very useful when presenting serious ideas becaue it stresses the importance. In this article, Swift, an Anglo-Irish priest uses extreme irony without taking caution to make sure that there are no misunderstanding (Biograpohy.com, para 2). What Swift does in this articl e is to write in an ironical way that does not explicitly point to the irony, thus making it harder for the reader to be able to detect the irony. Throughout the paper, Swift uses the persona in the article to forward the crazy idea of eating a baby. He even goes to great lengths to describe the logic behind eating a baby. For instance, he describes that since babies don’t eat much until they are about one year old, and only depend on their mother’s milk during this age, they should be kept until this age and be used as food to feed the rest of the population.

Advocacy for Physical Activity must reflect population needs Essay

Advocacy for Physical Activity must reflect population needs - Essay Example There are also details on how provisions for greater equity and inclusion in physical exercise and health could be achieved. In creating opportunities government and institutions play an imperative role in designing and implementing policies and programs to enhance physical activity. Physical activity can be enhanced through school programmes, community-based leisure and recreational activities and exercise and fitness programs. The paper touches on various factors that need to be considered in intervention strategies to enhance long-term physical activity. Such factors include the role of family and socio-culture. It is important to instil physical activity behaviour in children when they are still young because this is easily embraced and as they grow up it becomes one of the norms of daily life. The community as well as family play an essential role in promoting physical activity. Physical activity plays an important role in well-being and health of every individual. This should b e encouraged in all stages of life to ensure a healthy generation. Physical activity is the universal, non-compulsory activities geared toward attaining a recognised goal (Hoffman 2013:7). Physical activity is associated with long life time and health since the olden days. In reference to Hippocrates, he stated that various components of the body have a role. If utilised in self-control and practiced in activities where they are used to they end up being healthy, age slowly and develop well. However, if not utilised and left inactive they became prone to illness, and undeveloped growth and age rapidly (Hardman & Stensel 2009:3). In this contemporary lifestyle, physical activities are getting eroded with time. The change of lifestyle include most individuals work in stationery jobs and when they have their day off participate in sitting activities, for example, watching movies. People in modern

Brown v. board of education Research Paper Example | Topics and Well Written Essays - 250 words

Brown v. board of education - Research Paper Example The law does also not recognize the lack of equality in segregating the two races and actually turns a blind eye to the fact that one race is being treated superior while the other remains inferior in their segregated premises. The fact that they had equal facilities does not mean that the facilities were of the same quality only quantity. Having equal number of teachers for example but who are not very much qualified (as they are also of similar race and hence not very much educated) does not shout the name equality at all. The same applies to the state of the other facilities such as the transportation and the building compared with what the whites were receiving. If the same quality of facilities cannot be accorded to the different races and the same treatment being offered to the white cascaded down to the blacks, then there can never be any form of equality even though the law rules that there is according to the fourteenth amendment as equality cannot exist just in one form or term and the rest of the issues ignored or

Engage with the topic of Pleistocene Re-wilding Essay

Engage with the topic of Pleistocene Re-wilding - Essay Example ies we know today came about as a result of evolution of mega carnivores and herbivores and therefore biodiversity is not what it is without this segment of megafauna. The plan to re-wild America is therefore the most suitable way out of total extinction of these species because even as debate is being generated on this move, more large vertebrates from Asia and Africa are constantly finding homes in America in the form of zoos and private reserves (Donlan, 913). It is estimated that there are more Asian tigers in America that in the wild. The process of re-wilding North America has in fact started and all that is left is to move these animals in captivity to the free world of the US landscapes. The success of this process will be founded on the following tenets: That human beings have a natural attraction to megafauna which the explanation to why San Diego’s Wild Animal Park receives 1.5 million visits annually much more than the total number of visits to US national parks that are homes to rodent and other small animal species (Donlan, 914). Releasing the captured animals couples with their relationship with the American ecosystem given t heir extinct ancestors roamed the American plains is enough reason to get the process of re-wilding started. Wild Bactrian camels that are currently facing extinction in the Gobi desert had their ancestors, Camelops, originate from North America and therefore taking them back home to America would rescue this species from total extinction. Another basis is that, even with the surging world human population, regions of Southwest America that are the possible home of these re-introduced species are experiencing population decline providing sufficient room for the megafuna to roam and reproduce. As the custodians of world heritage, the human race is ethically bound to ensure large vertebrate are not extinct and this responsibility, coupled with the potential economic and biological benefits that come with re-wilding, provides