Justin Leung Ms. Fernandez Essays - Greek Mythology, Mythology

Justin Leung Ms. Fernandez 12/30/16 ELA p. 3 Pygmalion Essay: Many may implore to ask and know: Do we create our own identity, or does identity create us? Our identity is what explains our lifetime story: it upholds our emotions, relations, goals, pasts, strengths, and weaknesses. It gives us an impression and creates a response of our lives and time. It embodies the essential and generic character of clashing instances in which constitutes to the reality of our mortal-self. Nevertheless, our language and relationships-- our elements of expression in which create and define our being of life--are the most important factors and composition of our unique and worldly identity as human beings. The myth "Pygmalion" displays our relations of identity throughout the text. For instance, the text states, "I must choose where I love...there is no life without love. I know how you can do it. Look. I stand here. I place my hand about her; my face against hers." This demonstrates how Pygmalion of Cyprus felt dearly about the goddess Aphrodite and instantly fell in love with the statue he created depicting her. Pygmalion spoke of how his heart felt right with hers to come and expressed his relation to her in a sense that distinguished him from his desires. Thus he explained how he could not have truly loved her, but in that sense he could not have lived without his love setting forth his own thoughts and emotions in the presence of Aphrodite. In addition the myth of "Daedalus" states, "...and there, as the lad stretched his arms towards the heavens, Daedalus stepped softly behind him, placed his hands on his shoulders, and pushed" This conveys how Daedalus' actions proved his vengeful and arrogant expression at first; and that showed to Athena how he was unfit for such a noble position as her favorite. Even so, his language of distinction also changed not himself as an individual, but his relation with the Goddess Athena, indicating a relation and effectiveness between that of relation and language. Daedalus later became a comprehensive understanding man of a acceptance, honor, and loyalty in the end alongside his son, Icarus, inside the labyrinth. In brief, the myths of "Pygmalion" and "Daedalus" prove how one's own language and relation of expression is the most important contributor to the shaping of the initial identity, both in the sense of truth and morality. Pygmalion had loved Aphrodite beyond looks and all; and showed forgiveness in heart and soul. Daedalus gave a passageway of how language correlates with relation in his life with Athena and the townsfolk; of King Minos and his son, Icarus.

Official ACT to SAT (New 1600 and Old 2400) Conversion Charts

Official ACT to SAT (New 1600 and Old 2400) Conversion Charts SAT / ACT Prep Online Guides and Tips One of the first thoughts you might have after getting back your ACT or SAT score is how well you would have done on the other test. Luckily, SAT to ACT conversion (and ACT to SAT conversion) is possible! In this post, we provide conversion charts from the test makers themselves to help you with score conversions between both the current and old versions of the SAT and the ACT. We also look at whether certain colleges go easier on the SAT or ACT- and what you can do about it. ACT to SAT Conversion Tool We took the College Board's official concordance tables and made a tool for you to automatically convert your ACT scores into SAT scores. We've even included both current 1600 and old 2400 SAT conversions. Look at the latter if you took the ACT before 2016 and are curious about how your ACT score would have translated into an SAT score when originally you took the ACT. Just enter your ACT score on the left to get your SAT scores on the right: Enter your ACT score here: ACT Composite (out of 36) Get SAT scores here: SAT Composite (out of 1600) Old SAT Composite (out of 2400) // 36) { $(this).val(36); } var act = parseInt($("#in_act").val()); var old_sat; var new_sat; if (!isNaN(act)) { switch (act){ case 36: new_sat = 1600; old_sat = 2390; break; case 35: new_sat = "1560 to 1590"; old_sat = "2300 to 2370"; break; case 34: new_sat = "1520 to 1550"; old_sat = "2210 to 2280"; break; case 33: new_sat = "1490 to 1510"; old_sat = "2150 to 2190"; break; case 32: new_sat = "1450 to 1480"; old_sat = "2080 to 2130"; break; case 31: new_sat = "1420 to 1440"; old_sat = "2020 to 2060"; break; case 30: new_sat = "1400 to 1410"; old_sat = "1970 to 2000"; break; case 29: new_sat = "1350 to 1380"; old_sat = "1900 to 1950"; break; case 28: new_sat = "1310 to 1340"; old_sat = "1840 to 1880"; break; case 27: new_sat = "1280 to 1300"; old_sat = "1790 to 1820"; break; case 26: new_sat = "1240 to 1270"; old_sat = "1730 to 1780"; break; case 25: new_sat = "1200 to 1230"; old_sat = "1670 to 1710"; break; case 24: new_sat = "1160 to 1190"; old_sat = "1610 to 1650"; break; case 23: new_sat = "1130 to 1150"; old_sat = "1560 to 1590"; break; case 22: new_sat = "1100 to 1120"; old_sat = "1510 to 1540"; break; case 21: new_sat = "1060 to 1090"; old_sat = "1450 to 1490"; break; case 20: new_sat = "1020 to 1050"; old_sat = "1390 to 1430"; break; case 19: new_sat = "980 to 1010"; old_sat = "1330 to 1370"; break; case 18: new_sat = "940 to 970"; old_sat = "1270 to 1310"; break; case 17: new_sat = "900 to 930"; old_sat = "1210 to 1250"; break; case 16: new_sat = "860 to 890"; old_sat = "1150 to 1200"; break; case 15: new_sat = "810 to 850"; old_sat = "1070 to 1140"; break; case 14: new_sat = "760 to 800"; old_sat = "990 to 1060"; break; case 13: new_sat = "720 to 750"; old_sat = "930 to 980"; break; case 12: new_sat = "630 to 710"; old_sat = "820 to 910"; break; case 11: new_sat = "560 to 620"; old_sat = "750 to 810"; break; default: new_sat = "Too low for data"; old_sat = "Too low for data" } $("#out_new_sat").val(new_sat); $("#out_old_sat").val(old_sat); } else { $("#out_old_total").val(''); $("#out_new_total").val(''); } }); }); // ]]> You'll probably want to see how your ACT and SAT subscores compare, too. For that, simply read our guide to converting subscores. Also, if you're converting to see which test you should take, we recommend checking out our guide to see whether you're a good candidate for taking both the ACT and SAT. SAT to ACT Conversion Tool Want to go in the other direction? Here are two tools to go from current 1600 SAT to ACT, or from old 2400 SAT to ACT. Note that the vast majority of high school students these days will have taken the 1600 SAT, but if you took the SAT before 2016 and are curious about how your scores would have converted to an ACT score (perhaps you're applying for an educational job or are casually comparing scores with friends), our conversion tool can lend you a hand. SAT to ACT Conversion Enter your SAT score here: SAT (out of 1600) Get your ACT score here: ACT Composite (out of 36) // 1600) { $(this).val(1600); } var new_sat = parseInt($("#in_newsat").val()); var act; if (!isNaN(new_sat)) { if (new_sat > 1590) {act = 36;} else if (new_sat > 1550 } else if (new_sat > 1520 } else if (new_sat > 1490 } else if (new_sat > 1450 } else if (new_sat > 1420 } else if (new_sat > 1390 } else if (new_sat > 1350 } else if (new_sat > 1310 } else if (new_sat > 1280 } else if (new_sat > 1240 } else if (new_sat > 1200 } else if (new_sat > 1160 } else if (new_sat > 1130 } else if (new_sat > 1100 } else if (new_sat > 1060 } else if (new_sat > 1020 } else if (new_sat > 980 } else if (new_sat > 940 } else if (new_sat > 900 } else if (new_sat > 860 } else if (new_sat > 810 } else if (new_sat > 760 } else if (new_sat > 720 } else if (new_sat > 630 } else if (new_sat > 560 } else { act = "Too low"; } $("#out_act").val(act); } else { $("#out_act").val(''); } }); }); // ]]> Old 2400 SAT to ACT Conversion Enter your Old SAT score here: Old SAT Composite (out of 2400) Get your ACT score here: ACT Composite (out of 36) // 2400) { $(this).val(2400); } var old_sat = parseInt($("#in_oldsat").val()); var act; if (!isNaN(old_sat)) { if (old_sat >= 2390) {act = 36;} else if (old_sat >= 2300 } else if (old_sat >= 2210 } else if (old_sat >= 2150 } else if (old_sat >= 2080 } else if (old_sat >= 2020 } else if (old_sat >= 1970 } else if (old_sat >= 1900 } else if (old_sat >= 1840 } else if (old_sat >= 1790 } else if (old_sat >= 1730 } else if (old_sat >= 1670 } else if (old_sat >= 1610 } else if (old_sat >= 1560 } else if (old_sat >= 1510 } else if (old_sat >= 1450 } else if (old_sat >= 1390 } else if (old_sat >= 1330 } else if (old_sat >= 1270 } else if (old_sat >= 1210 } else if (old_sat >= 1150 } else if (old_sat >= 1070 } else if (old_sat >= 990 } else if (old_sat >= 930 } else if (old_sat >= 820 } else if (old_sat >= 750 } else { act = "Too low"; } $("#out_act2").val(act); } else { $("#out_act2").val(''); } }); }); // ]]> Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Why Convert Between the SAT and ACT? ACT to SAT conversion can be extremely helpful for figuring out which test you're better at. It’s smartest to focus your efforts on just the SAT or ACT to maximize your score, rather than trying to score well on both tests. But if you take just one test, it’s useful to know how your score translates so you can better understand your performance as well as your chances of admission at various colleges. For example, by taking a practice test for both the SAT and ACT, you can figure out which test you're naturally better at. If you score dramatically higher on one test vs the other (say, the equivalent of 2 ACT points), you'll know to study for and take that test instead. If you're applying to college in the United States, you'll most likely need to take either the SAT or ACT. How can you decide which test to take? By using our SAT/ACT Decider Tool, of course! Learn which test you'll do best on and get a suggested testing schedule today. As we explore below, ACT-SAT conversion doesn't always line up exactly at schools. Understanding what converting is and why it is not always even at certain schools can help you maximize your admission chances. Finally, be aware that converting composite scores won't give you the most accurate data. As a result, always convert your section scores, too. SAT-ACT Conversion Tables The most accurate SAT-ACT concordance tables come directly from the makers of the SAT and ACT (the College Board and ACT, Inc., respectively). These are the only official conversion charts you can use to translate your ACT score into an SAT score (and vice versa). Table 1: SAT-ACT Conversion Table SAT ACT SAT ACT SAT ACT 1600 36 1250 26 900 16 1590 36 1240 26 890 16 1580 36 1230 26 880 16 1570 36 1220 25 870 15 1560 35 1210 25 860 15 1550 35 1200 25 850 15 1540 35 1190 24 840 15 1530 35 1180 24 830 15 1520 34 1170 24 820 14 1510 34 1160 24 810 14 1500 34 1150 23 800 14 1490 34 1140 23 790 14 1480 33 1130 23 780 14 1470 33 1120 22 770 13 1460 33 1110 22 760 13 1450 33 1100 22 750 13 1440 32 1090 21 740 13 1430 32 1080 21 730 13 1420 32 1070 21 720 12 1410 31 1060 21 710 12 1400 31 1050 20 700 12 1390 31 1040 20 690 12 1380 30 1030 20 680 11 1370 30 1020 19 670 11 1360 30 1010 19 660 11 1350 29 1000 19 650 11 1340 29 990 19 640 10 1330 29 980 18 630 10 1320 28 970 18 620 10 1310 28 960 18 610 9 1300 28 950 17 600 9 1290 27 940 17 590 9 1280 27 930 17 1270 27 920 17 1260 27 910 16 Source: The College Board Note that this conversion chart comes from the College Board only. ACT, Inc., has commented that this table has not yet been verified by them, and that the two organizations must collaborate to create a more accurate conversion table. In my opinion, this table is likely to be pretty close in accuracy, so it's OK to use it for planning purposes for now. Table 2: Old SAT-ACT Conversion Table For those of you who want to compare an ACT score with an old SAT score out of 2400, use the table below. Because the current version of the SAT has been in effect since 2016, most readers will want to use the conversion table above. In other words, only use the following table if you took the ACT or SAT before 2016 and want to know how your scores would have translated at the time you took the test. All estimates below are calculated using the above table and this SAT composite score conversion chart. ACT Composite Score Estimated SAT Composite Estimated SAT Composite Range 36 2390 2310-2390 35 2300 2220-2300 34 2210 2140-2210 33 2130 2070-2130 32 2060 2010-2060 31 2000 1960-2000 30 1950 1910-1950 29 1900 1860-1900 28 1850 1820-1850 27 1810 1730-1810 26 1720 1710-1720 25 1700 1660-1700 24 1650 1600-1650 23 1590 1550-1590 22 1540 1500-1540 21 1490 1440-1490 20 1430 1400-1430 19 1390 1340-1390 18 1330 1290-1330 17 1280 1230-1280 16 1220 1180-1220 15 1170 1100-1170 14 1090 1020-1090 13 1010 940-1010 12 930 880-930 11 870 840-870 10 830 810-830 9 800 780-800 Which is easier, the ACT or the SAT? Find out with our detailed, comprehensive guide to figuring out which test is better for you. Is There an â€Å"Easier† Test at Certain Schools? Now that we've learned about the SAT-ACT conversion tables made by the test makers themselves, you might think that if you look at admission statistics for various colleges, their SAT and ACT middle 50 percent ranges will match the official SAT-ACT conversions. Before we jump into this idea, though, what is the "middle 50 percent"? For a school, this phrase refers to the SAT/ACT score ranges for the middle 50 percent (or 25th to 75th percentile scores) of admitted students. For example, if a school has an ACT middle 50 percent range of 24 to 28, this means that 25% of admits had 24 or lower, 50% had between 24 and 28, and 25% had 28 or higher on the ACT. Schools report this data since it's a clear way to present the average test score ranges of admitted students. Reporting the full range of scores would be much less helpful as schools might have an admit or two with an extremely low test score, or a few admits with perfect scores. In other words, telling potential applicants that admitted students usually get ACT scores between 16 and 36 is not particularly helpful! So do these ranges for the ACT and SAT match up according to the conversions above? The truth is, at many colleges, the SAT and ACT middle 50 percent ranges don’t match up exactly. Thus, for some schools, you'd have to do slightly better on one test to be a competitive applicant. We'll go over a few example below. You can use this information as a guide when looking up the schools you're applying to. Notice as we go through these examples just how small the differences tend to be. We are not showing that you can game the system by taking the â€Å"easier† test for a certain school. As you'll see, the differences are quite small in most cases, but they can help you aim for the most competitive target score possible. NYU We'll start with a prominent East Coast school. NYU's middle 50 percent ranges are as follows: ACT: 29-33 SAT: 1290-1490 Using Table 1 to compare the scores, we see that ACT composite scores of 29-33 match up to SAT composite scores of 1350-1480. NYU’s actual SAT range is slightly lower than that, which means you'd need a comparatively higher ACT score to be within NYU’s 50 percent range. Princeton For a highly competitive East Coast example, let’s look at Princeton. This school has the following SAT and ACT middle 50 percent ranges: ACT: 31-35 SAT: 1430-1570 According to Table 1, these SAT scores match with an ACT score range of 32-36, which is very close to Princeton's actual ACT score range. At Princeton, then, there is not a slight ACT score advantage like there is at NYU. Penn State Here are Penn State’s middle 50 percent ranges: ACT: 28-32 SAT: 1250-1430 Table 1 shows that these ACT scores convert to an SAT range of 1300-1440. In this case, you'd need to score slightly lower on the ACT than you would on the SAT to be in Penn State's middle 50 percent. University of Washington Now for a West Coast example. Here are the the University of Washington’s score ranges: ACT: 27-32 SAT: 1190-1420 According to Table 1, UW's SAT range would match up with 24-32 ACT composite. However, its actual ACT range is slightly higher at 27-32. This means you could get a comparatively lower SAT score of 1190 and be within range at UW. But if you had the matching ACT score of 24, you'd be a little less competitive. University of Southern California Another West Coast example is USC. Here are USC's middle 50 percent ranges for the SAT and ACT: ACT: 30-34 SAT: 1300-1500 By converting these ACT scores into SAT scores using Table 1, we get an SAT score range of 1360-1520. As we suspected, this suggests that your ACT score needs to be a little higher than your SAT score does to be competitive at USC. How To Maximize Your Converted ACT/SAT Score So what can we take from all of this? There are definitely some slight but noticeable differences in certain colleges’ SAT and ACT middle 50 percent ranges compared with the expected conversions. However, there are plenty of exceptions as well. Here's the thing: even in schools that seem to go slightly easier on one test, the differences are nominal. This means that it doesn't make sense to base your testing strategy entirely on whether a school appears to go easier on ACT or SAT scores. Instead, it’s much smarter to focus on the test you can do better on to maximize your score. In our test cases above, ACT and SAT ranges did not deviate from expected values by more than 20 -60 SAT points or 1-2 ACT composite points. These are minor score differences you can easily overcome with smart studying, especially if you're taking the test better suited to your strengths. For example, say you're a better SAT taker, but you notice that some Ivy League schools go a bit easier on ACT scores. If you took the ACT and got a 30 when you were capable of scoring between 1450 and 1550 on the SAT, you'd decrease your chance of getting in. In the end, there is no substitute for smart studying. But it's still useful to look up the middle 50 percent test score ranges for your target schools. You can even use the conversion charts like we did to see if the school favors one test. Then, use this info to form your own target score. For example, if you’re applying to a school that goes a bit easier on the ACT, aim for an ACT score in the upper end of their middle 50 range to ensure that, even with ACT-SAT conversion, you are still well within their typical ranges. Remember, the bottom line in college admissions is to play up your strengths. Maximizing your ACT or SAT score is by far the best advantage you can give yourself on the standardized testing front! Nearly every college and university in the United States accepts both SAT and ACT scores. However, for some of these schools, there is a significant difference between the level of SAT scores and the level of ACT scores of admitted students. What schools accept students with comparatively lower SAT scores, and what schools accept students with comparatively lower ACT scores? We've gathered our proprietary research on this topic and analysis of what these score differences mean for your testing and application strategies into this ebook. What’s Next? Sure, we’ve argued that colleges don’t give a huge advantage to either the SAT or ACT, but is one test easier than the other? Find out whether the SAT or ACT is easier. Also, check out the 11 key differences between the two tests to help you decide which one to take. If you already know which test you're taking, use our SAT or ACT goal score guide to develop a target score based on the schools you're applying to. Curious about what it takes to get a perfect SAT or ACT score? Read our perfect SAT and ACT guides, written by our resident full scorer! Want to improve your SAT score by 160 points, or your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve both your SAT and ACT scores dramatically.

Apple Essay Example | Topics and Well Written Essays - 500 words - 2

Apple - Essay Example Verganti describes Job’s management style as â€Å"management by meaning† because of the scope of Job’s managerial decisions and objectives that focused on establishing value for both clients and employees (Verganti 2011, p. 1). The management approach identifies people’s psychological and social aspects and seeks to create meaning to people though incorporating their â€Å"rational, cultural, and emotional dimensions† (Verganti 2011, p. 1). This defines an abstract management approach that transcends a variety of management and leadership styles with the aim of meeting clients and employees’ needs. Jobs, especially after being asked to resign from Apple’s top management, incorporated democratic, visionary, and transformational management styles that he applied according to situations and desired meanings to be created (Dhima, Qorri, Arapi and Sinani 2011, p. 7). Christopher also offers an account of Job’s transformational leade rship style in the company and identifies him among top visionary leaders and managers of the period (Christopher 2012, p. 357). Job’s management style and its development from an experience in his career suffered a setback proved a success and led Apple to an innovative era. The diversified approach to Job’s management identifies effectiveness to meeting his ultimate objective of maximizing utility among employees and customers and the three incorporated management styles, democratic, transformational, and visionary management styles, succeeded in meeting employees needs towards output that generated products for customers’ utility. The transformational management style benefited Jobs’ approach because of its ability to empower and motivate employees towards achieving desired objectives. The developed potentials among employees and their desire to deliver culminated to the realized innovation and development of new products at Apple. Visionary managerial style, with its

Financial Anaylsis of ASMAK Company Research Paper

Financial Anaylsis of ASMAK Company - Research Paper Example The company sets high objectives for itself and strives to be the leading company in the field of aquaculture. Until recently, ASMAK management have decided to diversify its business activities in other fields like real estate, consultancy services, etc. ASMAK suffered a huge setback financially in the year 2011 and its sales revenues declined significantly. Hence, it has been involved in borrowing money to recover its profitability position, thereby increasing its debt exposure considerably. However the company has huge opportunities available which can be explored effectively to make huge gains from it. The company is recovering at a fast rate and might be requiring more money which they would have to borrow in the upcoming future. Introduction International Fish Farming Holding Company, commonly called as ASMAK is a well reputed fish farming company in the Middle East. It is a multinational public company located at Abu Dhabi. . The company has been studied it details and has been discussed in this study. First of all a brief overview about the company affairs have been mentioned in this study. Next the company objectives and the business activities followed by the company have been discussed in details in this study. The strategic plans of the company’s management in future have also been studied. ... The economic environment of the country and how it had an effect on the company has been mentioned in the study. A detailed analysis of the aquaculture industry and its market in UAE and abroad has been carried over in this study. Various types of financial risks associated with the company have also been discussed in this study. The financial statements of the company for the past two years have been analyzed to know about the current financial condition and the need of further financing by the company. Next a SWOT analysis of the company has been carried out in order to analyze impact of various internal and external factors on the company. Hence, this study gives a detailed overview about the company and its business activities. Company Overview The International Fish Farming Holding Company is an UAE based multinational company headquartered at Abu Dhabi. It is commonly known as ASMAK. It is a public company which was established in the year 1999. Its shares are traded in the Abu Dhabi Securities Exchange. ASMAK is one of the leading companies in the field of manufacturing and exporting frozen fish products in the Middle East and UAE. ASMAK aspires to be the leading aquaculture organization in the world. It aims to have a rapid expansion of its business all over the Arabian Gulf nations and worldwide. Fishing is a common practice for many years in the states of the Gulf Corporation Council (GCC). The business process of ASMAK includes, preservation of fish and other resources from seas through freezing and cooling, trading of the fish products, farming of fishes, packing and processing of sea foods, exports, etc. It is also engaged in the business of providing consulting services regarding sea resources. ASMAK

Sustainable Energy and Power Systems Coursework

Sustainable Energy and Power Systems - Coursework Example The advantage of Gauss’s law over Coulomb’s law lies in the facts that, in a faraday cage, the electric field inside get demonstrated. The law makes use of Ampere’s law dealing with magnetism. On the other hand, Coulomb’s law requires not only Gauss’s law in its derivation but also makes use of other Maxwell’s law (Fleisch 3). 3. Given that relative permittivity =3, and radius r3=2 cm. And permittivity of vacuum=8.85 pF/m, the potential difference between the surface of the conductive cylinder and the outer surface of the dielectric cylinder can be determined as follows  ; This refers to an electrical device designed to transmit power through the barriers of electrical apparatus. This apparatus may include transformers and circuit breakers. Also, be defined as an insulator, which refers to a barrier preventing conduction of electricity from one device to the other. Any bushing designed must be able to withstand high voltage generated by the electric power. In addition to this quality, the bushing must also be capable of withstanding mechanical forces and seal the conducting parts of a conductor well. As the current flows through a conductor, high electrical stresses act on the conductor and these can lead to breakdown in the electrical insulation (Fleisch 16). There exist different shapes of bushings with varying sizes and designed in different techniques. Two of the types include solid bushings and capacitance graded. The solid bushing consists of a cylinder made of an insulating material, for example, porcelain or rubber. At the centre, a ground barrier covering the conductor with a high voltage exists and its attachment done to the ground. The figure below shows the arrangement of the bushing explained above. The cylinders, which conduct the electric current, spread out the change in voltage evenly. The distribution of voltage in the conductor varies depending with the material. The graded capacitive voltage in bushings,

Definition Of Test Types Of Test Education Essay

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

Anxiety Disorders :: Psychology Essays

Anxiety Disorders As I got close to the Embassy Suites, where Lincoln Financial Group was holding their interviews, I felt myself get tense. "What if people are in the lobby and they see me in jeans? Would that make a bad impression?" After a long debate with myself, I decided that it was nearly midnight and that people would not be awake. I walked into the lobby, got my room key and went up. We all had our own suite so it was clear that Lincoln had some money to spend. As I tried to fall asleep, I became more and more restless. I began thinking about all the things that could go wrong. I couldn't sleep. 3am rolled around. Then 6am. At 7am I got up, showered, put my suit on and walked out of the room. I immediately turned around because I realized that I had forgotten my name tag. As I tried to open the door with the plastic key, I realized I was trembling so bad that I could not get the stupid key in the door. I finally managed to enter the room and get my name tag and I proceeded to stab my finger with the safety pin of the tag. The pin kept slipping because my palms were sweaty. I took a deep breath, cleaned myself, cursed myself for being clumsy, and went downstairs to eat. The elevator doors opened and I saw over 150 people in the lobby. I nearly fainted. I felt like my lungs would not expand and for a second everything went black. I quickly walked over to the bathroom and slapped myself a couple of times. Splashing cold water on my face would have been out of the question given that I was wearing mascara. I asked myself to get a grip (several times) and walk out of the bathroom. I was so nervous that I hung my head and walked over to the food hoping to avoid any eye contact. I looked at the food and I wanted to eat because I was hungry, but my nausea got in the way. I finally had to look up and then I saw the rest of the name tags. "OH MY GOD!" Cornell, University of Penn., Princeton, Yale, Columbia. I wanted to start crying but there were too many people around. I thought "you might as well go home.

Physical Activity and Obesity Essay

Childhood and adolescent obesity are prevalent in the United States (Nowicka 23; Clemmens and Hayman 801). This prevalence has caused widespread alarm and concern, particularly with respect to adolescent girls. The article of Clemmens and Hayman systematically reviews research on the interventions aimed at increasing physical activity among adolescent girls, with the aim in mind of avoiding obesity. The article rests on the premise that adolescence is an opportune time for interventions since it is the period where future health behaviors of people start (Clemmens and Hayman 801).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In order to make a comprehensive review of studies on interventions involving physical activities, the authors chose published journal articles from between 1989 and 2003, which featured experiments and trials involving adolescent girls and boys. Since physical activity is generally accepted as an effective means of addressing childhood obesity, many studies were conducted to determine how it could be effectively promoted among adolescents. Clemmens and Hayman found that interventions based in schools were effective in decreasing sedentary behavior among adolescent girls (Clemmens and Hayman 806).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nowicka suggests that genetic factors aside, environmental factors such as physical activity and nutrition could be effectively addressed by a multidisciplinary team composed of an exercise expert, a dietitian, behavioral therapist, nurse, and physician. This ensures that different experts would be working harmoniously and simultaneously to solve a complex problem (Nowicka 28).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some studies aimed to establish the relationship and association between weight gain and physical activity. One such study was conducted by Fogelholm and Kukkonen-Harjula. Unfortunately, this study resulted in inconsistent results, and it was concluded that that the effect of physical activity in weight reduction or gain is modest. It is further concluded that it is important to study means of promoting adherence to exercise programs in order to effectively manage weight (Fogelholm and Kukkonen-Harjula 109).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is another study that sought to make clear the association between obesity and its history in the family and poor physical activity. This study, which was performed on high school students in public schools, led the authors to conclude that family history of obesity is associated with little physical exercise or activity or sedentary lifestyles and reluctance to exercise (Baba, Iwao, , Koketsu, Nagashima and Inasaka 272).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jackson, Mannix, Faga and McDonald, on the other hand, discuss a study where mothers sought to have a plan in helping their children maintain healthy weight. This study, which discusses the role of increased physical activity in helping children achieve healthy weight, emphasizes weight management within the context of family life (Jackson, Mannix, Faga and McDonald 12).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Baba, Reizo, Iwao, Nobuko, Koketsu, Masaaki, Nagashima, Masami and Hiroshi   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Inasaka. â€Å"Risk of obesity enhanced by poor physical activity in high school students.† Pediatrics International 48 (2006): 268–273. Clemmens, Donna   and Laura L. Hayman. â€Å"Increasing Activity to Reduce Obesity in   Ã‚  Ã‚   Adolescent Girls: A Research Review.† JOGNN 33.6 (2004): 801-808. Fogelholm, M. and K. Kukkonen-Harjula. â€Å"Does physical activity prevent weight gain – a systematic review.† The International Association for the Study of Obesity 1   Ã‚  Ã‚   (2000): 95-111. Jackson, Debra, Mannix, Judy, Faga, Pat and Glenda McDonald. â€Å"Overweight and   Ã‚  Ã‚  Ã‚  Ã‚   obese children: mother’s strategies.† Journal of Advanced Nursing 52.1 (2005): 6-13. Nowicka, Paulina. (2005). â€Å"Dietitians and exercise professionals in a childhood obesity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   treatment Team.† Acta Pà ¦diatrica 94(Suppl 448): 23–29      

Holocaust Study Guide

Holocaust Study Guide TYPES OF CAMPS1. One of the types of camps owned by the Nazis was concentration camps. The inmates there were forced to work under harsh conditions and starvation2. The second type of camps was actual death camps. These camps were just made to kill Jewish people and other groups who were classified as enemies of the Nazis.3. There was also a third type of camp called Red Cross camps. At these camps the Red Cross was able to come in and tend for the Jewish people there.PEOPLE INVOLVED4. There were many people who were killed in the Holocaust. Along with the Jews, non-Jewish Poles, alleged communists, political opposition, members of resistance groups, Catholic and Protestant opponents, unionists, homosexuals, physically handicapped, mentally retarted, soviet prisoners of war, Jehovah's Witnesses, anti-Nazi clergy, and psychiatric patients were all killed.5. The Nazis ran the camps and had German doctros perform tests on the prisoners.English: JW Armband

Leukocytes Essays - Cell Biology, Immune System, Granulocytes

Leukocytes Essays - Cell Biology, Immune System, Granulocytes Leukocytes Leukocytes and the leukocyte differential count To consider the leukocytes together as a group is something of a granfalloon, because each type of leukocyte has its own function and ontogeny semi-independent of the others. To measure the total leukocyte count and allow this term to mean anything to the doctor is a travesty, yet the wbc count has traditionally been considered a cardinal measurement in a routine laboratory workup for just about any condition. I cannot emphasize too much that to evaluate critically the hematologic status of a patient, one must consider the individual absolute counts of each of the leukocyte types rather than the total wbc count. For such a critical evaluation, the first step is to order a wbc count with differential. In many labs, the result will be reported as a relative differential, something like this: WBC 6000/L segmented neutrophils 60% band neutrophils 2% lymphocytes 25% monocytes 8% eosinophils 3% basophils 2% Your first task is to multiply the wbc count by each of the percentages given for the cell types; this gives you an absolute differential. Now you're in business to get some idea as to the pathophysiologic status of the patient's blood and marrow. Thus, the illustration above becomes: WBC 6000/L segmented neutrophils 3600/L band neutrophils 120/L lymphocytes 1500/L monocytes 480/L eosinophils 180/L basophils 120/L The total wbc count is invariably done using an automated method. Routinely, the differential count is done by hand (i.e., through the microscope) in smaller labs, and by automated methods in larger facilities. The automated methods are amazingly accurate, considering the fine distinctions that must often be made in discerning one type of leukocyte from the other. One manufacturer's machine can quite reliably pick out one leukemic blast cell in eight hundred or more leukocytes. Now we shall consider each of the leukocyte types individually. A. Neutrophils The most populous of the circulating white cells, they are also the most short lived in circulation. After production and release by the marrow, they only circulate for about eight hours before proceeding to the tissues (via diapedesis), where they live for about a week, if all goes well. They are produced as a response to acute body stress, whether from infection, infarction, trauma, emotional distress, or other noxious stimuli. When called to a site of injury, they phagocytose invaders and other undesirable substances and usually kill themselves in the act of doing in the bad guys. Normally, the circulating neutrophil series consists only of band neutrophils and segmented neutrophils, the latter being the most mature type. In stress situations (i.e., the acute phase reaction), earlier forms (usually no earlier than myelocytes) can be seen in the blood. This picture is called a left shift. The band count has been used as an indicator of acute stress. In practice, band counts tend to be less than reliable due to tremendous interobserver variability, even among seasoned medical technologists, in discriminating bands from segs by microscopy. Other morphologic clues to acute stress may be more helpful: in the acute phase reaction, any of the neutrophil forms may develop deep blue cytoplasmic granules, vacuoles, and vague blue cytoplasmic inclusions called Dhle bodies, which consist of aggregates of ribosomes and endoplasmic reticulum. All of these features are easily seen (except possibly the Dhle bodies), even by neophytes. The normal range for neutrophil (band + seg) count is 1160 - 8300 /L for blacks, and 1700 - 8100 /L for other groups. Keeping in mind the lower expected low-end value for blacks will save you much time (and patients much expense and pain) over the course of your career. Obesity and cigarette smoking are associated an increased neutrophil count. It is said that for each pack per day of cigarettes smoked, the granulocyte count may be expected to rise by 1000 /L. B. Monocytes These large cells are actually more closely related to neutrophils than are the other granulocytes, the basophil and eosinophil. Monocytes and neutrophils share the same stem cell. Monocytes are to histiocytes (or macrophages) what Bruce Wayne is to Batman. They are produced by the marrow, circulate for five to eight days, and then enter the tissues where they are mysteriously transformed into histiocytes. Here they serve

Homeland Security and Terrorism Term Paper Example | Topics and Well Written Essays - 1500 words

Homeland Security and Terrorism - Term Paper Example Terrorism is a global problem and the emergence of terrorists groups is a threat to the international security. The Islamic state of Iraq and Syria (ISIS) is known by many individuals worldwide following its brutal actions and violent tactics in an effort to establish Islamic state in Iraq, Syria and beyond. ISIS is a major threat to America because it has a territorial base, which makes it easy for them to plan and organize terrorism against the U.S. More so, ISIS recruits American citizens who have travelled to Syria and Iraq to support them and help them fight, and this makes them dangerous and able to commit acts of violence upon their return. This paper explores the Islamic state of Iraq and Syria as one of the major terrorist groups threatening America. It also covers new homeland policy designated to prevent and respond to terrorism and protect citizens. The Islamic State of Iraq and Syria (ISIS)The Islamic state of Iraq and Syria, also known as ISIL, is a rebel group that is popular worldwide because of its violent tactics to create a caliphate. This group is based in Iraq and Syria in the Middle East and its major aim is to establish an Islamic state in majority regions of Iraq and other Muslim-inhabited regions worldwide. This group claims religious authority over all Muslims globally and have absolute control over Islamic states. The United Nations and many countries have recognized the ISIS as a terrorist organization because of its violation of human rights.

How has the UK retail sector adapted to recent changes in the economic Literature review

How has the UK retail sector adapted to recent changes in the economic climate effectively - Literature review Example The Global Financial Crisis had a profound impact on almost all parts of the world. Millions of people around the world had to change their lifestyles, many financial institutions went bankrupt, thousands of employees lost their jobs, many people ended up living on the streets, governments in most part of world had to interfere, with bail out plans regardless of the fact that how capitalistic and free market their economy was, to save their institutions. Many countries, which were climbing up the ladder of economic growth, witnessed decline in growth rates and worse, many western countries ended up posing shrinking of the economy. Stock markets in all around the world crashed very badly. The Gross Domestic Product of the world economy was 61.38 Trillion US dollars in the year 2008, which fell down to the level of 58.26 trillion in the year 2009. The trend also continued in the year 2010, however, there are no authentic figures released for the same yet (Buckley, pp. 201-203, 2011; Un ited States Financial Crisis Inquiry Commission, pp. 28-30, 2011). Most the countries, specifically the United States government turned towards the Keynesian school of thought of overcoming an economic recession. John Maynard Keynes, who became prominent in the United States and Europe during the great depression, strongly believed that there is no invisible hand in the economy, which causes business troughs and peaks. If an economy wants to move upwards in the business cycle then the economy will have to increase its aggregate demand, which is the sum of consumption, investment, government spending and net exports (exports minus imports). Higher aggregate demand would force the economy to move towards an upward spiral of growth and thus pushing the economy towards a boom. In hope of stimulating the economy with fiscal packages, the US government announced bailout packages of worth more than one trillion US dollars to help the economy to recover (Carpenter, Sanders & Harling, pp. 3148-352, 2011). The UK government also injected money into the econo my in various fashions to help solve the liquidity crisis. The United States injected money into various corporations such Fannie Mae and Freddie Mac,