ACT Score Chart Raw Score Conversion to Scaled Score

ACT Score Chart Raw Score Conversion to Scaled Score SAT / ACT Prep Online Guides and Tips If you've taken an ACT practice test, you've probably wondered how the questions you answer on each test section translate to a final score out of 36 points. What is a raw ACT score? What about a scale score? How does one score affect the other? In this article, we explain what the equating process for the ACT is and give you info on how your raw scores translate to scale scores for each section of the test. What Is a Raw ACT Score? A Scale ACT Score? First off, what do we mean by "raw ACT scores" and "scale ACT scores"? Your raw score is the total number of questions you get right in a section. This goes for English, Math, Reading, and Science (Writing, however, is scored a bit differently). For example, if you got 70 out of 75 English questions right, your raw English score would be 70. By contrast, a scale score is the final score you get for each section, on a scale of 1-36. Specifically, it's a translation of your raw score via an equating process developed by ACT, Inc. If you've taken ACT practice tests, you probably noticed that your raw scores don't always translate into the same scale scores. Through this equating process, ACT, Inc., can account for differences and ultimately ensure that scores are consistent across test dates. This means, for example, that a 30 on the April ACT will represent the same level of skill as a 30 on the June ACT will. Confused? Let's use an example. Say you took the ACT in September and your friend took a different ACT in October. Both of you got 22 out of 40 questions right on the Reading section, but your friend scored a 21 scale Reading score while you only scored a 19. What gives? Remember that the same scale scores on different ACTs indicate the same ability. Thus, this 2-point difference doesn't mean that your friend simply lucked out- it means that your friend got a harder ACT Reading section than you did. In other words, because your Reading section was easier, you would've needed to score more raw points (i.e., get more questions right) on it to get the same scale score (21) as your friend. Raw ACT Score to Scale Score Conversion Chart As you know, equating an ACT raw score to a scale score allows for comparisons between various test versions and all test takers (regardless of what month or year you took the ACT). But how can you know exactly how a raw score will convert into a scale score? The short answer is, you can't. ACT, Inc., is pretty secretive about its equating process, so there's no way to know for sure how a raw score on one ACT will translate into a scale score. What's more, since every official ACT test is equated differently, each has its own raw-score-to-scale-score conversion chart. For example, here are the conversion charts for the 2018-19 and 2017-2018 official ACT practice tests (from the "Preparing for the ACT" PDF): 2018-2019 Scale Score English Math Reading Science Scale Score 36 74-75 59-60 40 40 36 35 71-73 57-58 38-39 - 35 34 70 55-56 37 39 34 33 69 54 36 38 33 32 68 53 34-35 - 32 31 67 51-52 33 37 31 30 66 49-50 32 36 30 29 64-65 47-48 31 - 29 28 63 45-46 30 35 28 27 61-62 42-44 - 34 27 26 59-60 39-41 29 32-33 26 25 56-68 37-38 28 31 25 24 53-55 34-36 26-27 29-30 24 23 50-52 32-33 25 26-28 23 22 47-49 31 23-24 24-25 22 21 44-46 29-30 22 22-23 21 20 41-43 27-28 20-21 20-21 20 19 39-40 25-26 19 18-19 19 18 37-38 22-24 18 17 18 17 35-36 19-21 16-17 15-16 17 16 32-34 16-18 15 14 16 15 29-31 13-15 14 13 15 14 26-28 10-12 12-13 -12 14 13 24-25 8-9 10 13 12 22-23 7 10 9 12 19-21 5-6 8-9 8 10 16-18 4 7 7 10 9 13-15 - 6 6 9 8 -12 3 5 5 8 7 9-10 - - 4 7 6 7-8 2 4 3 6 5 6 - 3 - 5 4 4-5 1 2 2 4 3 3 - - 1 3 2 2 - 1 - 2 1 0-1 0 0 0 1 2018-19 Official ACT Score Chart 2017-2018 Scale Score English Math Reading Science Scale Score 36 75 60 40 40 36 35 72-74 58-59 39 39 35 34 71 57 38 38 34 33 70 55-56 37 37 33 32 68-69 54 35-36 - 32 31 67 52-53 34 36 31 30 66 50-51 33 35 30 29 65 48-49 32 34 29 28 63-64 45-47 31 33 28 27 62 43-44 30 32 27 26 60-61 40-42 29 30-31 26 25 58-59 38-39 28 28-29 25 24 56-57 36-37 27 26-27 24 23 53-55 34-35 25-26 24-25 23 22 51-52 32-33 24 22-23 22 21 48-50 30-31 22-23 21 21 20 45-47 29 21 19-20 20 19 43-44 27-28 19-20 17-18 19 18 41-42 24-26 18 16 18 17 39-40 21-23 17 14-15 17 16 36-38 17-20 15-16 13 16 15 32-35 13-16 14 12 15 14 29-31 -12 12-13 14 13 27-28 8-10 10 13 12 25-26 7 9-10 9 12 23-24 5-6 8 8 10 20-22 4 6-7 7 10 9 18-19 - - 5-6 9 8 15-17 3 5 - 8 7 12-14 - 4 4 7 6 10- 2 3 3 6 5 8-9 - - 2 5 4 6-7 1 2 - 4 3 4-5 - - 1 3 2 2-3 - 1 - 2 1 0-1 0 0 0 1 2017-18 Official ACT Score Chart You can see here that raw ACT scores from different tests don't always convert into the same scale scores. As a result, there's no one-size-fits-all chart you can use to predict score conversions. ACTs are like shoes: one size doesn't fit all of them! That said, if you want to estimate a raw-score-to-scale-score conversion, you can use any available conversion chart from an official ACT practice test. While it won't be 100 percent accurate, it can give you a good understanding of where you need improvement. Another (better) option is to use the chart below. This chart shows how raw ACT scores generally translate into scale scores on any ACT. We calculated these raw scores (and score ranges) by taking the averages of the raw scores for each scale score on all six official ACT score charts. Once again, while this chart won't give you a perfectly accurate conversion (the most accurate ACT score chart will be the one for your specific test), it's as close as we can get to a "one-size-fits-all" ACT score conversion chart. Scale Score English Math Reading Science Scale Score 36 75 60 40 40 36 35 73-74 58-59 39 39 35 34 71-72 57 37-38 - 34 33 70 55-56 36 37-38 33 32 69 54 - - 32 31 68 52-53 35 - 31 30 67 51 34 36 30 29 65-66 49-50 33 35 29 28 64 47-48 31-32 34 28 27 62-63 44-46 30 33 27 26 60-61 41-43 29 31-32 26 25 58-59 39-40 28 29-30 25 24 55-57 37-38 27 28 24 23 53-54 35-36 25-26 26-27 23 22 51-52 33-34 24 24-25 22 21 48-50 31-32 23 22-23 21 20 45-47 29-30 21-22 20-21 20 19 42-44 28.000 20 18-19 19 18 40-41 25-27 19 17 18 17 38-39 21-24 18 15-16 17 16 35-37 18-20 16-17 14 16 15 32-34 14-17 15 13 15 14 29-31 -13 13-14 -12 14 13 27-28 9-10 12 10 13 12 25-26 7-8 10- 9 12 24 6 8-9 8 10 20-23 5 7 7 10 9 18-19 4 6 6 9 8 15-17 3 5 5 8 7 12-14 - 4 4 7 6 10- 2 - 3 6 5 8-9 - 3 2 5 4 6-7 1 2 - 4 3 4-5 - - 1 3 2 2-3 - 1 - 2 1 0-1 0 0 0 1 As you can see, your raw ACT scores don't tell you much about how your scores compare with those of other test takers. Since each ACT differs in content and difficulty, you'll need your test's conversion chart in order to get accurate scale scores and be able to compare your scores with other students'. Scale scores, on the other hand, reflect how well you did in relation to other test takers who took any variation of the ACT. So if a test is relatively easy and more people did better on it than usual, higher raw scores will be needed to get certain scale scores. By contrast, if a test is especially difficult, slightly lower raw scores will net you those same scale scores. If you took the ACT with Writing, note that your ACT Writing score is not part of your composite score out of 36. While colleges generally look closest at your composite score, a high essay score can definitely raise your chances of admission, so be sure to do your best on it! Want to improve your ACT score by 4 points? Tired of wasting time prepping in ways that don't work? We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. It's the best prep program available right now. Best of all, we guarantee your money back if you don't improve your score by 4 points or more. Check out our 5-day free trial today: Improve Your ACT Score by 4+ Points, Guaranteed How to Calculate Your Scale ACT Score: 4 Easy Steps Now that you've seen how official ACT score charts work, how can you use them to estimate your own scale scores based on your raw scores from an ACT practice test? Follow the four simple steps below to get started. Step 1: Find the ACT Score Chart for Your Test If you've taken an official ACT practice test, your score chart will come near the end of the test PDF. For example, if you took the newest 2017-18 ACT test, you'll use the score chart that comes at the end of this test (pictured above). Don't use a chart from a different practice test. Each test is equated differently, so you'll get the most accurate scale score when you use the chart for your specific test. What if you took an unofficial ACT practice test, though? In this case, it's best to use the average ACT score chart given above. While this won't be 100 percent accurate, it'll give you the closest idea you can get as to how your raw scores will likely translate into scale scores. Step 2: Calculate Your Raw Score for Each Section Now that you've got a score chart, it's time to calculate your raw scores for each section. To do this, simply use your test's answer key to add up all the correct answers you got on each ACT section. For example, if you answered 60 out of 75 English questions correctly, your raw English score would be 60. I recommend writing down your raw scores on a piece of paper so you don't forget them. Step 3: Convert Your Raw Section Scores to Scale Scores Now, it's time to use your raw scores and score chart to find your ACT scale scores. Using a chart is simple: all you do is locate your raw score for each section and then look across to see which scale score it corresponds to. For example, if you took the 2017-18 practice test and got a raw English score of 60, your scale English score would come out to 26: Do this for every raw section score until you have four scale scores (each out of 36). Step 4: Figure Out Your Composite Scale Score Once you have your four scale scores (one each for English, Math, Reading, and Science), you can calculate your scale composite score, which uses a scale of 1-36 and is equivalent to the average of the four section (scale) scores. For example, let's say these were the scale scores I got on my practice ACT: English: 26 Math: 30 Reading: 28 Science: 27 To get a composite score, all I need to do is add up the four section scores and then divide their sum by four. In our example, this would look like this: 26 + 30 + 28 + 27 = 1. Now, I just need to divide this sum by 4: 1 / 4 = 27.75. If you get a decimal as I did, you'll need to round your score to the nearest whole number. Here, 27.75 would round up to give me a final composite ACT score of 28. 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 a comprehensive guide. Final Words: The Importance of Raw and Scale ACT Scores There are two types of scores on the ACT: raw and scale scores. Raw scores are equal to the number of questions you answer correctly, whereas scale scores are final scaled versions of raw scores. How raw scores translate into scale scores can vary depending on the ACT or ACT practice test you take. ACT, Inc., uses this equating process so that the difficulty of different ACTs doesn't affect test takers' final scores. This process also allows scores to be compared across all test dates (in other words, a 30 will always represent the same skill level, regardless of when you take the ACT). To convert your raw ACT scores to scale scores, you'll need to find the score chart for your specific test. All official ACT practice tests have their own individual score charts (remember, these charts, and thus their raw-score-to-scale-score conversions, will differ with each test!). If you don't have a chart for your practice test, you can instead use the average conversions in our chart above. This won't give you perfect conversions, but they should be close enough to give you a rough idea of what your scale scores are. Calculating your scale scores is a super helpful tool for test prep- you'll not only see where you're currently scoring, but also how much you need to improve by in order to hit your ACT goal score! What’s Next? Got more questions about ACT scoring? Check out our articles on how the ACT is scored and ACT score percentiles to learn what the current trends are and how you can use this info to your advantage. Not sure what ACT score to aim for? Then definitely take a look at our in-depth guide to good and bad ACT scores to get tips on how to find your goal score. And if you're aiming for a perfect 36, read our expert guide written by a real full scorer! Need help interpreting your ACT results? We've got you covered! With our guide, you'll learn how to read your ACT score report as well as how to address your biggest content weaknesses. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Free Essays on Islam VS Terrorism

The word â€Å"Islam† is an Arabic word which means â€Å"submission to the will of God†. This word comes from the same root as the Arabic word â€Å"salam†, which means â€Å"peace.† As such, the religion of Islam teaches that in order to achieve true peace of mind and security of heart, one must submit to God and live according to His Divinely revealed Law. The word â€Å"Muslim† means one who submits to the will of God, regardless of their race, nationality or ethnic background. Being a Muslim entails willful submission and active obedience to God, and living in accordance with His message. Islam has the most continuous and universal message of any religion, because all prophets and messengers were Muslims. Islam teaches that the hearts, minds and souls of human beings are fitting receptacles for clear divine revelation, and that God's revelations to man are not overwhelmed by self-contradictory mysteries or unreasonable ideas. The word â€Å"Qur'an† means God's final message to mankind that was revealed to the Prophet Muhammad and is the literal word of God. It is God's final revelation to mankind and contains the stories of the previous prophets, such as Abraham, Noah, Moses and Jesus; as well as many commands and prohibitions from God. The Qur'an teaches that the signs and proofs of God's wisdom, power and existence are evident in the world around us. The Islamic concept of God, which is completely based on Divine Revelation, is that God is God and man is man. Since God is the only Creator and constant Sustainer of the Universe, He is transcendent above His creation - the Creator and the creature never mix. It should be mentioned that the God that Muslims worship is the same God that Jews and Christians worship - because there is only one God. However, the concept of Him differs somewhat from the beliefs of other religions - mainly because it is based completely on Divine Revelation from God. So if the religio... Free Essays on Islam VS Terrorism Free Essays on Islam VS Terrorism The word â€Å"Islam† is an Arabic word which means â€Å"submission to the will of God†. This word comes from the same root as the Arabic word â€Å"salam†, which means â€Å"peace.† As such, the religion of Islam teaches that in order to achieve true peace of mind and security of heart, one must submit to God and live according to His Divinely revealed Law. The word â€Å"Muslim† means one who submits to the will of God, regardless of their race, nationality or ethnic background. Being a Muslim entails willful submission and active obedience to God, and living in accordance with His message. Islam has the most continuous and universal message of any religion, because all prophets and messengers were Muslims. Islam teaches that the hearts, minds and souls of human beings are fitting receptacles for clear divine revelation, and that God's revelations to man are not overwhelmed by self-contradictory mysteries or unreasonable ideas. The word â€Å"Qur'an† means God's final message to mankind that was revealed to the Prophet Muhammad and is the literal word of God. It is God's final revelation to mankind and contains the stories of the previous prophets, such as Abraham, Noah, Moses and Jesus; as well as many commands and prohibitions from God. The Qur'an teaches that the signs and proofs of God's wisdom, power and existence are evident in the world around us. The Islamic concept of God, which is completely based on Divine Revelation, is that God is God and man is man. Since God is the only Creator and constant Sustainer of the Universe, He is transcendent above His creation - the Creator and the creature never mix. It should be mentioned that the God that Muslims worship is the same God that Jews and Christians worship - because there is only one God. However, the concept of Him differs somewhat from the beliefs of other religions - mainly because it is based completely on Divine Revelation from God. So if the religio...

Cover Letter Assignment Example | Topics and Well Written Essays - 250 words - 4

Cover Letter - Assignment Example I also have extensive set of skills in Photoshop. I have a long standing interest in drawing and I believe that I possess the skills required for this post. I also recently read in your school website that you are now expanding your elementary school. This is a field that I am familiar with. I have read the details outlining the qualifications sought for this role and I believe I match your requirements as can be seen from the examples outlined: I have qualifications in; printmaking major, painting, drawing, photograph, ceramics, sculpture, art history and Chinese ink painting. In addition to the qualities above, I am also a hardworking, self-motivated and determined individual with a high desire to succeed. I would welcome the opportunity to discuss further, my application with you and to this end, I have attached my curriculum vitae to further acquaint you with the specifics of my background. I hope you will consider me for this position. I look forward to a positive communication from

Issues on Training Employees Essay Example | Topics and Well Written Essays - 1500 words

Issues on Training Employees - Essay Example Businesses from around the world run global business this way. If an American business obeys a Saudi law by sending a man, Saudis must obey American Homeland Security laws by giving proper identification and taking off shoes when going through airport security. Global businesses can be profitable, if local laws and cultures are respected. This can only be accomplished through proper employee training. After World War II a global market opened up for business around the world. Business started expanding beyond their borders. IBM is an example of a global business. Early on IBM recognized the need for cultural diversity. Formal statements relating to diversity at IBM can be found as far back as 1953 by the then CEO Thomas J Watson Jr, who said: ‘it is the policy of IBM to hire people who have the personality, talent and background necessary to fill a given job, regardless of race, colour or creed.’ (Nicholson 2009) IBM recognized better business practices would be to incorporate the most qualified individual for each job. This task required cultural diversity, not only worldwide, but in their home country of the United States. The statement above was very progressive for the 1950’s. IBM started this policy and continued to this day by following: This type of policy was brought about through laws like the American Disability Act, Affirmative Action, and other labor laws. The work/life balance is important to every country’s cultures. Different cultures expect different work days, work weeks, and vacation practices. The advancement of women can be achieved in the majority of countries that IBM operates in. However, in several Middle Eastern and other Islamic countries this is not legal or even possible. In Saudi Arabia, Malaysia, Iran, and other Islamic countries women do not experience the same freedoms as they do in the West. An example would be in Saudi Arabia

Differential Equation Essay Example for Free

Differential Equation Essay Assume that the resulting system is linear and time-invariant. x[n] O + r0n] D y[n] +1 3 -2 Figure P6. 5 (a) Find the direct form I realization of the difference equation. (b) Find the difference equation described by the direct form I realization. (c) Consider the intermediate signal r[n] in Figure P6. 5. (i) Find the relation between r[n] and y[n]. (ii) Find the relation between r[n] and x[n]. (iii) Using your answers to parts (i) and (ii), verify that the relation between y[n] and x[n] in the direct form II realization is the same as your answer to part (b). Systems Represented by Differential and Difference Equations / Problems P6-3 P6. 6 Consider the following differential equation governing an LTI system. dx(t) dytt) dt + ay(t) = b di + cx(t) dt dt (P6. 6-1) (a) Draw the direct form I realization of eq. (P6. 6-1). (b) Draw the direct form II realization of eq. (P6. 6-1). Optional Problems P6. 7 Consider the block diagram in Figure P6. 7. The system is causal and is initially at rest. r [n] x [n] + D y [n] -4 Figure P6. 7 (a) Find the difference equation relating x[n] and y[n]. (b) For x[n] = [n], find r[n] for all n. (c) Find the system impulse response. P6. 8 Consider the system shown in Figure P6. 8. Find the differential equation relating x(t) and y(t). x(t) + r(t) + y t a Figure P6. 8 b Signals and Systems P6-4 P6. 9 Consider the following difference equation: y[n] ly[n 1] = x[n] (P6. 9-1) (P6. 9-2) with x[n] = K(cos gon)u[n] Assume that the solution y[n] consists of the sum of a particular solution y,[n] to eq. (P6. 9-1) for n 0 and a homogeneous solution yjn] satisfying the equation Yh[flI 12Yhn 1] = 0. (a) If we assume that Yh[n] = Az, what value must be chosen for zo? (b) If we assume that for n 0, y,[n] = B cos(Qon + 0), what are the values of B and 0? [Hint: It is convenient to view x[n] = Re{Kejonu[n]} and y[n] = Re{Yeonu[n]}, where Y is a complex number to be determined. P6. 10 Show that if r(t) satisfies the homogeneous differential equation m d=r(t) dt 0 and if s(t) is the response of an arbitrary LTI system H to the input r(t), then s(t) satisfies the same homogeneous differential equation. P6. 11 (a) Consider the homogeneous differential equation N dky) k~=0 dtk (P6. 11-1) k=ak Show that if so is a solution of the equation p(s) = E akss k=O N = 0, (P6. 11-2) then Aeso is a solution of eq. (P6. 11-1), where A is an arbitrary complex constant. (b) The polynomial p(s) in eq. (P6. 11-2) can be factored in terms of its roots S1, ,S,. : p(s) = aN(S SI)1P(S tiplicities. Note that S2)2 . . . (S Sr)ar, where the si are the distinct solutions of eq. (P6. 11-2) and the a are their mul ­ U+ 1 o2 + + Ur = N In general, if a, ;gt; 1, then not only is Ae a solution of eq. (P6. 11-1) but so is Atiesi as long as j is an integer greater than or equal to zero and less than or Systems Represented by Differential and Difference Equations / Problems P6-5 equal to oa 1. To illustrate this, show that if ao = 2, then Atesi is a solution of eq. (P6. 11-1). [Hint: Show that if s is an arbitrary complex number, then N ak dtk = Ap(s)te t + A estI Thus, the most general solution of eq. P6. 11-1) is p ci-1 ( i=1 j=0 Aesi , where the Ai, are arbitrary complex constants. (c) Solve the following homogeneous differential equation with the specified aux ­ iliary conditions. d 2 y(t) 2 dt2 + 2 dy(t) + y(t) = 0, dt y(0) = 1, y'() = 1 MIT OpenCourseWare http://ocw. mit. edu Resource: Signals and Systems Professor Alan V. Oppenheim The following may not correspond to a parti cular course on MIT OpenCourseWare, but has been provided by the author as an individual learning resource. For information about citing these materials or our Terms of Use, visit: http://ocw. mit. edu/terms.

Application of Matrices in Real-Life

Application of Matrices in Real-Life Application of matrix in daily life Matrices are used much more in daily life than people would have thought. In fact it is in front of us every day when going to work, at the university and even at home. Graphic software such as Adobe Photoshop on your personal computer uses matrices to process linear transformations to render images. A square matrix can represent a linear transformation of a geometric object. For example, in the Cartesian X-Y plane, the matrix reflects an object in the vertical Y axis. In a video game, this would render the upside-down mirror image of an assassin reflected in a pond of blood. If the video game has curved reflecting surfaces, such as a shiny metal shield, the matrix would be more complicated, to stretch or shrink the reflection. In physics related applications, matrices are used in the study of electrical circuits, quantum mechanics and optics. Engineers use matrices to model physical systems and perform accurate calculations needed for complex mechanics to work. Electronics networks, airplane and spacecraft, and in chemical engineering all require perfectly calibrated computations which are obtained from matrix transformations. In hospitals, medical imaging, CAT scans and MRIs, use matrices to operate. Whereas in programming which is taught at the university, matrices and inverse matrices are used for coding and encrypting messages. A message is made as a sequence of numbers in a binary format for communication and it follows code theory for solving. In robotics and automation, matrices are the basic components for the robot movements. The inputs for controlling robots are obtained based on the calculations from matrices and these are very accurate movements. Many IT companies also use matrices as data structures to track user information, perform search queries, and manage databases. In the world of information security, many systems are designed to work with matrices. Matrices are used in the compression of electronic information, for example in the storage of biometric data in the new Identity Card in Mauritius. In geology, matrices are used for making seismic surveys. They are used for plotting graphs, statistics and also to do scientific studies and research in almost different fields. Matrices are also used in representing the real world data’s like the population of people, infant mortality rate, etc. They are best representation methods for plotting surveys. In economics very large matrices are used for optimization of problems, for example in making the best use of assets, whether labour or capital, in the manufacturing of a product and managing very large supply chains. Application of Statistics in real-life problems. Statistics can be defined as a type of mathematical analysis which involves the method of collecting and analyzing data and then summing up the data into a numerical form for a given set of factual data or real world observations. In our daily life, we collect information which helps us in resolving questions regarding the world in which we live, that is statistics. One main example is weather forecast. These charts and information that you see on the television are obtained using statistics that compare last weather conditions with current weather to predict future weather. Whenever theres an election as the one coming in a few days in Mauritius, the press consult statistical surveys with the population when they try to predict the winner. Candidates use statistics to know for example that 20,000 of these voters will be between the age of 18 and 22, that is this will be their first election and thus try to focus their campaign more on benefits for these young adults. Statistics play a part in which your elected government will be consisted of. In industries and businesses it is crucial to be fast and accurate in decision making. They use statistics to know what customers want and therefore know what to produce and sell and in what quantities. Statistics helps to plan production according to the taste of the customers, the quality of the products or availability of materials. Good decisions can be made about the location of business, marketing of the products, financial resources etc†¦ Statistics are also used in agriculture to know what amount of crops is grown this year in comparison to previous years or what has been the demand for a certain crop during the past 5 years or quality and size of vegetables grown due to use of different fertilizers. Last Friday was the results day for the CPE exams in Mauritius and statistics were used to compare the different pass rates for girls compared to boys and how the whole pass rate have evolved during the past years. These statistics helps the government to determine whether the education system in the country needs to be modified or completely re-implemented. In medical studies scientists must show a statistically valid rate of efficacy before any drug can start to be prescribed in hospitals and pharmacies. Statistics are behind every medical study you hear about. For example an ongoing case, the Ebola virus. Statistics are used to determine the number of infected persons in different countries and these data helps to warn neighbouring countries about the risks they are exposed to. Application of Regression in real-life problems. Correlation and regression are largely used methods to look into the relationships between quantitative variables. A correlation looks at the validity of the relationship between variables and regression helps to determine the nature of the relationship, or how it behaves. This allows predictions to be made. These methods are very useful, but easily misused. Regressions can be used in business to evaluate trends and make estimates. For e.g. if a companys sales have increased rapidly every month for the past years, using a linear regression on the sales data with monthly sales on the y-axis and time on the x-axis would produce a line that illustrates the ascending trend in sales. After obtaining the trend line, the company could use the slope of the line to anticipate sales in future months. A company can use linear regression to determine the best sale price for a certain product bought by customers. This can be done by plotting a graph of price against quantity. The resulting line would denote how customers reduce their consumption of the product as the price increases. This could help in decision making of the prices of future products. Linear regression can be used in assessing risk. For e.g. a health insurance company shall plot number of claims per customer against age and by reading the graph deduce that older customers tend to make more health insurance claims. The results of such an analysis might lead to important business decisions made to account for risks. Application of Correlation in real-life problems. For e.g. a researcher suggested that taller people have higher self-esteem. After analyzing his data and coming up with an r-value of .08, he abandons his hypothesis because the two variables do not appear to be strongly related at all. Another area where correlation is used is in the study of intelligence where research has been carried out to test the strength of the relationship between the I.Q. levels of identical and non-identical twins. In medical studies, correlation is used widely and one e.g. is the study to test if glucose level is related to the age of a person. Correlation is mostly used in research studies. In schools for e.g. a use of correlation would be the study of how a student who has many absences has a decrease in grades or the more years of education you complete, the higher your earning potential will be. In the sports area correlation is used broadly by coaches to develop workout routines. Some common correlations are: the more time a person spends running on a treadmill, the more calories he will burn or the more you exercise your core muscles, the more stable your body gets.

Glastonbury Festival Essay

Glastonbury festival (officially The Glastonbury Festival of Contemporary Performing Arts) is biggest and one of the most important music festivals in the world, best known for its contemporary music, but also for dance, comedy, theatre, circus, cabaret and other arts. It takes place in south west England. The festival organiser Michael Eavis, a farmer in a Somerset decided to host the first festival, )then called Pilton Festival) as he saw open air Led Zeppelin concert in 1970. Fourteen people, including John Hoare, invested everything they had to build the stage on Michaels own farm. The first festivals in the 70‘s were influenced by hippie ethics and the free festival movement. After the 1970s the festival took place almost every year and grew in size, with the number of attendees and it becomes one of the most important events of the summer. Nowadays in Glastonbury perform bands such as U2, Colplay, Queens of the Stone Age, Pendulum but also less known (so called indie) bands. The only czech representative in this festival was Gipsy.cz in 2007. Altough festival is affected by barrages of rain and floods, the interest for tickets is enormous. For example in 2007, 137 tousand tickets was sold in only 90 minutes! It’s best not to come to Glastonbury with notebook full of plans of what you want to see. If there are one or two particular bands a day you really want to see, then let your day revolve around them and go with the flow! This festival is fill with the great summer atmosphere that only rock festivals can offer.

Learning Environments Essay

The education system we follow today began about 300 years ago. The aim was to facilitate standardisation amongst people who would function efficiently as apprentices. The system served its purpose towards practical outcomes very well, to that time. It became progressively more and more competitive. Schools focused on rote based learning aimed at numerical scores, with less focus on aspects like critical thinking, analytical approach, creative thinking etc. Students were pushed through this system under tremendous stress with little room for imagination, out of the box thinking, spontaneous decision making, leadership qualities etc. Only a smaller percentage of students were able to come through this system with such abilities fully developed. The system has not changed significantly in its methodology and purpose over a period of time. Thus, the present day system is less than adequate to bring out the full potential of young and creative students who do not cope with the rote regim e. Educational institutions should prepare and equip young minds to seek knowledge in a rational and scientific manner. It should also facilitate progressive growth of their intellect, creative and critical thinking and their ability to apply the knowledge gained. Recent study shows the increase in number of students dropping out of schools. Non affordability, lack of interest, inability to cope with the syllabus are some reasons why students drop out of school (1). On closer examination it will not be difficult to find many useful talents in these students branded as dropouts. There is a need to identify and nurture them for them to be grown in a positive manner. It is important that these students get due attention and care. It is important for these students to be able to choose a dignified career and excel in their field. Therefore, there is a need to take a look on how education and learning is perceived today and seek alternatives that could help in improvement. SIGNIFICANCE OF THE STUDY The number of school dropouts in India is not small. In a study in 2010, Reddy and Sinha? stated that of the more than 27 million children in India, who joined in Class I in 1993, only 10 million of them reached Class X, which is only about 37% of those who entered the school system and in more than half the states, only 30% of children reached Class X. With the implementation of RTE, of course, there has been a gradual decline in the annual average dropout rate from 9.1 in 2009-2010 to 6.9 in 2010-114 but there have been more children dropout in 2010-11 as compared to 2009-2010 in 10 out of the 30 states where RTE has been notified, including progressive states like Tamil Nadu and Gujarat that had increased dropout ratio from 0.1% to 1.2% and 3.9% to 4.3% respectively in 2009-10 and 2010-115 (2). According to IANS report (New Delhi, November 14, 2013), the dropout rate of 2013 was 43%. They also state that the quality of education continues to remain a matter of concern, both in terms of infrastructure as well as teaching and learning outcomes. Recent st udy shows that the dropout rate in India is dependent on factors like: 1. Family economic circumstances are important to meet the hidden and upfront costs of schooling, failure of which leads to many temporary as well as permanent dropouts of children. Hidden costs of schooling include opportunity cost, travel cost, uniform, daily expenditures, while upfront costs include admission fee, examination fee, tuition fees etc. 2. Poor quality education is another important cause of school dropout. Sen’s capabilities approach highlights poor quality education as a primary driver of school drop-out. 3. Failure to find a conducive social environment in school is also causes dropout. In 2001 Robert Croninger and Valerie E. Lee found lower dropout rates in schools where students report receiving more support from teachers for their academic work and where teachers report that students receive more guidance about both school and personal matters. 4. Dropout decision also depends upon the academic performance of the student. Poor school performance, low attendance and late enrolment are likely to be signals for teachers that children with these characteristics are more likely to drop out. In another study, Amit Choudhury in 2006 found attitude towards education as an important determinant of school dropout. Prof. Amartya Kumar Sen, Nobel laureate in Economics of 1998, has also pointed out that for sustainable development even the poorest of the poor should be provided proper education and accordingly steps have to be taken to bring primary education to the  doorsteps of the rural people, since more than 75 per cent of Indians live in rural areas. Despite many measures for attainment of Education for All (EFA) goals of the new millennium, there, however, have been high rate of school dropouts in India. Thus we see that school dropout is caused by many factors. Among many factors, some have greater influence as compared to the others. Possible suitable initiatives are required for mitigating this problem. Policy options, among others, include – elimination of poverty, improvement of school infrastructures, increased numbers of trained teachers, and adaptation of a curriculum that cater to the present needs and so on. The govt. has now taken initiatives like Mahila Samakhya Scheme, provided quotas in various institutes etc. to make sure education is available to a large no of people. These programs and schemes mainly help in increasing the overall literacy rate of our country. Over the years it is found that students merely learn how to answer questions from an exam point of view. Understanding the information in a way that they use it in their daily life is not taught. Therefore, even though children go through the process of schooling, not many can be actually called educated. The Sarva Shiksha Abhiyan (or the National Program for Universal Elementary Education) has initiated the Activity Based Learning (ABL) as a concept for primary level education in the corporation schools. This scheme has also been introduced in the Panchayat Union Schools. The ABL approach is unique and effective to attract out-of -school children to schools/AIE centers. The teachers who are involved in implementing this me thod have developed activities for each learning unit which facilitated readiness for learning, instruction, reinforcement and evaluation. ABL has transformed the classrooms into hubs of activities and meaningful learning. Hence there is a direct relation to the facilities design requirements for such emerging pedagogies. Education is now becoming a way to teach the child how to learn and express in a way that is fulfilling to his being. Therefore it is important for educators and designers to collaborate and create conducive learning environments. AIM: This thesis aims at making education a more meaningful experience for students (dropouts). OBJECTIVE OF THE STUDY To develop a publically available space in to an informal learning space. This space will be accessible to children of different age groups and income groups. or The study seeks to explore factors that facilitate quality learning and suggest a design for such learning spaces or institutions Attempt to study the psychology of the user. Attempt to study the effect of architectural elements (such as, light, volume of spaces, colours, materials etc.) on learning environments. STUDY QUESTIONS How can architecture contribute to develop an unconventional (replace this word) learning environment? DEFINITIONS Learning Environment: The term environment denotes the totality of the surroundings and conditions in which something or someone lives or functions. A discussion about learning environments starts with a physical space, a virtual equivalent, or at least a set of organizational principles that had their origins in a conventionally space-influenced model. Whether a classroom, an island in a virtual domain, or a chat room in a learning management system (LMS), this core place features connections to other places and resources. These might be other learning spaces, but they are also likely to be places outside the educational world. A learning environment consists of a wide set of features that affect learning. The idea of a learning environment implies a setting where intentions and design cannot account for everything that happens; some elements escape control or are at least unintended. Environment, then, is a mix of the deliberate and the accidental, the conjunction of planned and unanticipated events. Sp ace becomes environment when it is stretched to include a broader sense of place, as well as the people who participate and the culture in which these elements are situated. Since students spend several hours of their day at school, it is important that they relate to this space emotionally and physically. The learning environment and methodology followed must nurture creativity and intellectual thinking of students to the fullest of their potential. Informal Learning: Informal learning is, by default, any learning that is not formal learning. For all learners this includes heuristic language building, socialization, enculturation, and play. Informal learning is a persistent and pervasive ongoing process of student-centered learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning via acquisition. Self-directed learning: â€Å"In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.† (Knowles, 1975, p. 18) Of primary concern in this definition of SDL is the fact the learner takes 1) The initiative to pursue a learning experience, and 2) The responsibility for completing their learning. Once the initiative is taken, the learner assumes complete responsibility and accountability for defining the learning experience and following it through to its conclusion. This does not preclude input from others, but the final decision is the learner’s. Self-direction does not mean the learner learns alone or in isolation. While, that may be the case in any given learning situation, the critical factor here, again, is the fact the learner is driving the total learning experience, beginning with recognizing a need to learn. METHOD OF STUDY The inquiry on learning environments is organized in two phases. The first phase develops through a literature search on alternative pedagogy that gathers a comprehensive understanding on the various pedagogical and theoretical works relating to learning. This chapter is followed by a discourse among educators and architects on learning environment and the architectural response to educational facilities design. A logical argumentative research is done trying to associate these statements with learning environments. The second phase explores selected case studies that help contextualize the above data and draw inferences to support the argument. The last chapter in this study builds on the findings and the analyses of the previous chapters to discuss the environmental factors related to learning, thereby defining the premise for the final architectural design solution. Sandstone is locally available (Delhi). This makes transportation easy. It is mostly used to clad surfaces and has a very neutral tone. In Delhi, use of sandstone is very common. You would find it used in colonial buildings, Mughal buildings and even on pathways. The material has a slight matt-finish and generally creates a very warm ambience. Exposed Brick: this material has a matt-finish. Bricks can be used to create various patterns in the wall. Ar. Laurie Baker used exposed bricks for low cost building. It is warm in nature and creates excitement when used with a splash of colours in certain places. References: 1. International Research Journal of Social Sciences, Vol. 1(4), 28-35, December (2012) School Dropout across Indian States and UTs: An Econometric Study 2. International Research Journal of Social Sciences, Vol. 1(4), 28-35, December (2012) School Dropout across Indian States and UTs: An Econometric Study Material Used: Walls: exposed brick / rammed earth Floor: terracotta tiles / kota stone / sandstone

Free Online Public Schools for North Carolina Students

Free Online Public Schools for North Carolina Students North Carolina offers resident students the opportunity to take online public school courses for free. Below is a list of no-cost online schools currently serving elementary and high school students in North Carolina. To qualify for this list, schools must meet the following qualifications- classes must be available completely online, they must offer services to state residents, and they must be funded by the government. North Carolina Virtual Public School North Carolina Virtual Public School (NCVPS) was established by the state legislature to provide e-learning opportunities to students. â€Å"NCVPS shall be available at no cost to all students in North Carolina who are enrolled in North Carolina’s public schools, Department of Defense schools, and schools operated by the Bureau of Indian Affairs,† the legislature said in creating the school. The schools website notes: NCVPS benefits students through expanded academic options in teacher-led, online courses aligned to the  North Carolina Common Core Standards  and the  North Carolina Essential Standards. Regardless of students’ geographic location or economic circumstances, they can enroll in quality online courses taught by highly qualified, North Carolina licensed teachers. NCVPS provides students online courses in many subject areas including mathematics, science, English language arts, social studies, arts, advanced placement, honors, and world languages. Other courses include test preparation, credit recovery, and (an) Occupational Course of Study (OCS). To take part in the virtual learning program, students enroll through their local public school. Grades are reported to their local school, which awards them credit. The North Carolina Virtual Public School has served over 175,000 middle and high school students since launching in the summer of 2007. North Carolina Virtual Academy North Carolina Virtual Academy (NCVA), an online public charter school authorized by the North Carolina Department of Public Instruction, offers North Carolina students in grades K-12 individual, online learning. A relatively new program, the virtual school says it offers a combination of individualized learning and flexible scheduling, delivered through: A K-12 curriculum that covers the core subject areas and electives.Experienced, highly qualified North Carolina-certified teachers, who are connected to students and parents by phone.Online planning and assessment tools and resources, and hands-on materials ranging from textbooks to telescopes, from rocks and soil to illustrated classic childrens stories.An active, supportive school community which organizes monthly activities where North Carolina parents, students, and staff socialize and share their experiences. ​​North Carolina School of Science and Mathematics Online NCSSM Online- the second-largest state virtual school in the United states- is a tuition-free two-year online program sponsored by the NC School of Science and Mathematics for junior and senior high school students. The program is not completely online: The school offers a supplemental program  that serves students who remain  enrolled at  their local schools. Highly qualified students can apply to either the online program or the onsite school, which offers the same curriculum free of charge to students who are accepted. The school, which  emphasizes  innovation, has also won awards for excellence.  In 2015, NCSSM won the Spaces for Innovation Challenge sponsored by the North Carolina State Universitys Institute for Emerging Issues.   North Carolina Connections Academy North Carolina Connections Academy is a tuition-free, public online school. NCCA gives students the flexibility to learn at home with an online curriculum that meets rigorous state education standards, the school says on its website. NCCA says it helps students through a learning program featuring: A challenging  curriculum  developed by leading education expertsInstruction from  state-certified teachers  experienced in online instructionSupport from trained  counselors, principals, and administrative staffCurriculum materials needed to participate in an online learning environment Tips for Choosing an Online Public School When choosing an online public school, look for an established program that is regionally accredited and has a track record of success. Be wary of new schools that are disorganized, are unaccredited, or have been the subject of public scrutiny. If you or your children are considering choosing a tuition-free  online high school, make sure you ask questions before deciding on a program, such as graduation rates, school and teacher accreditation, and what expenses you might incur, such as books and school supplies.

Critique on Plato’s Apology of Socrates Essay Essays

Critique on Plato’s Apology of Socrates Essay Essays Critique on Plato’s Apology of Socrates Essay Paper Critique on Plato’s Apology of Socrates Essay Paper Socrates was a great philosopher of his clip. There came a point in his life when his beliefs were questioned and his instructions doubted. He was charged for evil workss and incorrect behaviors. His accusers said he made people see the worse as better and passed them on as truths. They besides said that he corrupted the young person and that he did non believe in the Gods recognized by the province. Socrates addressed the Athenians in defence of his philosophical life. He appealed to the Men of Athens to hear him out and exert cautiousness in judging him because he had all the replies for them. He said he was a wise adult male and his wisdom came from the prophet. He believed in Gods contrary to what they accused him of. He taught the young person of virtuousnesss and denied he corrupted them. He neer feared decease every bit much as he feared the unjust†¦ The Athenians wanted to cognize how Socrates became a celebrated wise adult male and where he got his wisdom from. A philosopher like Socrates engaged people in treatments. He gave learned sentiments and replies to the most enigmatic and hard inquiries that frequently confronted ordinary heads. When these people were convinced and enlightened they went off with nil but congratulationss and esteem for Socrates. grounds why they called Socrates. a wise adult male. Many people came to him to larn more. It can non be said that wisdom is something one is born with. In the instance of Socrates his wisdom came from the prophet. He had godly counsel in his instructions. One with a godly counsel taught non merely what was good and what was right but besides lived by those dogmas. The prophet was besides what kept Socrates from haughtiness. Socrates knew he was wise because he knew that the wisdom he possessed meant small or was nil compared to God’s infinite wisdom. A philosopher may be wiser than any adult male. but is neer wisest. as lone God is. Socrates was asked why he did non portion his wisdom with the province and gave it sound advice. The prophet was the interior voice or the scruples of Socrates. When he was a kid the prophet prevented him from making what he intended to make. The prophet neer ordered him to make anything which was why he neer entertained the ideas of going a politician. He will neer be any good to the province by going one. Good and righteous work forces in political relations did non populate long to make more good. Towards the terminal of the test. when Socrates was sentenced to decease. Socrates mentioned the prophet once more. The prophet did non oppose what he said or stopped him from go forthing the house which was unusual if something bad was to go on. In the terminal. Socrates was happy to decease because the prophet had meant it for him. A philosopher was sought after for wise advocate and Socrates who sought the advocate of the prophet. The prophet symbolized the Divine Guidance which was the beginning of wisdom of Socrates. It strengthened his defence because it proved that his wisdom came from the Godhead and non from immorality. Socrates tested to convert the Athenians that he believed in Gods. At the start of the test began with a mention to God under whose name he said he will do his defence. God symbolized the highest authorization that Socrates subjected himself to. He respected a merely and righteous authorization. Socrates warned the Athenians that should they harm him. they will transgress against God. God had a intent for him in the Athenian personal businesss of the province. He was to agitate the province up whenever it was in daze. If they killed him after the test the province will everlastingly be in stupor as there will be no 1 to agitate it up. He was non one to travel against the province over any affair because God meant him to assist maintain order and non chaos. He must to talk up whenever that province was in disregard of its responsibilities. He knew what his duties were to the province and knew that he must maintain them. for God. God was the authorization over and above the province. Socrates gave the province its due topographic point. an authorization under God and originated from God. God was acknowledged by everyone as merely and righteous. To believe in God meant that Socrates conformed to the ways of God and it followed that he was merely and righteous besides. The impact of this in his defence was that Socrates. foremost of all was non an atheist as alleged by his accusers. Second. he was respectful of authorization. God and the province. Third. he was a good adult male who kept the ways of God. God as the Supreme Being is the symbol of the highest. merely and righteous authorization. Socrates was given the opportunity to travel free on the status that he stopped learning and talking to people. He refused outright because he would be negligent of his authorization from the prophet to travel and learn Virtues to work forces. Virtues symbolized cognition. It is a virtuousness to cognize right and incorrect and to do enlightened picks of right over incorrect. He had promised God that he will go on to learn for every bit long as he was able. He taught the people to set more value on the enrichment of the psyche. the chase of truth and wisdom alternatively of deriving material wealth. celebrity and glorification. A individual with virtuousness knows his existent worth. he neer underestimates neither does he overrates himself. He reminded them that their psyches must take precedency over their individuals and their ownerships. He taught virtuousnesss to anyone who came to him. immature or old. bad or good. rich or hapless. As a instructor he counseled them to take good and righteous lives. He was like a caring parent or brother. Those among the immature who had heard him talk became reasonable grownups. The charges against him were incorrectly. He neer corrupted the young person with the sort of learning he did. There was nil greater for him than to obey the bid of God to learn the people about virtuousnesss. The cognition that a philosopher portions with his pupils is a good defence for the philosophical life. while confuting that he was a corruptor of the young person. Virtues or cognition that he shared should convert the Athenians that Socrates was a virtuous adult male who sought the enlightenment of others. Teaching others so that they may non be nescient and so that they may take virtuous lives can non be said as evil workss. Taking others to the way of righteousness can non be called corruptness. Socrates should be vindicated of the charges against him as they were groundless and strictly prevarications. Socrates was neer sorry for the sort of life he lived even if it finally led him to his decease. Death was symbolic of the good for Socrates. Death to salvage a friend. decease in defence of a right. decease for one’s moral strong beliefs was all good deceases. A individual who feared decease lacked wisdom. because he feared the unknown. Socrates feared perpetrating unfairness and incorrectly more than he feared decease. When he was a senator. the generals were on test for go forthing the organic structures of the slain in a conflict. They were all tried at the same clip. which he opposed because it was illegal. He was the lone 1 in resistance. In malice of the menaces of impeachment and apprehension he stood his land. He took the hazard for jurisprudence and justness. Those were in the yearss of democracy. His resoluteness neer wavered even during the oligarchy. When Leon from Salamis was to be executed he with four others was ordered to convey the Salaminian to the rotunda. He refused and alternatively went place. He faced possible decease without fright. What he feared most so was to side with unfairness. When threatened with decease or temptation of being saved from decease even if it meant making incorrect. he would instead decease a thousand times. For Socrates decease is good. He philosophized that it was a province of deep slumber or one of blankness. Either manner it is a reposeful province. It is a province that we neer experience in most of our darks. He likened it to a journey which all of us will take at some point in our lives. In decease we will one time once more see those friends and heroes who have gone before us. There will besides be those victims of destiny worst than his with whom he will be able to compare notes with. In the test of Socrates. decease was associated with good. Socrates was neer afraid to decease for he was certain something good was bound to go on to him. That should stifle the desire of his accusers to inquire decease for Socrates. Why wish the best for person whom you wanted punished for misbehaviors. The prophet symbolized godly counsel. It proved hard for Socrates to claim that his wisdom came from the prophet from the God of Delphi. His lone believable informant was a dead adult male. A brother of the dead adult male was present in tribunal but he did non volunteer as informant. Socrates did non name him as informant to confirm his narrative. The prophet called him wise. His wisdom was come-at-able for the ordinary adult male. He did non claim that he had extraordinary wisdom for that would non be true. The instruction of Socrates was about righteousness. justness and humbleness. These are plants of goodness that logically will arise merely from the Godhead. God is a symbol of authorization. What God commanded Socrates to make he followed. Between the God and province. Socrates placed God foremost. A philosopher has regard for authorization and that should convert the Athenians that Socrates was a good adult male. He would really likely base on balls on this virtuousness to others. Virtue is a symbol of cognition. Socrates shared his doctrines with others so that they may be enlightened. He taught merely the good as his wisdom was from the Godhead beginning. In his test he made the Athenians know that his accusers know nil of what they were impeaching him of. As they were non-believers. with whom he had non shared his wisdom. his accusers remained nescient. Death is the symbol of something good and pleasant. something one should non fear merely like Socrates. The Work force of Athens will see Socrates as a adult male of bravery who was non scared of decease and an enlightened adherent of the Godhead who treated decease as a journey. a deep sleep or a crossing over. In the test of Socrates we found a adult male with a strong religion in God. despite accusals of godlessness. He chose right over incorrect all the clip even at the menace of decease and injury. He lived what he preached carried a meaningful and purposeful life. He wanted to convert the Athenians that learning the right values and lauding the virtuousnesss in people was no corruptness. An evil actor would make no such thing. No sum of force per unit area or menace or temptation would compromise his values. He kept God’s bid to him to go on learning at all cost to him. This came from a true truster of God and non from an atheist as Meletus had accused him to be. A philosopher would learn merely things that would be of value to people every bit good as those things that will make the individual tremendous good. A philosopher’s step of value puts the religious over and above the physical and the stuff. That is what separates the ordinary adult male from the philosopher. The wants of the ordinary adult male is of this universe and the philosopher’s is of the higher kingdom. There were many lessons learned from the statements of Socrates in his defence. They let us into the head of a philosopher with its deepness. wit. fluency. play and humor. It is hard to understand a philosopher because he is in a degree all by himself. His logic is simple and clear at the start but he can be confusing towards the terminal. It is diverting how they turn one’s statement against his ain like what he did to Meletus. Socrates’ statements are excessively profound for the ordinary head to follow. A philosopher’s life is excessively dull to wish for oneself and excessively unsympathetic to want. He goes for the simple and unsophisticated. He is non attached to the stuff. He can work with no wage and treasures the fulfilment in making the occupation for God and fellowmen. It is adequate wage for a philosopher that others learn of truth and wisdom from him. Socrates helped us understand the life of a adult male for others. as a philosopher really is. Socrates was a adult male with a strong religion in God. He placed God above all else. God represented the authorization in his life. He would make anything God commanded him to make. out of great regard. A philosopher who regards God in such high regard is worthy of trust. He could feign to cognize so much because people hold his every word as truth. Socrates was non that sort of philosopher. He could presume power like a God but Socrates did non. He thought of himself as wise because he accepted that his wisdom and power were non the ultimate. Philosophers have all the replies. Their cognition is deep and expansive. They can speak about anything and everything. They spoke with authorization. They have the gift of cognition. They derive their wisdom from the Supreme Being who is all-knowing. As such they speak merely of the merely and the righteous. They portion the cognition with the people who go to them for their good advocate. They lead simple lives without the unneeded furnishings. They care for their psyche more than their physical and material concerns. The portion with their fellow work forces what they valuable ownership. cognition. Socrates was all the above. The Philosophers were brave work forces who fear incorrectly more than they fear decease. There was no manner they would be swayed from their strong beliefs because of the menace of penalty. Neither will they halt from making what is right to be saved from injury. They will decease for a friend. be hanged for a good cause and crush for their beliefs. The Philosophers were no ordinary persons. They endured because of their religion. their doggedness and wisdom. They may hold been misunderstood but they have been understood more. Their bequests live on. long after they are gone. â€Å"Socrates’ Defense. † 1994-2000. Apology by Plato. Translated by Benjamin Jowett. 10 May 2008 hypertext transfer protocol: //classics. Massachusetts Institute of Technology. edu/Plato/apology. hypertext markup language.

Post 3 Essay Example | Topics and Well Written Essays - 250 words

Post 3 - Essay Example There have been numerous researches that have been published concerning the link between genes effect on IQ, group dissimilarity in IQ, race as well as impact of the environment on IQ. Specifically belligerent in the continuing argument has been the characterisation of concept of race and that of intelligence, particularly if they can be defined in an objective manner while being operationalized. Even though a number of environmental factors have been considered to influence differences in groups’ intelligence, there is no proof that they can elucidate the whole inconsistency. Nevertheless, there are no genetic factors that have conclusively demonstrated a casual association with group difference as far as intelligence test scores are concerned. Recent reviews concerning the debate have called for more research to be directed at the topic to define the relative influence of the environment and genetic factors in clarifying the superficial inconsistency in IQ among racial group s. The best evidence demonstrates that there exists no widespread change in the proportion of Americans who select multiracial identities. Additionally, practices that deal with racial self-classification have a lower likelihood of having considerable repercussions in relation to the direction of social policies than the acts of social classification. Social classifications entails the manner in which people are observed and considered racially as well as ethically by others. The chances that an individual has in life are hugely influenced by the manner in which others consider and position them than the person’s own choice of racial classification. The physical characteristics possessed by a person and the interpretation of these attributes by others are in most cases the key factors that dictate how they will be treated by others. Variations seen in racial identity that are produced by changing meaning of morphology as well as ancestry are in most

Compare and Contrast Videos Essay Example | Topics and Well Written Essays - 750 words

Compare and Contrast Videos - Essay Example Social, political and economic aspects are highlighted in any form of information that perceives to be passed (Zelkowitz 186). This paper considers a comparison and a contrast prior to two videos in the context of passing intended information to the right audience. The video is about a laptop. The handler of this laptop is well aware of the task ahead of the team, but finds himself in a situation where he is asked to do a task that he is not in a position to using the computer. The second video is about cops. It presents a scenario of how cops overstep their powers to handle the public in an unethical manner, given their role in the society. Although the videos are set up on different contexts, similarities and differences can be noted in the procedural development of events prior to each video. Comparison 1. The two videos are used to convey a given message. The first video (about a computer) presents a scenario where the old generation does not know how to use computers. The person who had carried the computer thought that that was his sole duty although they want to break into an army base. The video therefore communicates the importance of knowing how to operate a computer regardless of the age. On the other hand, the video about the cops is aimed at mobilizing the public towards their rights and entitlements. It presents ways in which the cops harass the public, and therefore aims to put the public in notice that the police do over step human rights. Basically, the two videos have a message to pass. 2. Both the videos involve security issues. The team in the video about a computer is about to break into army base. It is expected that this action will trigger security concerns internally and externally. The aim of breaking into the army base is not presented in the video, but if a clean deal is expected out of the actions of this team, then they would use the main gate to get inside the army base. Their actions are therefore tailored towards jeopardizing se curity within and without the army base. Police forces are expected to maintain and order at all times (Gaines 348). When the cops fail to respect the integrity, rights and freedoms of the people, then they fail to observe set laws. This is set to trigger a conflict between the cops and the people as it is seen in the Cop Watch video. Both the videos therefore have aspects of security brought on board. 3. Ill motives While the computer team wants to break into an army base, the Cops in the Cop Watch video are violating human rights. Both the videos present a motive of undertaking an ill-oriented action against another party. In both videos, the characters understand who they are dealing with. That is, the computer team acknowledges that it wants to break into an army base, meaning that they fully understand their actions and they are well informed of the other party. This is the same case with the cops. They fully understand that they are dealing with the public. Although they are w ell aware of the rights and freedoms of the public, they are ignorant enough to act offended and overuse their power and authority. Contrast 1. Tools of work While the computer team is dependent on the computer to achieve their objective, the cops on the other movie are making use of assigned weapons, power and authori