Logan Miller Essays - McDonalds High School All-Americans

Logan Miller Mr. Cheatham's second hour English 1 Tuesday, February 23, 1999 Dream Basketball Dream Basketball is a great game to play during the b-ball season. It's a gathering of eight individuals who pay fifteen dollars to join and afterward you have a draft to pick your most loved NBA players. You watch their details all through the week and you play different groups that are in your association. Every week you have a beginning setup, which comprises of five starters and three seat players. The seat's focuses is sliced down the middle. The games that check are from Friday to Tuesday. There are fifteen adjusts in the draft. In the first five adjusts all the great individuals are no more. The following five rounds are the fair players. The last five rounds you take risks on individuals. You too get the chance to name your group. A portion of the groups names are Butt Cowboys, Purple Headed Yogurt Slingers, Pimps R Us, Pimps Palace, and the Predators. One of your first picks ought to be an inside. That is on the grounds that they are not very many great focuses. There are equivalent measures of advances and monitors. The initial eight picks in the draft were David Robinson, Shaq O'Neal, Tim Duncan, Grant Hill, Kevin Garnett, Hakeem Olajuwon, Antoine Walker, what's more, Gary Payton. The last pick in the draft was Michael Jordan. Josh Viegelahn accepting him as a joke. You need to pick individuals that get a great deal of focuses, bounce back, helps, squares, and takes. The general focuses pioneers are Grant Hill, Chris Webber, and Shaq O'neal. Coming up next are the details heads after week one. The bouncing back pioneers are Charles Barkley, Tom Gugliotta, Chris Webber, Shaq O'Neal, and Tim Duncan. The helps chiefs are Jason Kidd, John Stockton, Stephon Marbury, and Rod Strickland. Whoever wins the class gets fifty dollars. Runner up gets thirty dollars, third spot gets twenty dollars, and fourth place gets ten dollars. Every one of the division victors gets five dollars. The individuals in the class are A.J. Pryzbala, Tyler Hilla, John Meharg, John Zampich, Josh (most noticeably terrible group in the class) Viegelahn, Max McLean, Mickey Marx, and I. Dream Basketball is a marvelous game to play during the ball season. The main time individuals watch ball is the point at which my players have games. Individuals likewise go on the Internet to perceive how there players did. It's too extremely energizing on the grounds that there's an opportunity to win cash.

Thermopylae Speech Essay Example for Free

Thermopylae Speech Essay The fight at Thermopylae was a hotly anticipated fight, after the two forces Athens and Persia submitted to a multi year between war period from 490BC to 480BC, so as to deliberately set up a second attack from the Persian’s, following the embarrassing thrashing of Darius at long distance race. Xerxes activities were roused by vengeance and the inclination to set Athens ablaze, much the same as Sardis, anyway he realized it would not be simple. The Persians went through various years enlisting new infantry from all zones of its Empire, assembling a sum of 500,000 new soldiers,archers, mounted force and inmortals for the subsequent attack. This, however Xerxes assurance to vanquish the Greeks was so incredible he requested his designers to manufacture a Poonton comprising of 314 boats crossing the Hellospont for him and his soldiers. The Greeks got data with respect to the numbers and wants of the Persians from spies they sent to Sardis, Xerxes home office. Having experience picked up from past Persian crusades, they realized that so as to fight against such super force , they needed to shape partnerships to battle for one shared objective, notwithstanding the reality they had a place with various races and were sorted out into city-states. In Autum of 481 B.C. , A Pan-Hellenic gathering was held in Corinth , having 31 urban communities going to the gathering other than a not many that didn't. Collectively Sparta was given initiative of the military and the armada under the order of King Leonidas, despite the fact that the general barrier plan was directed by the Athenian Themistocles, who predicted the fight will be resolved on the oceans, if just the go between Central to Southern Greece was protected. Battling in the open land would be lethal as they needed mounted force units and were profoundly dwarfed, 3 to 1. Thermopylae was the ideal site. The pass itself was limited, arranged between the ocean and the lofty precipices. It had a length of around 9 km and limits in three spots: at the eastern and western finishes there was space for just a single carriage, while the center segment was 15 m wide. The Greeks would utilize this to further their potential benefit, since it was so tight, even with a military as large as the Persian’s had, just a modest number could really battle at any one time. This empowers a negligible labor to hold off tremendous militaries for long measures of time, which is actually how Spartan battle was battled. The Hellenic Army, arrived at Thermopylae toward the start of August. Altogether, a power of around 7000 to 8000 men was collected. The numbers were again given by Herodotus: 300 Spartans, 700 Tegeats, 550 Mantineians, 300 from Arcadian Orchomenos, 1,000 Arcadians when all is said in done, 600 Corinthians, 460 from Phlian, 150 Mycenaeans, 800 Thespians, 450 Thebans, the total armed force from Opuntion Locrain and 1,000 Phocians. The Pass would keep the adversary from building up his property powers while the little channel of the Evripou forestalled the chance of the Hellenic Fleet being encompassed. Moreover, a fortresses had been worked by a 1000 Phocians toward the east of the focal go of Thermopylae in Anopaia to safeguard the other section. By guarding the Pass the Greeks would have the option to apply a withdrawal technique and simultaneously destroy the adversary and cause him genuine setbacks and lower his spirit. They were exceptionally fit, coordinated, used to walking with substantial ordnance, they knew the land and their weapons were heavier and increasingly powerful. The hoplite phalanx that the Spartans framed was a reduced, moving metallic mass of shields and spears. In contrast with Persian arsenal which was negligible, warriors wore splendid robes with chain protections underneath, conveyed a long shield called spara and skewers a lot shorter than the Greeks or on the off chance that they were toxophilite a folded wooden bow. Inmortals were increasingly prepared , having a bronze defensive layer, head protector a bronze square shield for better grasp and a hatchet. Imagining that the Greeks were rude and wild, he sent Medes and Cissians with requests to take the Greeks prisoner and to bring them back alive. The opposition they experienced anyway was extreme, and a similar outcome was accomplished by the â€Å"Immortals† who were sent into fight drove by General Hydarnes. Their losses were high and they had to pull back during the night. Truth be told, as Herodotus typically revealed, Xerxes bounced up multiple times from his seat as he watched the fight, dreading for his military. Like the principal day, Persia’s second assault was again ineffective. Driving the Empire to withdraw with high misfortunes. Xerxes was astounded and keeping in mind that contemplating what to do, a Greek named Ephialtes, child of Eyrydimos and Malida, introduced himself and educated the King that the Lakedaimonian positions were available from the Anopaia way. That equivalent night, Hydarnes and the â€Å"Immortals† continued along the way, guided by Ephialtes With the retreat of the Phoebians at the go of Anopaia, Leonidas excused the rest of the Greeks, to be disregarded remaining with his 300 spartans and a couple thebians , surrounded agains 10,000 inmortals. Thrashing was snappy gratitude to Persian bolts. Herodotus was the main essayist who recorded the occasions of the fight yet this was done about an age later, so unwavering quality might be addressed. Numbers and dates are frequently viewed as mistaken because of the propensity of distortion from Herodotous. As per Herodotus, the principle power was to show up later, after the finishing of the Carneia Festival in Sparta and the Olympic Games. Be that as it may, the celebrations didn't forestall the Peloponnesian Fleet to cruise, which is exceptionally opposing . Aside from the embellishment and unwavering quality, both Herodotous and present day student of history Tom Holland concur upon the significance of Thermopylae.The penance of these men stays in history always as the most trademark articulation of Spartan dauntlessness, as per Tom. Leonidas figured out how to shield the respect and distinction of Sparta, just as the withdrawal of his partners, while simultaneously postponing altogether the progression of Xerxes and making genuine misfortunes his powers while raising the resolve of the Greeks, who at long last squashed the Persians during the maritime fight at Salamina only half a month later. On the off chance that it wasn’t for Leonidas armed force and the various city expresses that battled nearby, there was a significant chance that Greece would have been lost to Persia, and the greater part of its future impact on the planet, for example, workmanship, reasoning , language, engineering and maths would have been eradicated. Subsequently Leonidas time delay against the Empire was significant for Athens to get ready for the maritime fight at Salamis.

Incoming freshmen, come to the Activities Midway tomorrow!

Incoming freshmen, come to the Activities Midway tomorrow! Do you like movies? Writing? Model railroads? Ultimate Frisbee? Skateboarding? Dancing? Taekwondo? Singing? Biomedical engineering? Community service? Want to get involved with these activities at MIT? Then, come to the Activities Midway, on Friday August 31st, 4:00pm 6:30pm in the Johnson Athletics Center. You will have the opportunity to see almost every student group on campus (246 of them!!!!) Well all be vying for your attention, which means that you will get a lot of free goodies and food. There will also be performances by several dance groups. Added bonus…come to the MIT Undergraduate Research Journal table (#105, near the entrance!) and hang out with me =) Also visit the Biological Engineering-Biomedical Engineering Society table (#33) for chocolate mice and skittles, and the Camp Kesem table (#125) to meet my fellow counselors. For a list of groups that will be represented, click here. Below is a map of the table assignments. If you want to see a clearer map, click here.

Augustus Essay - 749 Words

AUGUSTUS Augustus was born in Rome on September 23, 63 B.C. He was originally named Gaius Octavianus, but when his great-uncle, Julius Caesar, was murdered, he took his name. Augustus’ real father died when his son was only four. Augustus was adopted in Julius Caesar’s will and was left to be his heir at the age of eighteen. Caesar was very fond of his grand-nephew and he sent him to the College of Pontifices at the age of sixteen. When Caesar was assassinated, Augustus was in Illyria, where he was sent to serve. It was only when he returned to Italy that he learned he was his great-uncle’s heir. nbsp;nbsp;nbsp;nbsp;nbsp;Caesar’s death brought turmoil to into Rome. Augustus was determined to avenge his adopted father’s death and†¦show more content†¦Augustus took over Italy and the West, while Antony ruled the East. Lepidus was given Africa. Augustus and Antony had their differences when assigning the ruler of Italy, but they were over come when Augustus gave Antony his sister in marriage. Augustus stripped Lepidus of his power when Antony was away in the east fighting the Parthians. The Triumvirate was falling apart. Antony started neglecting his provinces and spent time in sent his wife back to Rome and married the queen of Egypt, Cleopatra. Cleopatra had been installed as queen by Caesar. She had a son with Caesar named Caesarion and recognized him as her coruler. This undercut Augustus’ position as Caesar’s only son and the war was inevitable. Augustus defeated Antony and Cleopatra’s forces in a naval battle and the following ye ar, the two committed suicide. Caesarion was murdered. Augustus returned to Rome and at the age of 34, he was â€Å"the sole master of the Roman world†. (Augustus, 1996) In 27 B.C., the Roman Senate gave Augustus his name. The name Augustus means â€Å"consecrated† or â€Å"holy†, implying that Augustus was more than a man, but not quite a god. The Senate gave him other great names and titles that had been held by other officials in the Republic. They also gave him the legal power to rule Romes religious, civil and military affairs, with the Senate as an advisory body, effectively making him Emperor. 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Rome’s early successes were attributed to the bond they had with the Etruscans. As many leaders arose throughout

Indian experience of multiple stock exchanges - Free Essay Example

Sample details Pages: 4 Words: 1319 Downloads: 1 Date added: 2017/06/26 Category Marketing Essay Type Narrative essay Did you like this example? In India, we have had over a decade of experience with multiple stock exchanges and line operators arbitraging between these markets. This has been a fairly well accepted idea. The number of investors opting for  on-line  trading has gone up manifold, according to the recently published ‘Indias Leading Equity Broking Houses, 2008? by Dun Bradstreet (DB). The publication says that less than 10% of the 191 broking firms surveyed reported huge growth in opening of e-broking accounts and some firms saw a surge in value of up to 400% in e-broking during 2009. According to the report, number of e-broking accounts registered in 2009 have grown exponentionally. Indiabulls Securities Ltd added 4,51,611 accounts while a relatively new firm in the industry, Reliance Money added 2,15,678 accounts during the same time period.   Since the banking system is not fully integrated with the securities markets, brokerage firms face limitations in raising f inancial resources for business and expansion. With buoyancy of the stock markets and the rising prospects of several well organized broking firms, important opportunity to access capital markets for resource mobilization has become available. The recent past witnessed several leading brokerage firms accessing capital markets for financial resources with success. The capital market in Pakistan is still in its infancy commensuration with the stage of economic development and transition from agricultural base to industrial based set-up. Broadly capital market includes various institutions like Commercial Banks, Investment Banks, Leasing Companies, Modarabas and Stock Exchanges. But it specifically connotes money market operations and marketing of securities through stock exchanges. The Stock Exchange is a formal association of agents who deal in shares and securities and execute the order of their customers on commission basis. An agent usually has an office with sufficient informa tion sources, current quotations and advisory expertise to assist investors in making decisions. They also must know where to find the buyers and sellers for the securities and arrange membership or contacts with the other stock exchanges operating in the country. Besides providing incidental services like financing the transactions and storage of securities. The main function of a stock exchange is to provide a place where the agents can bring their orders in respect of given list of securities. In this way buying and selling orders and transactions are matched and completed where customers gets the required service and the agents earn commissions. The working of Stock Exchange in India is regulated by Corporate Law Authority. Like Stock Exchange in other countries. Stock Exchanges in our country are also governed by business practices and extensive rules regarding method of trading in securities. Basically these regulations are made to protect the investors and also to assist m embers and develop Stock Exchange. Although the floor rules vary in nature yet they ensure the set routine and proper handling of orders. These rules try to ensure that agents or members should not take unfair advantage to the detriment of investors. While listing a stock or bond the Stock Exchange forges an understanding with the issuing company in matters like allotment, and transfer of securities, declaration of dividends, and issuance of right and bonus shares and the publication of accounts reflecting the affairs of the company. The rules also include registration of stocks and certificates and publication of Balance Sheets as a pre-condition to get listing in Stock Exchange. These rules and regulations if applied properly bring prestige to Stock Exchanges and create confidence amongst the investors. A central idea in modern finance is the law of one price. This states that in a competitive market, if two assets are equivalent from the point of view of risk and return, they should sell at the same price. If the price of the same asset is different in two markets, there will be operators who will buy in the market where the asset sells cheap and sell in the market where it is costly. This activity termed as Share Broking Houses, involves the simultaneous purchase and sale of the same or essentially similar security in two different markets for advantageously different prices. The buying cheap and selling expensive continues till prices in the two markets reach equilibrium. Hence, Share Broking Houses helps to equalize prices and restore market efficiency. The evolution of Indian stock market had been emerged in the year 1975, when Congress directed the SEC to develop a national market system in which all orders to buy or sell equities would interact. It would have been considered that a national market system abhors fragmentation and assumes that one market will best serve the needs of all investors. However, such an assumption would not capture the realities of modern markets. Every individual investor has different needs and different markets will develop to serve these needs. Markets are non anonymous, and in such markets, the most important concept of trading best price is not defined. The fragmented markets are a natural result of competition among investment options. The sharing of trade and quote information among markets helps to mitigate any deleterious effects of fragmentation within the Indian stock market. It would have also been considered that the markets of tomorrow will be global. Therefore in an Indian market, the SEC will have to give up its goal of a national market system and focus on other issues related to the world as a whole for the investors. For an instance, it will be a challenge to provide just the sharing of trade information of equities/commodities across the borders of globe. Further, a technological evolution will allow the investors in order to gathering information to be located anywhere in the world from the common market centre. Hence, this threat of relocation will place a restriction on Indian regulators, and global trading will make it more difficult for SEBI authorities to regulate investment practices and opportunities and to protect Indian investors from such difficulties. Also, the equity markets worldwide are in a state of change. As we already mentioned that the technology and the internet have had and will continue to have a deep impact on the structure of the equity markets. Some of the recent rulings from the SEBI have unleashed new competitive forces that will challenge established markets which already existed. There are some constraints and processes such as date, the cost and awkwardness of the settlement processes across the nations which had restrained global competition, but these processes were changing. As the time passes, the cross-border settlement becomes cheaper and easier to invest for an investor, as a result the global trading may increase and Indian regulators will need to adapt to this new environment. Consequently, the amendments in the year 1975 to the Securities Exchange Act of 1934 set as a national goal which state that all securities should be traded in a national market system. This goal has shaped out much of the security exchange controls thinking since that time; however this goal may collapse with some of the ongoing structural changes which might occur in the equity markets, in both domestically and worldwide. A national market system of a country represents a naÃÆ'ƒÂ ¯ve and parochial view of the way in which equities traded. It is incompatible in a way with how the markets in the country are developing and will develop in near future. As mentioned above that a national market system needs to abhor fragmentation as the fragmentation limits interaction among order flow. Since, the fragmentation has emerged as the heart of competition for investors. It has been coded by many of the research er that the new competition creates fragmentation, but significant fragmentation will occur only if the competition is successful. In case, the competition is extremely successful, existing markets will decline and fail, resulting ultimately in less fragmentation. Therefore with due effect of the increasing the world globally, the SEBI will have to give up its goal of a national market system, begin to recognize the global nature of the equity across the India. Don’t waste time! Our writers will create an original "Indian experience of multiple stock exchanges" essay for you Create order

Judeo Christian Veiws on God Free Essays

Explain how the Judeo Christian tradition shows the goodness of God The ‘goodness’ of God, as a concept, refers to the holiness and care that god himself initiates on his people, however the Judeo-Christian tradition hold that gods attributes cannot be a ‘concept’ as god is personal, and treats all living beings as individuals. The biblical god, a completely different god than that of Plato or any philosopher, who can be seen as a ‘concept’ can be referred and described to as ‘good’ throughout scriptures through acts of kindness and his characteristics of denying those who are evil for the better of mankind; ‘You have rejected me, says the lord, your are going backward so I have stretched out my hand against you and destroyed you’ (Jeremiah 15. 6). We will write a custom essay sample on Judeo Christian Veiws on God or any similar topic only for you Order Now According to this Judeo-Christian tradition gods goodness cannot have attributes of evil and portray his acts of being hard done by as help to those who need it. However this anger is not subjected to those who have done nothing wrong, but to those who are unjust and mistreat those of equality to them. The simple understanding of gods goodness is to look at what he does, he is beneficial to his creatures and doesn’t act for his own profit, but for those on earth to create a helpful father as he wishes to be conceived; ‘I myself, said, how gladly I treat you like sons, and give you a desirable land, the most insurance of any nation. I thought you would call me father and not turn away from me’ (Jeremiah 3. 19-20). God also promises Abraham that he would be the father to the Israelites, a great nation. The goodness which is a strong participant of gods role in the bible, along with the ten commandments ‘do not commit adultery, do no steal’ and so forth, conduct a role in which those who follow the doings of god will also take on. This also helps the follower of god to feel innate and closer to god as they respond and follow his rules with obedience. Gods acts on individual people whilst helping them, is simply for their faith to be held with him, and they believe whatever god puts forth for them to do, they shall do it as god is good, and wouldn’t want to cause intentional hurt without reason. (quote 1). God can further can be seen as having personal feelings, as he is seen to be hurt and becomes angry when people disobey his orders and when people fail to respond to his commands, for example committing adultery would be a sin against god; ‘Instead, as a faithless wife leaves her husband, so you have been faithless to me, Oh house of Israel, says the lord’ (Jeremiah 3:19 19-20). God also shows love and compassion, another two attributes to gods goodness, as he bore a son to Hannah as she prayed to him to ‘look on the misery of your servant and remember me†¦.. give to your servant a male child’ (Jeremiah 3:19-20) Although his anger and the justice he serves on those who disobey him are sometimes seen as mean, they are attributes to his personality as a god and believers see this as him being fair and just. He does these as comeuppance to supposed faithful ones to take advantage of his goodness, and is still seen as perfect; ‘He is the rock, his works are perfect and all his ways are just. A faithful god who does no wrong, upright and just is he. They have acted corruptly towards him, to their shame they are no longer his children but a warped and crocked generation’. (Deuteronomy 32. 4-5)       It is essential therefore, for people to respond to god’s demands with faith and obedience as god is the only one who understands and defines goodness, humans cannot understand this concept as we are tempted by evil. Having faith in god when you are poor and with nothing may be hard, but as Abraham sets example and continues believing in god, others should follow and having faith may lead them to a better fortune and not give up on hope. The goodness of god in the bible is represented through situations and stories told for centuries, they show his many attributes that fold into the one personality of god, to be and always be infinitely good. How to cite Judeo Christian Veiws on God, Papers

Islam And Buddhism Essays - Spirituality, Allah, Deities, Shabda

Islam And Buddhism Islam and Buddhism are two distinct religious traditions that provide their own meaningful responses to the fundamental questions about life. Their views on issues relating to the possibility of a Supreme Being, the purpose of life and their understanding of the cycle of life and death are all quite distinct from each other, but at the same time, having minor similarities. These can be seen in the following comparative study between the teachings of these two world religions. Is there a Supreme Being? What is the nature of the divine? All Muslims profess the existence of the One and Only God, God Almighty who is also referred to as 'Allah'. They firmly believe that Allah is the most high and honored, the creator and the sustainer of all that exists and he has no physical connections between any thing he has created whether it be the creatures or human beings on this earth. He has no beginning and no end. Allah has no physical dimensions like hunger, sleep or rest for he is the one who gives such attributes to his creatures. Buddhism on the other hand, recognises no creator god who initially brought the universe into existence and continues to control it in the way that Allah controls everything that is or happens in the universe from the smallest to the greatest events. The founder of Buddhism, who is known as Buddha, did not want to be worshipped as a god. He taught that people would be happier if they took responsibility for their own thoughts and actions. His teachings were simply a guide for living. Muslims can some what relate to this in the way they are taught to be responsible for their own actions and sins. The two religions are also similar in the way they both believe in the concept of god/s existing in the afterlife. Muslims firmly believe in the existence of Allah in heaven while Buddhists consider the possibility of gods existing in the heavens that their karma has created. What is the purpose of life? Islam teaches that God created human beings and endowed them with immortal souls. Each individual possesses the quality of uniqueness and the duty of each person is to work out his or her own destiny and each is responsible for his or her own action. Buddhists would say that rather than being created by a Supreme Being, humans actually got themselves born due to karma made in past lives. This was made with a particular father and mother with whom we have karmic connections. Islam also teaches that the task of a human being is to make a sincere effort and strive to do his/her best. Islam discourages its followers to sit in resignation. However, whatever results from effort is to come from God's decision and should be accepted with patience. At the same time, giving thanks and praise to God is also part of the central purpose in life. In contrast to Buddhism teachings, Buddha did not want to be worshipped as a god, but instead, taught people that the central idea of life was to reach as sense of incomprehensible peace in their minds. In Islam, life is essentially preparation for the Day of Judgement when Allah will call all people to hear an account of how they have lived. This will determine their destiny after life. On the other hand, Buddhists believe that humans are on this earth because of the evil things that they have committed in past lives and the main purpose of life is to reach the state of enlightenment. To escape the cycle of rebirth is to enter the supreme reality of Nirvana where there is freedom and bliss. To attain nirvana is simply to be out of existence. The way in which Buddhists are taught to go about this is to devote their life to compassion, charity, and non-violence and to clear their mind of all content and learn to drift away from the consciousness of this world. How do we understand the cycle of life and death? Is there life after death? In Islam, life on earth is considered to be a minute part of the totality of existence. The life in the hereafter is of eternal duration. Every individual is accountable for his performance in the worldly life and is answerable in front of God on the Day of Judgement. On this day, God will raise every one from the dead and he will allow those who have lived a

Data Cleaning for Data Analysis in Sociology

Data Cleaning for Data Analysis in Sociology Data cleaning is a crucial part of data analysis, particularly when you collect your own quantitative data. After you collect the data, you must enter it into a computer program such as SAS, SPSS, or Excel. During this process, whether it is done by hand or a computer scanner does it, there will be errors. No matter how carefully the data has been entered, errors are inevitable. This could mean incorrect coding, incorrect reading of written codes, incorrect sensing of blackened marks, missing data, and so on. Data cleaning is the process of detecting and correcting these coding errors. There are two types of data cleaning that needs to be performed to data sets. They are possible code cleaning and contingency cleaning. Both are crucial to the data analysis process because if ignored, you will almost always produce misleading research finding. Possible-Code Cleaning Any given variable will have a specified set of answer choices and codes to match each answer choice. For example, the variable gender will have three answer choices and codes for each: 1 for male, 2 for female, and 0 for no answer. If you have a respondent coded as 6 for this variable, it is clear that an error has been made since that is not a possible answer code. Possible-code cleaning is the process of checking to see that only the codes assigned to the answer choices for each question (possible codes) appear in the data file. Some computer programs and statistical software packages available for data entry check for these types of errors as the data is being entered. Here, the user defines the possible codes for each question before the data is entered. Then, if a number outside of the pre-defined possibilities is entered, an error message appears. For example, if the user tried to enter a 6 for gender, the computer might beep and refuse the code. Other computer programs are designed to test for illegitimate codes in completed data files. That is, if they were not checked during the data entry process as just described, there are ways to check the files for coding errors after data entry is complete. If you are not using a computer program that checks for coding errors during the data entry process, you can locate some errors simply by examining the distribution of responses to each item in the data set. For example, you could generate a frequency table for the variable gender and here you would see the number 6 that was mis-entered. You could then search for that entry in the data file and correct it. Contingency Cleaning The second type of data cleaning is called contingency cleaning and is a little more complicated than possible-code cleaning. The logical structure of the data may place certain limits on the responses of certain respondents or on certain variables. Contingency cleaning is the process of checking that only those cases that should have data on a particular variable do in fact have such data. For example, let’s say that you have a questionnaire in which you ask respondents how many times they have been pregnant. All female respondents should have a response coded in the data. Males, however, should either be left blank or should have a special code for failing to answer. If any males in the data are coded as having 3 pregnancies, for example, you know there is an error and it needs to be corrected. References Babbie, E. (2001). The Practice of Social Research: 9th Edition. Belmont, CA: Wadsworth Thomson.

How Is the SAT Scored Scoring Charts

How Is the SAT Scored Scoring Charts SAT / ACT Prep Online Guides and Tips One question that often comes up as you begin studying for the SAT is this: how on earth is this thing scored? Or more specifically, how are the raw scores you earn from each section turned into those neat numbers between 200 and 800 you see on the score report? This article breaks down how the SAT is scored, section by section. You will learn how your raw score becomes a scaled score and how you can use that information to your advantage. After all, a strong understanding of the exam can give you an edge on the SAT. Overview The SAT has two big sections – Evidence-Based Reading and Writing (EBRW), and Math. You can earn a scaled score of between 200 and 800 points on each section, for a total of 1600 possible points on the Redesigned SAT. (If you're looking for information about the old SAT, which was last offered in January 2016 and scored out of 2400, you can learn here how to calculate your SAT score and how to interpret your SAT results.) The scaled score of between 200 and 800 is converted from the raw score you earn on each section. Your raw score is simply the number of questions you answered correctly. Skipped or wrong questions do not add or subtract from your raw score. So how do those raw scores become scaled scores? It happens through a process that College Board calls equating: â€Å"Equating ensures that the different forms of the test or the level of ability of the students with whom you are tested do not affect your score. Equating makes it possible to make comparisons among test takers who take different editions of the test across different administrations.† In other words, equating is not curving your score relative to other test takers on the day you take the test. Equating controls for slight variations in different SAT dates to ensure that scaled scores represent the same level of ability across different test dates. For example, a 600 on SAT Math in March has to represent the same ability level as a 600 on SAT Math in May. So if the May test turns out to be more difficult for students, the raw-score to scaled-score calculation will be adjusted so that a slightly lower raw score still nets a 600 scaled score. Since the equating formula changes from test to test to keep the scores equal, there is no way to know for sure how a certain raw score will translate to a scaled score. However, the College Board releases raw score to scaled score ranges to give you an idea of what level of raw score you need to get to certain scaled score numbers. While there are not confirmed score range tables available yet, we can use the raw to scaled score tables included in College Board’s free SAT practice tests for a sense of how raw scores become scaled scores on the Redesigned SAT. You'll notice as you look at the tables that they differ slightly: for example, a raw score of 57 gets you a perfect 800 on Test 4 but not Test 1. This is because, as we discussed above, each test is equated so that despite slight differences in difficulty, an 800 on one test means the same as an 800 on another test. In this case, the Math section on Test 4 is slightly harder, so you can only miss one point and still get an 800. And don’t worry – we will explain scoring for each section in depth so you’ll know exactly how to use these tables. Test 1 Score Conversion Table Via College Board's Scoring Your Practice Test 1. Test 4 Score Conversion Table Via College Board's Scoring Your Practice Test 4. Next, we will break down the mechanics of scoring section-to-section, to help you best prepare for each part of the test. Calculating Your Math Section Score Finding your score on SAT Math is relatively straightforward. I'll walk you step-by-step through finding your raw score to calculating your final scaled score between 200 and 800. Figure out your raw score on each of the two math sections (No Calculator and Calculator). This is just the total amount of questions you answered correctly. The No Calculator section has 20 possible points, while the Calculator section has 38 possible points. Blank or wrong questions do not count for or against you. For the Grid-In answers, where you fill in the answer rather than choosing A, B, C, or D, remember that there can be a few different ways to write the same answer (for example, 3/5 could also be written as 0.6). As an example, let's say I take Practice Test 1. After checking my answers, I count 15 correct answers on the No Calculator Section, and 25 correct answers on the Calculator section. I ignore wrong or blank answers as I count, since there is no longer a deduction for wrong answers. Add your No-Calculator raw score to your Calculator raw score. This is your final Math raw score. The highest possible raw score is 58. To continue my example, I would add 15 (my raw score on the No Calculator section) to 25 (my raw score on the Calculator section) for a final Math raw score of 40. Using the table for your practice test, find the scaled score of 200-800 your raw score matches to. Since I took Practice Test 1, I use Table 1 and find that a raw score of 40 translates to a scaled score of 610. Via College Board's Scoring Your Practice Test 1. What if you're not using one of College Board's practice tests? If you’re scoring questions from a practice test without a raw score to scaled score table, or you just want to know how many raw points you would need for a certain score, look at both tables to come up with an estimate. For example, when I look at Table 4, I see that a raw score of 40 on that test would have gotten me a 670! Based on that, I know if I get a raw score of 40 on Math, I can bet on a final score in the low- to mid-600s. We'll talk more about how to come up with raw score goals later in the post! Calculating Your Evidence-Based Reading and Writing Score Finding your EBRW scaled score is a bit trickier than finding your Math score, since you have to combine your performance on the Reading and Writing sections. Let's take a look. Find your raw score on the Reading section. This is just the total amount of questions you answered correctly. Blank or wrong questions do not count for or against you. The highest raw score possible is 52. To continue with my example, let's stay with Practice Test 1. Let's say I correct the Reading section and find that I got 39 questions right. That gives me a Reading raw score of 39. Find your raw score on the Writing section. This is just the total amount of questions you answered correctly. Blank or wrong questions do not count for or against you. The highest raw score possible is 44. Let's say I correct the Writing section and see that I got 35 questions correct. My Writing raw score is 35. Find your Reading â€Å"scaled score† on the table. This is a number between 10 and 40. Using Table 1, I look up my Reading raw score of 40, and see that it translates to a scaled score of 32. Find your Writing â€Å"scaled score† on the table. This is a number between 10 and 40. Using Table 1, I look up my Writing raw score of 35 and see that it also translates to 32. Via College Board's Scoring Your Practice Test 1. Add your Reading and Writing scaled scores together. You’ll get a number between 20 and 80. Since I got a 32 scaled score on both Reading and Writing, I add them together: 32 + 32 = 64. Multiply your scaled score by 10. This is your final scaled score between 200 and 800. I multiply 64 by 10 to get 640. This is my final Evidence-Based Reading and Writing score. Finally, I can calculate my total SAT composite score, since I know my Math score (610) and my EBRW score (640). I simply add them together to get the composite: 610 + 640 = 1250. Not too shabby! Subscores But wait, there's more! The Redesigned SAT also gives you a number of subscores: two that rate your ability in different subjects (History/Social Studies and Science), and seven that break down the Math, Reading, and Writing sections into more specific (and creatively-named!) skills, for example, "Heart of Algebra." You can read in-depth about the Subscores on the Redesigned SAT website. We’ll explain here how to calculate these various subscores – and also talk a bit about why they’re not as important as your main section scores. Cross-Tess Scores: Analysis in History/Social Studies and Analysis in Science To calculate your cross-test scores, you need to have access to a detailed answer key that marks which questions fall under which cross-score categories, since they will come from all different sections of the test. If you take the College Board's free practice tests (linked above), then you can use their answer keys, which are quite detailed. Find the questions marked as History/Social Studies and Science in the answer key. Next, find your raw score for each category – simply total up how many questions you got right. This can be a bit tedious, since you have to count up questions from different sections. College Board's answer keys come with a table to help you do this. Via College Board's Scoring Your Practice Test 1. Finally, use their table to calculate your final scaled score, between 10 and 40, for each subject area, History/Social Science and Science, based on the raw scores you found. Unlike EBRW, you do not combine these two scores and multiply them for a final scaled score between 200 and 800. They simply stand alone as indicators of your Science and Social Science skills. Via College Board's Scoring Your Practice Test 1. Subject-Specific Subscores You can also calculate subscores for seven other areas: Expression of Ideas, Standard English Conventions, Heart of Algebra, Problem Solving and Data Analysis, Passport to Advanced Math, Words in Context, and Command of Evidence. These subscores give you more fine-grained information about your performance within Math and EBRW. You find these subscores using the same process: find the questions marked as belonging to those categories, total up your raw score for each category, and then use the conversion table to find your scaled scores. It can definitely be tedious to calculate all of these on your own, since there are seven categories, but it can be worth it to learn more about your strengths and weaknesses as a test-taker, as we will discuss below. An example of how to find the relevant questions to calculate a subscore. Via College Board's Scoring Your Practice Test 1. The final conversion table for finding your subscores. Via College Board's Scoring Your Practice Test 1. How Much Do My Subscores Matter? In terms of how your SAT score is perceived, the subscores aren’t very important. Colleges are looking most closely at your composite score, and then at the two main section scores (EBRW and Math). They may look at your subscores for more info or context about your performance, but they’re not nearly as important. Especially since these subscore categories are new with the Redesigned SAT, and colleges aren’t really used to taking all of these different subscores into account, they are more likely to rely on just the basic composite (1600) and main section scores (out of 800) to compare your scores with other applicants. However, these subscores can be very helpful for you. Why? They can give you major clues as to where to focus your prep. For example, say that when you calculate your math subscores and notice that you missed over half of the â€Å"Passport to Advanced Math† questions, despite getting the other questions mostly correct. That’s a big hint that you are struggling with some higher-level math concepts, and you should study them carefully before retaking the test. So even though it's tedious, if you're not getting the scores you want on practice exams, take the time to calculate your subscores both the cross-subject scores and the section subscores to figure out where you're going wrong and to focus your studying more carefully. What About the Essay? Unlike the old SAT, on the new SAT, your essay score is totally separate and not combined with your final composite score in any way. (You could technically score a perfect 1600 even with a subpar essay – not that we recommend blowing the essay off, as we will discuss below!). As forhow your essay is graded, it will receive three scores between 2 and 8: one score for Reading, one for Analysis, and one for Writing. A 2 is the lowest score for any category, while 8 is the highest. Reading will judge how well you read through and understood the passage the essay is about and how well you demonstrate that understanding in your essay. Analysis will judge how well you analyze the passage in relation to the prompt and how solid (or not) your argument is. Writing will judge how strong your essay is from a construction standpoint: in other words, is it logical? Does it flow well? Do you use good grammar and spelling? Two readers (as in, two flesh and blood people!) will read your essay, and give the Reading, Analysis, and Writing parts of your essay a score from 1 to 4. Those scores will then be added together for the three final scores of between 2 and 8. You can read a complete SAT essay rubric in case you’re curious about how exactly the essay will be graded. How To Use This Information So, now that you’re an expert on how the SAT is scored, how can you use this information to your advantage? We have identified four key ways in which understanding SAT scores can help you make a smart study plan and improve your score. #1: Develop Targeted Raw Scores You can use College Board’s raw-to-scaled score tables to help develop a target raw score for each section. For example, if you want to crack 700 on Math, you should aim for at least a 45, though 50 is the safest bet. If you want to get to at least a 700 on EBRW, since it combines Reading and Writing, you can play around a bit with your raw score goals. For example, you could aim to get a scaled score of 35 on each section, for a total of 70. In this case, you would go for 45 raw points on Reading and 39 raw points on Writing. But say you are really confident about the Writing section but less confident on Reading. You could go for a perfect 40 on Writing and aim for 30 on Reading and still get a 70, a.k.a. 700, overall. In that case, you would aim for all 44 raw points on Writing and 36 raw points on reading. So no matter what your score goals are, using the tables to find the raw scores you need helps make your studying more concrete and manageable. Knowing how many raw points you need gives you a much better sense of how to approach each section. (By the way, if you're wondering what SAT score you should aim for you should read our guide to what a good SAT score is.) #2: Guess Aggressively Since the Redesigned SAT doesn’t have a guessing penalty, make sure to answer every single question on every single section – even if it means filling in random bubbles if you run out of time at the end of the test. At best, you’ll pick up an extra raw point or two, at worst, you won’t gain any. But you will not be hurt at all by guessing, so it’s worth the shot! Remember: if you're leaving blank bubbles on your SAT answer sheet, you're basically throwing away free raw points. #3: Don't Sweat the Essay... But Don't Brush It Off, Either Since the essay doesn’t factor into your final composite score, don’t devote too much of your SAT study time on it. Having the highest composite score possible is important both for admission to selective schools and for getting merit scholarships. However, you shouldn’t swing the other way and completely bomb the essay. Colleges will be able to read your essay when your SAT scores are sent, so you want it to represent your sincerest effort. Especially since colleges have the essay as an example of your writing, you want it to be good quality so that your carefully edited essays don't look like they were written by someone else. Bottom line: your overall composite score is much more important than the essay, and as long as your essay score isn’t drastically different than your composite, you’ll be fine. #4: Do Sweat the Math Section Since Math is exactly half of your composite score, it’s more important than ever to study hard for it. Unlike the old SAT, on which Math was just 1/3 of your total composite, on the Redesigned SAT, it can absolutely make or break your score. To take an example, let's look at two hypothetical students. Student A does perfectly on Reading and Writing, scoring a perfect 40 on each section for a composite of 800. However, he stumbles a bit on Math, getting a composite of 600. Student A's final composite is 1400. Student B, meanwhile, does perfectly on Math, with a score of 800, and Reading, with a scaled score of 40. However, she stumbles a bit on writing and only gets a scaled score of 30. Her final EBRW scaled score is a 70 (40 + 30), meaning that she ends up with an EBRW composite of 700. So Student B's final composite score is a 1500, significantly higher! The message here isn't to neglect studying for Reading and Writing. It is still important to do very well on both sections for a strong EBRW score. However, you can see that out of the three sections, Math carries the most weight, so it's very important to do well on Math for a strong final composite score. What's Next? Did the last section freak you out? If you don't consider yourself a math person, don't panic! We have the ultimate guide for SAT Math including practice problems and key strategies to help you do well. By the way, we believe anyone can be a math person! To find out how, check out this article on getting perfect grades in high school from our resident Harvard alum. Not only does this guide have great advice for improving your grades, it also explains the concept of a "growth mindset" and why having this mindset is key to doing well, even in subjects you think you're not good at. Get the complete lowdown on the Redesigned SAT with our complete guide to the New SAT. In this post we break down new question types, new strategies, and new challenges that you may face on the SAT beginning in March 2016. What SAT score should you aim for?We take you step by step through figuring out your SAT target score. This is a crucial step to be able to figure out the raw scores you need for each section and to make a comprehensive study plan. Want to improve your SAT score by 160points?Click below to download our free guide to the top 5 strategies you need to keep in mind to have a shot:

Advertisements to Compare Assignment Example | Topics and Well Written Essays - 750 words

Advertisements to Compare - Assignment Example Advertisements of this brand aim at creating concern within present and future mothers about baby -care and shifting their opinion from other similar products, both in terms of new design and quality information. Social Media channels can be selected as a mode of communicating the brand message as a whole instead of promoting VO5 targeting the young male and female audiences. This method of promotion will further help the brand in building media more loyal and informed customer base rewarding it with better market positioning in comparison to its competitors (Havas Worldwide, 2013). However, when applying this technique, the brand should be attentive in conveying any message that can raise disputes within its stakeholders. In addition, as it is likely that the messages conveyed through this mode is likely to be channelized within the mass in no time, negative publicity can become an obstruction to the brand’s continuous growth (Nadaraja, 2012). Television advertisement channels can be termed as another mode of mass communication by this brand for communicating to a huge base of customer audiences at a particular time. This type of advertisement channels prove to be effective as customers can get a better understanding of the brand based on their unique selling propositions conveyed through television medium (Bauer Media Magazines, 2013). Television advertising also raises concerns toward the appropriate identification of customers’ motivation needs. Under such circumstances, developing appropriate appeal through the advertisement will be necessary to avoid failure of the brand to attract a larger base of customers (Heath & Feldwick, 2007). Magazines also prove to be a very effective way for promoting such cosmetic brands, especially in case of women, who search for adequate information prior than selecting a particular grooming product. As magazines offer

Analysis of IT Services in Business Essay Example | Topics and Well Written Essays - 3000 words

Analysis of IT Services in Business - Essay Example By 2003, the company was earning good revenues with offices opened in US, UK, Japan, Germany, Australia, and Singapore, along with manufacturing capacity at Penang and Malaysia. Terra was still in quest of expanding its business further however, it did not have sufficient funds after all heavy investments (CMIS, 2010). Therefore, for the first time, it decided to invite outside investors to help terra in expanding its product lines. These investors included the owner of â€Å"country’s largest sheep farm, an award-winning film director, an actor known for his temper and fondness for rugby and inventor of bungee jumping† (Blanchard & Bowles, 1998). Though these investors did not have much knowledge about corporate world, they wanted the Frost brothers to hire a professional management team (Blanchard & Bowles, 1998). Despite huge opposition for this decision, Frost brother ultimately appointed Stephanie Clark as vice president of IT and Operations.Her colleagues called t his woman as â€Å"force of nature† as she possessed diverse abilities from looking into the details of any operational problem to encouraging the employees keeping in mind the broader goals of the company (CMIS, 2010). She majorly focused on planning and execution, which did not influence firm’s engineering culture. They assumed that they could not perfect the products if there is a fixed schedule or budget for them. These clashes were at height in 2005 when the company was trying to make a filmless X-ray system.... By 2003, the company was earning good revenues with offices opened in US, UK, Japan, Germany, Australia, and Singapore, along with manufacturing capacity at Penang and Malaysia. Terra was still in quest of expanding its business further however, it did not have sufficient funds after all heavy investments (CMIS, 2010). Therefore, for the first time, it decided to invite outside investors to help terra in expanding its product lines. These investors included the owner of â€Å"country’s largest sheep farm, an award-winning film director, an actor known for his temper and fondness for rugby and inventor of bungee jumping† (Blanchard & Bowles, 1998). Though these investors did not have much knowledge about corporate world, they wanted the Frost brothers to hire a professional management team (Blanchard & Bowles, 1998). Despite huge opposition for this decision, Frost brother ultimately appointed Stephanie Clark as vice president of IT and Operations. Her colleagues called this woman as â€Å"force of nature† as she possessed diverse abilities from looking into the details of any operational problem to encouraging the employees keeping in mind the broader goals of the company (CMIS, 2010). She majorly focused on planning and execution, which did not influence firm’s engineering culture. They assumed that they could not perfect the products if there is a fixed schedule or budget for them. These clashes were at height in 2005 when the company was trying to make a filmless X-ray system for dental and veterinary uses. Clark was getting this made because she could see a hidden opportunity in this segment. She knew that film-based imaging technique was relatively low-priced but their cost

A Study On Dialogue And Learning Education Essay

A Study On Dialogue And Learning Education Essay Dialogue has been recognized as the most notable example of Western literature by Plato since 428/427 BC 348/347 BC;. In Greek and Indian literature, particularly the ancient art of rhetoric, it is historically origins as narrative, philosophical or educational device. The dialogue has been used to teach a range of subjects, including philosophy, logic, rhetoric, and mathematics. Dialogue (the Greek DIA for through and logos for word) can be defined to include numerous communicative acts includes conversation, talk, communication, interchange, discourse, argument, chat, gossip, colloquy, as well as discussion, debate, exchange of views, head-to-head, consultation, conference, meeting, interview, question and answer session, and negotiations (New Oxford Thesaurus of English 2000). Dialogic learning can occur in any educational situation and contains an important potential for social transformation.  [2]  Various contributions to Dialogic learning has been developed on many perspectives and disciplines such as, P. Freire, 1970 on the theory of Dialogic action, G. Wells, 1999 looking for the Dialogic inquiry approach, J. Habermas, 1984 with the theory of communicative action, M. Bakhtin, 1981, the notion of Dialogic imagination, and Soler, 2004, the dialogical self. Among those, there are many more contemporary authors on Dialogic conceptions, J. Mezirow, 1990, 1991, 2000 transformative learning theory, M. Fielding 2001, students as radical agents of change, T. Koschmann, 1999 emphasizes the potential advantages of adopting dialogicality as the basis of education, Anne C. Hargrave, 2000 shows that children in Dialogic-learning in vocabulary. Specifically, the concept of Dialogic learning (Flecha, 2000)  [3]  evolved from the investigation and observation of how people learn both outside and inside of schools, when acting and learning freely is allowed. The theory The concept of Dialogic learning is not new. In the book Mind and Society, 1962, Vygotsky argued that children learn how to use planning function of their language effectively and their psychological field changes fundamentally. He argued that a child begins to master his surroundings with the help of speech prior to mastering his own behavior. He claimed that the creation of these unique human forms of behavior which eventually produced the intellectual productive work with the use of tools. This was described in his observations of children in an experimental situation showed that children not only act in attempting to achieve a goal but also speak. This speech arose spontaneously and continued almost without interruption throughout the experiment. He claimed that it seems that both natural and necessary for children to speak while they act. Respectively, Vygotsky drew the same kind of distinction between the spontaneous concept of everyday learning and the scientific concept of th e classroom.  [4]  Vygotsky, 1962 argues that the inception of a spontaneous concept can usually be traced to a face-to-face meeting with a concrete situation, while a scientific concept involves from the first a mediated attitude towards it object. Paulo Reglus Neves Freire (1921-1997), 1970 theory of Dialogic action 1921 -1997 was a Brazilian educator and influential theorist of critical pedagogy.  [5]  He was an educationist known for developing popular education; he puts dialogue as a type of pedagogy.  [6]  Freire argued that dialogue as a means of democratizing education (Freire 1972, 1999). Dialogue communication allowed students and teachers to learn from one another in an environment characterized by respect and equality. He advocates himself to support suppressed people with their performance or application of skills that is informed and linked to their values, by performing and applying their skills in order to make pedagogy for a more deepening understanding and making positive changes to them. He states that human nature is Dialogic, and he believes that communication has a leading role in peoples life. Dialogue is a claim in favor of the democratic choice of educators and learners. The goal of the Dialogic action is always to reveal the truth interacting with others and the world. He claimed that we are continually in dialogue with others and it is in that process that we create and recreate ourselves. Besides, in order to promote free and critical learning, he insists that we should create the conditions for dialogue that encourages the epistemological curiosity of the learner. The Russian philosopher, literary critic, semiotician and scholar who worked on literary theory, ethics, and the philosophy of language, Mikhail M. Bakhtin, 1981, distinguishes the notion of Dialogic imagination. He has theorized dialogue in emphasizing the power of discourse to increase understanding of multiple perspectives and create myriad possibilities.  [7]  Bakhtin argued that dialogue creates a new understanding of a situation that demands change as relationships and connections exist among all living beings.  [8]  His concept of dialogism states a relation between language, interaction, and social transformation. Holquist, 1990 described Bakhtins writings on dialogicality are profound and represent a substantive shift from prevailing views on the nature of language and knowledge  [9]  . Bakhtin established that there is a need of creating meanings in a Dialogic way with other people.  [10]  He believed that individual does not exist outside dialogue. The conc ept of dialogue itself establishes the existence of the other person. It is through dialogue that the other cannot be silenced or excluded. Bakhtin claimed that meanings are created in the processes of reflection between people. He describes, we use the same meanings later in conversations with others, where those meanings get better and even change as we obtain new meanings. Therefore, when we talk, we learn something. In this sense, every time that we talk about something that we have read about, seen or felt; we are actually reflecting the dialogues we have had with others, showing the meanings that we have created in the previous dialogues with others. That said, dialogue cannot be separated from the perspectives of others: learning derives from here with the individual speech and the collective one is deeply related to ones life. Bakhtin asserts that talks is a chain of dialogues, he points that every dialogue results from a previous one and, at the same time, every new dialogu e are going to be presented in future ones. Fitz Simons, G. (1994)  [11]  the learning communities, an educational project which seeks social and cultural transformation of educational centers and their surroundings through Dialogic learning, emphasizing egalitarian dialogue among all community members, including teaching staff, students, families, entities, and volunteers. Fitz Simons points out: The need to establish an atmosphere of mutual respect and a feeling of community in which adult learners are encouraged to be independent learners and to share their expertise (p. 24-25, 1994) Dialogic Learning Fletcher, 2000 looks at the concept of Dialogic learning evolved from the investigation and observation of how people learn both outside and inside of schools, when learning and acting freely is allowed. She describes open dialogue which derived from the perspective of Freire, 1997 involvement of all members of the community the learning communities as research shows that learning process take place in different spaces of the learners life regardless of the learners age, and including the teaching staff, depend more on the coordination among all the interactions and activities. The recognition and respect of different types of knowledge raise the awareness that each person has something to share, something different and equally important. Therefore, the wider the diversity of voices engaged in open dialogue, the better the knowledge that can be dialogically constructed. Fletcha puts as [Dialogic learning] lead to the transformation of education centers into learning communities where all the people and groups involved enter into relationships with each other. In this way, the environment is transformed, creating new cognitive development and greater social and educational equality. (p. 24) Edward and Mercer, 1987 emphasize that the dialogue concept is ground rules of conversation because it operates as implicit sets of rules for behaving in particular kinds of situation which participants usually take for granted  [12]  . (Edward and Mercer, 1987) In 2007, Mercer and Littletons argues that talk is not just the mediating means for supporting individual development, but rather that ways of thinking are embedded in ways of using language. This talk is more emphasized on as a valuable, social mode of thinking, not just learning. They argue that learners engage and interact with others may have a profound and enduring impact on their skill and intellectual development.  [13]  They further argue that learning and development are two terms that related and have both been used in a great deal. Learning is often in the company of teaching. These two words are required to call upon the kinds of cognitive and intellectual changes in childrens learning. He asserts that lea rning is normally associated with the gaining of knowledge and the acquisition of some fact or skill. It invokes ideas of some sort of growth, the emergence of a new entity and the arrival of a new state of affairs. A contributor to Mercer and Littleton, Chris Watkins, 2003 (A scholar in education and learning) has distinguished three influential conceptions of learning: Learning is being taught, learning is the individual sense making, learning is building knowledge with others.  [14]   Harry Daniel 2001 claims that classroom talk or dialogue mediates not just teaching and learning but also the wider culture.  [15]  He claims that humans are seen as creatures who have a unique capacity for communication and whose lives are normally led within groups, communities and societies based on shared ways of using language, ways of thinking, social practices and tools for getting things done. Daniels emphasizes that such talk, must not be regarded as simple interaction, but narrowly regarded and bounded by the immediacy of the learning task in hand. Similarly, the Dialogic inquiry approach by Gordon Wells, 1999  [16]  , Wells argues that classroom dialogue has been proposed as a method of introducing critical education (Wells 1999, Alrà ¸ Skovsmose 2002) Dialogic inquiry is an educational approach that acknowledges the dialectic relationship between the individual and the society, and an attitude for acquiring knowledge through communicative interactions. Wells points out that the predisposition for Dialogic inquiry depends on the characteristics of the learning environments, and that is why it is important to reorganize them into contexts for collaborative action and interaction. Wells defines inquiry not as a method but as a predisposition for questioning, trying to understand situations collaborating with others with the objective of finding answers. Wells further argues that Dialogic inquiry not only enriches individuals knowledge but also transforms it, ensuring the survival of different cultures and their capacity to transform themselves according to the requirements of every social moment. Wells claims that Dialogic inquiry not only enriches individuals knowledge but also transforms it, ensuring the survival of different cultures and their capacity to transform themselves according to the requirements of every social moment. Education is seen as a Dialogic process, with students and teachers working together within settings that reflect the values and social practices of schools as cultural institutions. Alrà ¸ Skovsmose, 2002 relate dialogue to the learning process by attribute three essential properties to the notion of dialogue; making an inquiry, running a risk and maintaining equality.  [17]  These essential properties must be characteristic of the scene of interaction in order for a learning dialogue to occur. Making an inquiry means learner exploring what he does not yet know and sharing the desire to gain new experiences. For an inquiry to be Dialogic it must be open to participants bringing their own perspectives rooted in their backgrounds into the inquiry. Learners must also be willing to suspend their own perspectives in order to consider the perspectives of others and in articulating these perspectives new and more insightful perspectives might come into view. For that reason, Dialogic is running a risk in the ambiguity and uncertainty of the dialogue process. Learners to a dialogue propose other peoples perspectives, however navigating in a landscape of investigation means that there are no pre-established answers to up-and-coming questions. Therefore dialogue includes risk-taking both in an epistemological and an emotional sense. In other words learners to a dialogue will be challenged on their knowledge as well as their emotions. In order for participants to remain in the Dialogic process it must be ensured that the uncertainty never appears too uncomfortable. They claim that dialogue could then maintain equality by suggesting that learners are engaged at a level of parity. Parity in this sense does not equal sameness but rather fairness. Learners may enter the dialogue in different capacities and being equal thus comes to depend on the ability of learners to embrace and accept diversity (Alrà ¸ Skovsmose, 2002). After years of research conducted in several countries; India, USA, France, Italy and England with a team of researchers, Robin Alexander 2004  [18]  has put talk as the prominent element for effective thinking and learning requirement for children. He has distinguished talk for a distinctive pedagogical approach called Dialogic teaching. He argues that language and thought are intimately related, and the extent and manner of childrens cognitive development depend to a considerable degree on the forms and contexts of language which they have encountered and used. This new approach demands both pupil engagement and teacher intervention by which pupils actively engage and teachers constructively intervene is through talk. Dialogue and Higher level of Education For higher educational level, Diana Laurillard, 2002 puts a Dialogic learning framework as Conversational Framework. This framework supports various media forms such as narrative, interactive, adaptive, communicative and productive. The idea of a conversational framework, is used to define the learning process for higher education and then to interpret the extent to which new technology can support and enhance high level conceptual learning. She describes that learning must be discursive and the teacher should be associating teaching and learning process with the world. Laurillard asserts that learning technologies must achieve their full potential for transforming learning experience. Laurillard argues that the academics; Universities, Institutions, colleges, schools etc. Should begin with an understanding of how students learn, and they should design and use the Conversational Framework and the learning technologies from this standpoint to familiarize a better learning strategy for university teaching. Laurillards idea is hardly new as she quoted Paul Ramsdens statement that teaching is a sort of conversation. Respectively, Kolbs learning cycle (Kolb, 1984) states that learning occurs through an iterative cycle of experience followed by feedback, then reflected on to be used as revised action  [19]  . Gordon Pask, 1976 formalized the idea of learning as a conversation in conversation theory. This theory lays out the separation of description and model-building behaviors, and the definition of understanding as determined by two levels of agreement (Ibid. 22)  [20]  . This describes the characteristic of the teaching learning process is iterative conversation. Besides classroom education, dialogue education is described as an approach to adult education by educator, Jane Vella in the 1980s. This approach to education draws on various adult learning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom (Global Learning Partners, 2006b; Vella, 2004). It is a synthesis of these abstract theories into principles and practices that can be applied in a concrete way to learning design and facilitation. Dialogue education is a form of Constructivism and can be a means for Transformative learning, (Vella, 2004). Dialogue education shifts the focus of education from what the teacher says to what the learner does, from learner passivity to learners as active participants in the dialogue that leads to learning (Global Learning Partners, 2006c). A dialogue approach to education views learners as subjects in their own learning and honors central principles such as mutual respect and open communication (Vella, 2002). L earners are invited to actively engage with the content being learned rather than being dependent on the educator for learning. Ideas are presented to learners as open questions to be reflected on and integrated into the learners own context (Vella, 2004). The intent is that this will result in more meaningful learning. Conclusion Significantly dialogue and learning are two terms that cant stand by its own without the others presence. It is now that the responsibility of this study to examine dialogue and learning to a further course of current new media mobile technology. How does children making use of mobile devices in the world of mobile technology in this transformation age of environment? How does learning then develop from these technologies? Why does a child today communicate so much with technology? That said my hypothesis that the new media mobile technology has potential in facilitating the process of childrens learning development. Do these technologies provide learning tools which are able to provide significant knowledge development? Besides, Vygotsky and Vygotskian theory claimed that the learning tools are some kind of childrens higher psychological functions of making his or her interactions to their social and moral development. As we all knew, these dialogues are being created, learned and u sed by our children tremendously without our awareness day to day in their world of communications in interactive mobile technologies. These dialogues and learning are integrated with their handheld gadgets, computers and software, learning materials, playing the games in the virtual world. With the existence of other features; design, audio and video, photography, colors, fonts, information, and programming language navigating them throughout the lessons and programs. Our children or learners and members jointly produce Dialogic knowledge and participate in the definition of actions that lead to social and educational change. Therefore, this research sees dialogue and learning associates to the notion of Bakhtin dialogicality as dialogue represents this senses where it mediates the new media that our children to listen and watch. These dialogues can take numerous other forms such as: less structured, more informal and more participatory than interviews or discussion groups, e.g. By encouraging participants to set the agenda for discussion and for the researcher to take an active role in the discussion rather than only the role as a listener. This approach will grant participants to the dialogue a sense of equality and the freedom to bring into the dialogue whichever topic they deem relevant. Inviting research participants in the interpretation process simultaneously embrace a Dialogic epistemology recognizing the value of negotiating, reflecting and interpreting with the goal of mutual understanding and relationship building. Therefore, in this study we need to narrow our understanding of dialogue and address the question of the contribution of dialogue in the interactive mobile technologies in the childrens psychological learning development. In the learning communities, it is fundamentally the involvement o f all members of the community because, as research shows, learning processes, regardless of the learners age, and including the teaching staff, depend more on the coordination among all the interactions and activities that take place in different spaces of the learners life, like school, home, and workplace, then only on interactions and activities developed in spaces of formal learning, such as classrooms. Along these lines, the learning communities project aims at multiplying learning contexts and interactions with the objective of all participants reaching higher levels of development (Vygotsky, 1978)  [21]  .

Parental Involvement in Education Essay

Clay P. Bedford once said, â€Å"You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.† It’s the 21th century and we have achieved the peaked of the brilliancy of the human race and everything is manipulated with a click of the mouse, with the aid of computer technology we can achieve a faster way of learning. However, the urgency, dedication, and quality of learning of children 20 years ago are quite different from the children of this generation. A change in the attitude towards education – a move to the life-long paradigm is currently taking place globally. The fundamental aim of building a better system of education defined the type of society built. Currently, substantial changes have taken place in the context of teaching as well as the system of education and organization of academic work. The success of our community depends upon the pace and extends of building a knowledge-based society with the realms of our school. But, â€Å"The quality of education in the U.S. today declined at a tremendous rate.† (Houig 4-10). Have we as parents contributed to the decline of our children’s learning? Could this be the psychological effect of a dysfunctional family; the types of environment our children are growing; are the children themselves don’t have the urge to study or lack of parental involvement in the child’s education? Therefore, to what point do we as parents try to get involve in our children’s life? This has been a question unanswered by all parents like us? Parental involvement in children’s upbringing plays a very vital role in their attitude and quality of learning. Well, parents go immense lengths to give their offspring the best possible start in life – from providing the first meal, to offering vigilant protection and teaching them the skills to survive on their own. And after continued reading, researching, and asking questions about would have attributed to the continued decline of the quality of education of our children, I have drawn a common t hought that child-rearing practice takes a vital role in the attitude of children towards education. And the most influential in the child’s approach to education is definitely a good child-rearing practice (Hoover-Dempsey 3-42). The techniques of child-rearing that parent are using when raising their children has a great effect on the child’s growth and development. Every society has different  child-rearing practices used to facilitate child development. The practices depend on cultures, beliefs, and socio-economic as well as environmental factors. These different factors influence child development as societies at the same time have different perceptions and expectations on child development. There are two types of child-rearing techniques introduced to us by Ms. Annette Lareau, â€Å"concerted cultivation† wherein in most cases provides the child with skills and advantages over â€Å"natural growth† wherein the children in the classroom will learn and eventually will advance to their career. Parents engaged in concerted cultivation are parenting by attempting to foster children’s talents through organized leisure activities, which teach them to respect authority and how to interact in a structured environment. Learning how to interact in structured environment much like in the classroom gives student a head start in school special emphasis on reasoning skills and language use. These parents are much involved in the following their children’s activities. Through this process children from concerted cultivation upbringing will be more productive in their academic endeavors and they feel more responsible because they know that their parents are highly involved. The second type of technique of child-rearing practice involves parents in the working class which engage their children in the accomplishment of natural growth. Children usually have more unstructured time and therefore these children create their own to preoccupy themselves. They create activities such as watching television, playing computer games, PSP, X-Box and Nintendo DS. This environment does not prepare children to survive in setting that are very structured, such as school. Accompanying the strain of not having enough time, working class parents are left with less time to get involve with their children’s schooling activities. My experience as a teacher’s assistant has thought me to judge parents’ involvement in their children’s learning with performance of each child in school. The proactive parents have their children’s homework completed, memos read and required documentation turned in the following day while half of the class still has their memos on their folders and with no homework completed. Now that coincides with the notes from research showing that when â€Å"Parents are involved in their children’s learning, students achieve more and less likely to drop out of school† (Keith, et.al. 31-40). So, how do we define parental involvement? Parental  involvement includes a wide range of behavio rs but generally refers to parents and family members use and investment of resources in their children’s schooling. After that broad definition, let us differentiate the various types of parents to fully understand and vividly portray the effects of parental involvement in each child’s quality of education. There are three main types of parents: authoritative, authoritarian and permissive parents. Authoritative parents are found to be the style with more success in upbringing; they establish a balance between making demands and being responsive to their children’s specific needs. These parents provide their children encouragement which embodies positive attitudes towards work and effort. With such enthusiasm and children receive all the courage they need to pursue good grades. These children also feel secured in their personality and feel more comfortable asking for help when they need it most. Children of these parents tend to do better while in school (Cotton 1). Authoritarian parents follow a style where they simply tell their children what to do, and not to argue with them. Parents who apply this style tend to limit children’s independence and force them to follow strict rules by threatening harsh punishment for violations. They also tend to be less responsive to and a ccepting of their children. By preventing children from exercising control over their own behaviors and learning from their mistakes, authoritarian parents inadvertently may be rearing children to believe that they are not responsible for what happens to them. Children from these groups of parents tend to display loss of confidence and motivation because of there is lack of continued positive reinforcement. These are the parents that get discouraged when their children come home with bad grades. They punish their children which often cause an uneasy feeling for these children to seek for help; even worse, they may exhibit rebellious attitude towards their parental authority and ultimately towards his outlook on acquiring his education. Permissive parents are very passive and feel their child’s life should be their own responsibility and are often expressing an â€Å"I don’t care† attitude towards their achievement as well as their outlook in life. This can be very dangerous in that the child’s motivation is almost if not quite completely based on observation and peer influence, leaving a large variable on the location and condition of the child’s upbringing. These are the type of parents that are presumed not necessarily uncaring or negligent  in their child’s need; however the children perceived it as such. Ruth Nuneviller Steinem once said, â€Å"Children don’t belong to us. They are little strangers who arrive in our life and give us pleasure and duty of caring for them, but we don’t own them. We help them become who they are.† This is the true essence of being a parent and that being able to impart and bring out the best in our children, be it our own or other children that we get acquainted throughout our life time. Parents’ beliefs and perceptions on the responsibilities as parents have a big effect on their children’s interest in learning (ESU 1-3). But, numerous controversies could cloud the full implementation of programs in school to foster parental improvement in education. An article came up at one of the issues of Michigan State University paper saying, â€Å"Some are concern about parental involvement program stems from their observation that many schools and teachers use a â€Å"one-size† fits all approach to teaching. And the International Journal of Social Sciences and Humanity Studies say, â€Å"It is i mperative for teachers and school personnel to enhance their strategies for promoting parental presence.† While another article published at Education State say, â€Å"Educators need to recast the idea of partnership more one in which they parent parents.† So, everyone agree that we need to act on promoting parental involvement in education in order for the student to achieve and excel at highest potential. Our system needs to stream line and advocate the importance of parental involvement and overcome the various obstacles and stigma that permeates our society as a whole. We need to work in unison, united with one goal and dedicated to achieving the goal of improving the quality of education for our generation and the generations to come. It is imperative that these obstacles are talked and overcome so that our children will be better leaders and citizens of our country and the world. In my continued research I found that parental involvement has shown a consistent positive relationship between parents’ engagement in their children’s education and student outcomes ( Such 39-68). So, what can we do as parents? To succeed in our endeavors we as parents, need to get a partner, learn more about organizations working to boost parental involvement, attend workshop and empowering oneself. Parental involvement constitute (1) volunteering by adopting and sponsoring academic based programs, school clubs, or team – attending meetings to help enhance and support academic improvement within  the school; coach sports and supporting the clubs and teams in its advocacy. And if the school cannot get a staffer dedicated to parent engagement, parents should get together and start training parents to be reading and math tutors and even establish a welcoming committee that new parents in the school; (2) setting fair and consistent rules – homework first and foremost before anything – else; (3) setting examples – parents needs to show interest in reading, discovering new things and learning and sharing ideas and (4) keeping lines of communication open parents need to encourage their children to relate how their day was. Parents should take a minute or two to answer questions that arises even in a very hectic schedule. Parental involvement is an importan t area of sociology because of its significance to social capital and its positive impacts on children. It is, by itself, a social relation involving teachers, parent, and students where each play a role and function based on their own expectations, familial and social norms, and personal and social obligations. Japan for example set a high regard to parental involvement in the education of their children, â€Å"Teachers make explicit and exacting demands on parents for their direct involvement I their children’s learning† (Halloway et.al. 91-97). Japanese schools promote parental involvement (oyanokanyo in Japanese) is said to be strong because parent-school relationship is viewed as a relationship that is based on trust, deference, partnership, and cooperation. Mothers are the primary educator in the lives of their children. They are viewed as (1) audience – Japanese school provide venue where parents can interact with each other and this occur during school orientation (shinnyuugakujidoudetsumeikai) for incoming first graders done yearly during the month of Janu ary to February and parents sit in on a class and listen to the teacher’s lecture; (2) volunteers – parents are asked to fill out a form indicating interest, expertise, and experience. Information provided is used to create a â€Å"talent bank† a database containing the parents name so that they can use to fill up basic services that the school needs like safeguarding students while crossing the street or even recycling activities; (3) paraprofessional – parents acting as teachers during the summer. These work includes making sure they read to their children, make sure that summer home works are done; (4) learners – Japanese school requires parents to attend seminars to improve their efficacy in educating and rearing their children and in some  schools parents are encouraged to attend skills training like ironing, sewing, internet use, etc.; and (5) decision-makers – the school’s PTA officers in Japan meet in the city discuss matters geared to improvement in the school and their children. As my research progress, I have learned that in China compared to our public school system, parental involvement is higher. Parents in China have greater educational expectations for their children. Chinese parents place more emphasis on effort rather than emphasis on ability especially when attributing reasons for difficulty or failure. Chinese parents accept the critical role of helping their children learn concepts if they are lagging in school. Involvement of Chinese parents is â€Å"back-stage/behind the scene†- they are more engaged in home-based activities to boost their child’s ability to learn. Chinese parents make sure that their children complete their homework with perfection. In China, education ethics begins with parents. Mother will actually attend school; takes note; to observe the child-teacher relationship and the child’s behavior towards learning (International Journal of Social Sciences 26-35). Chinese parents are engaged more in cultural practice that honored the professional expertise of teachers and the need to access skills for successful access to social mobility while at the same time they sought to maintain the cultural integrity of their community. In India, the framework of the parental involvement in India’s Education System is defined as controlled by the individual parent, parental school board or the tribal council. Like in many eastern Asian countries education is of highest value that parents could provide for their children. While the authority for overseeing the whole education system lies on federal trust, the responsibility for In dian people remains with the Bureau of Indian Affairs, all agenda pertaining education is directed to include laws and regulations that impact the whole public school system (Warner 4-18). While the Middle Class Americans parents encourage their children to nurture their talent with various activities that will later give them a head start. These parents exposed their children on how to interact in a structured setting. Other parent’s get involves in their children’s life by having an open communication with their children’s teachers. They get involved in the academic process, school activities and other extra-curricular activities that the child is interested with. The Working Class American parents on the  other hand relies on the natural growth of the child, giving the child the opportunity to make their own choices to keep their time occupied, that most engaged themselves with video games and social networking media like Facebook and Twitter. These children learn at their own phase and eventually losing their focus interest in learning and in the traditional population like in the case of the Hawaiians, parents tend to provide their children a non-stimulating environment. They often are unaware that their child-rearing practices can affect their children’s cognitive and language development. They fail to appreciate the importance of playing and chatting with their children because they are unaware of the age-appropriate activities to do with their children. Many of these parents inhibit exploration putting emphasis on discipline, obedience, and respect for elders, religious beliefs and cultural observance (Sheehey 3-15). Both the U.S. Department of Education and U.S. Department of Health and Human Services note, â€Å"The role of mother as well as father is necessary in the development and academic success of a child.† Mothers and fathers often bring different strengths and style to their parenting roles. Children benefit significantly in many areas when fathers and mothers are actively engaged. These advantages are the building blocks for success that begins from birth and lasts into adulthood. According to research gathered by the Minnesota Fathers and Families Network some of these benefits include: (1) social skills – children grown with greater empathy , less gender role stereotyping and higher self-esteem. In cases where fathers are actively engaged children have more self-control and less impulsive behaviors; (2) excel in problem-solving – children have less hesitance and fear in new situations because, acceptance and confidence are instilled, increase curiosity to learning, increase exploration of the world around them and these children have greater tolerance for success and frustration because of the nurturing and love that they have received in their childhood; (3) cognitive benefits – higher math competence when fathers dynamically participates in the children’s homework and class activity, overall verbal competence and early literacy because parents effort to reading and story-telling leads to children’s interest towards reading and ultimately all these concerted efforts eventually leads to higher grade completion and income overall. To some parents who take time to attend meetings, conferences and participates in school activities and  events are t eaching their children the value of setting priorities and giving importance to the development of their children’s social life. These parents are teaching their children to be socially aware, responsible, and work for the betterment of the community. â€Å"Our future rest on the quality of children we are raising† (Elium 1-35). These also teach the children to value education. Seeing their parents giving up their time to be in school and get involve completes their development as a whole. For our goal in sending our children to school is for them to be physically, mentally, emotionally, and spiritually fit to the society where we belong. We raise our children to better leaders, better care-takers of our environment, better citizens of our society and better parents for our future generation. My personal experience has also convinced me that parental involvement play a vital role in education. This is the story of my medically challenged daughter; Bethany Joy who really exemplifies that role of parental involvement truly is beneficial. She was born prematurely, 29 weeks GA, with low birth weight. She suffered from an intraventricular hemorrhage Grade III meaning, the three chambers or the ventricles bleed 10 days after birth. Her neonatologist and neurologist said that secondary to the severity of the brain damage, she will not be able to walk and talk. A periventricular shunt was implanted to act as the vertebral column where her cerebrospinal fluid will flow. Knowing her prognosis, my husband and I decided that is she will pull through with all this other medical complications that I will have to quit my job. We were determined to defy all the doctors’ perceptions. We nurtured her in a loving environment, made few advances on her therapy sessions, made every effort to read, sing, and played with her and eventually she came out victorious. Talking before she turned one and walking at 13 months. She had undergone five brain surgeries and five other minor surgeries but she is in a regular school and has been one of the recipients of the Academic Honor Student for the past six years at her school. So, now it is safe to conclude that parents’ participation in their child’s education is far more vital in the success of the child’s education. â€Å"Our involvement as parents can mold the child’s interest towards learning† (Eliun 1-35). So, let’s make a difference in our children’s lives, to create a better society and life for our children in the generations to come.