Analysis Of The Article On Views Of Race And Inequality,...

1. Read the attached article (after question 16) and write a short summary and reaction to it. The article â€Å"On Views of Race and Inequality, Blacks and Whites Are Worlds Apart† gives us information and statistics on the differing views on inequality between races. According to the article, African Americans see inequality as more of an issue than Caucasian Americans. It also shows the disparity in thinking about what the country has done and still needs to do in order to help race relations and relieve inequality, with African Americans statistically being much more aware of the problem at hand. The Pew Research Center also asked candidates about their thoughts on former President Barack Obama’s impact on race relations in America as†¦show more content†¦I had trouble really stepping into the shoes of another person and writing as if I was reacting like them. I felt as though I was reacting the way I would react but making a point to mention my race. I th ink this might be more of a fault on my lack of creativity than the structure of the voice journals. 4. How did the Social Review or Service Learning paper help you critically understand a cultural event or a situation? Before doing the Social Review project on Human Trafficking, I did not know a lot about the subject but I was interested in learning more. Because of this, I had to do a lot of research for both my paper and presentation and, in turn, learned a lot. I honestly had no idea that Human Trafficking was as prevalent as it is so I am grateful that this project gave me a reason to look into it further and open my eyes to what an issue it is. The book Half the Sky, which I coincidentally had to read for another class a week after the paper was due, gives a good insight into how women and young girls are trafficked, focusing mainly on sex trafficking. 5. In tracing your family history did it enhance your understanding of who you are and where you come from? Explain why? For this project, I had to start with my father, who was born in America. I already knew most of what he told me so it did not change how I felt. 6. After reading theShow MoreRelatedPoverty, Immigration, Social Welfare, And Imprisonment, By Robert Crutchfield And David Pettinicchio1161 Words   |  5 PagesThe first article, â€Å"Cultures of Inequality: Ethnicity, Immigration, Social Welfare, and Imprisonment†, uses statistical analysis to discuss how race effects poverty, immigration, and welfare in heterogeneous and homogenous countries. The authors, Robert Crutchfield and David Pettinicchio, present two people that had theories on the culture of poverty. They were Banfield and Murray. President Bill Clinton praised Murray’s analysis by claiming that it was correct in all areas, but that his resolutionsRead MoreThe 1960s Feminist Movement Closing The Gender Divide1312 Words   |  6 PagesThe economic stability post WWII allowed for more attention to be focused on Civil Rights. Because of the financial stability, there was more time to think about the future and for exploring the lack of equal rights among d ifferent groups. During World War II, women were trained to do jobs traditionally held by men because the men were at war. Rosie the Riveter was an important figure during the war encouraging women to join the work force and do men s work. After the war, women were expectedRead MoreIf Inequality Is Increasing, Are We Likely to See More Armed Conflict?4618 Words   |  19 Pagesthat there is a linear relationship between inequality and armed conflict; the rise of the former inevitably leads to the increase of the latter. However, in the absence of functioning communism or utopian egalitarianism, we need to concede that our world is full of inequalities, but not all parts of the world are equally ridden by conflict. Moreover, large N-studies of civil war, conducted over the past few years, all seem to conclude that inequality is not directly linked to the risk of civil warRead MoreWage Inequality And Sex Work1872 Words   |  8 PagesWithin various schools of feminist thought, wage inequality and sex work are often prime focuses. Wage inequality, or the gender pay gap, is generally discussed as a broad problem affecting all women. However, this broad approach often leaves out marginalized women, such as women of color, poor women, trans women, queer women, and immigrant women, who experience wage inequality at disproportionately higher rates than women who are not marginalized in these ways. The same lack of intersectional focusRead MoreRacial Profiling : A Method Of Spotting And Stopping Drug Traffickers2342 Words   |  10 Pagesassociated with a method of spotting and stopping drug traffickers. The profiling provided not only a quick way to see evidence of concealment in the vehicle, but included age and race characteristics of possible drivers (Data Collection Resource Center). The controversy is over whether or not there are a disproportionate number of blacks and Hispanics involved with law enforcement that reflects police racism or is it merely the out come of disproportionate minority crime (MacDonald). MacDonald reported theRead MoreThe View of Society on Interracial Marriage Essay2801 Words   |  12 PagesThe View of Society on Interracial Marriage Just three decades ago, Thurgood Marshall was only months away from appoint- ment to the Supreme Court when he suffered an indignity that today seems not just outrageous but almost incomprehensible. He and his wife had found their dream house in a Virginia suburb of Washington, D.C., but could not lawfully live together in that state: he was black and she was Asian. Fortunately for the MarshallsRead MoreCivil Rights During The Vietnam War Essay2250 Words   |  9 PagesCivil Rights is an issue brought to the frontlines in the 20th Century, fought by nearly everyone regardless of sex, age, or race. Within the Civil Rights movements were antiwar movements, which protested the Vietnam war and called for a complete withdrawal of military involvement. These anti-war movements alongside the Civil Rights movements were successful in ending the Vietnam war. In this paper, the antiwar movements will be compared to the Loving’s story and their rebellion. The Loving’s storyRead MorePolice and Racial Profiling Essay2724 Words   |  11 Pages Can we stop the unjust practice of racial profiling? Is it correct for Police Officers to stop a black driver for an alleged traffic offense to question and sometimes search the black driver? These questions provoke the need to understand racial profiling and racism along with what problems are involved and the p ossible solutions. Doesnt the use of race make sense? Isnt it really just good police work? The guarantee to all persons of equal protection under the law is one of the most fundamentalRead MoreThe Combahee River Collective3937 Words   |  16 Pages Our politics initially sprang from the shared belief that Black women are inherently valuable, that our liberation is a necessity not as an adjunct to somebody else s may because of our need as human persons for autonomy. The opening of the second part of The Combahee River Collective Statement, What We Believe, expresses one of the major will of the Third World Feminist studies: making Women a topic of research in its own rights. It s in 1977 that the Combahee River Collective, a US radicalRead MoreCca Written Report South Africa (Demensions of Geert Hofstede)5835 Words   |  24 Pagescountries. We made our choice to present the five dimensions of this country. South Africa has a big history and well known in other countries. For example, the separation between Black and White Which the nationalist introduced in 1948 and called the Apartheid. After Nelson Mandela stood up for the equal rights between Black and White in South Africa. There came an end of this ridiculous law. Besides South Africa is also well known by his HIV and rape percentage of their inhabitants. Which is for HIV some

Self Development - 855 Words

SELF DEVELOPMENT. 1.0 Introduction. Peter Drucker (1955) postulates that â€Å"Development is always self-development. Nothing could be more absurd than for the enterprise to assume responsibility for the development of a man. The responsibility rests with the individual, his abilities, his efforts†. In essence, in the eyes of a manager, the quote from Drucker boils down simply to â€Å"What self- development do I need?† What necessary knowledge and skills do I need, and what standards do I need to set for myself? Successful managers do not take success for granted; they are mindful of the importance of continual change and the importance of searching for new ways and ideas to accomplish tasks. Self development advances and even extends their†¦show more content†¦Ã¢ â€" Megginson and Pedler (1992) promulgated that self-development was the process whereby learners took responsibility for choosing the what, when and how of learning. Self –development involves a degree of freedom of choice as you can choose what not to learn. ⠝â€" Brookfield (1995) posits that self-development illustrates how adults determine their own needs for learning and taking command and direction of that said learning. 4.0 Techniques and Resources. There are different techniques and resources that can be used to help managers become fully aware of what they want to learn and how they want to learn. (Pedler et al 1999) Some of these resources are as follows: ⠝â€" Reflecting on experiences – learning from what was experienced and learning from mistakes that may have occurred. With respect to reflecting, we must refer to Kolb’s Learning Cycle 1984 as seen below. [pic] Source: http://www.learningandteaching.info/learning/experience.htm We can also look at Honey and Mumford’s 1982 Learning Styles model as well. [pic] Source: http://www.learningandteaching.info/learning/experience.htm ⠝â€" Feedback- self development can also stem from a certain degree of feedback. This is so because once an individual is provided with certain feedback steps can be taken to fix any problems that may be highlighted. As a result, the person may seek to gain more knowledge or even development in certainShow MoreRelatedDevelopment of Self Essay606 Words   |  3 PagesDevelopment of Self The development of self starts at a very young age. When a preschooler is asked how are they different from other children, they usually look at their self concept. Self concept is their identity, of their set of beliefs about what they are like as individuals. Most preschoolers give inaccurate statements about their self concept. They usually overestimate their skills and knowledge. Preschool-age children also begin to develop a view of self that reflects their particularRead MoreChildren s Development Of Self And Social Understandings883 Words   |  4 PagesChapter 12 discussed children’s development of self and social understandings. Sense of self refers to one’s own knowledge, beliefs and feelings. There are variations of self-perceptions such as self-concept, self-esteem and self-worth. The chapter examines self-perceptions through the transformations through the years. The purpose of sense of self allows children to understand their motivations, influences their behavior and allows them to find their niche. Psychologists believe in order to achieveRead MoreFactors That Influence the Development of Individuals Self Concept1687 Words   |  7 Pagesfactors can influence the development of individuals self concept. I am going to outline how factors can influence the development of individuals self-concept, firstly, I will to define what is self-concept. Self-concept self concept is about the way we view ourselves. There are two sides of our self concept and these include: our self-esteem, which is how we feel about out selves that is the the worth and value that you as a person attribute to yourself, and self-image, which is how weRead MoreSelf-Awareness and Contiuous Self-Development Essay2866 Words   |  12 PagesSELF AWARENESS AND CONTINUOUS SELF DEVELOPMENT WORD COUNT: 1098 words This part will discuss self-awareness and continuous self-development through analyzing a number of prior researches, then come up with the link of them to support my role as a manager in the future. Self-awareness Self-awareness is a terminology that has been widely discussed in not only psychological but also business and managerial perspectives. There are a number of authors trying to propose different definitions of it.Read MoreSelf Evaluation Influences Leadership Development1751 Words   |  8 PagesSelf-Evaluation influences Leadership Development Across the years, humans have kept their baby photos, their yearbooks, the letter from a friend, and their first checkbook safely. Usually, they do this because it gives a timeline of where a person has been and where they are now. For some, this method of self-assessing can be rewarding, yet for others, this process may be daunting if they are not at the level they had hoped. According to Dye (2010), values-driven leaders are self-assessors. In essenceRead MoreAdolescent Self And Socio Emotional Development2699 Words   |  11 PagesDavid Kerr, EED441 - Constructions of Adolescence and their Educational Implications. Assignment one, Adolescent Self and Socio-emotional Development. A. Identify and discuss 3-5 key socio-emotional issues illustrated in the mid-adolescent’s portrait. B. Outline the trends that occur in each of the chosen areas of socio-emotional development as a typical high school student moves from early adolescence (e.g. Year 7/8) to mid-adolescence (Year 11/12). C.Consider and discuss how a high school teacherRead MoreDevelopment Of Self Esteem, Self Concept And Identity Through Middle Childhood And Adolescence2561 Words   |  11 Pages3 Development of self-esteem, self-concept and identity through middle childhood and adolescence Anuja Rupesh Vora New York University The years between 6 and 18, middle childhood to adolescence is a time of important development that leads to the establishment of self-concept, self-esteem, and identity for children. Self-concept can be defined as an idea of the self that is created from the beliefs one holds about oneself and the way that others respond to the created self. On theRead MoreSelf-Development Program at Work1844 Words   |  8 PagesSelf-development Programs Self-development, as defined by Wikipedia, is a deliberate focus by the individual on self-improvement and the self-realization of their goals and desires. Self-development can be physical, experiential, mental, emotional or spiritual. Self-development is essentially the exploration of self. The motivation to undertake Self-development begins with a desire to realize our higher selves through transcending the negative qualities and behaviors we have learned and adopted throughoutRead MoreDevelopment and Importance of Self Esteem Essay1722 Words   |  7 PagesIn Psychology Self Esteem is described as the Value or the level of Self Worth that one associates with him/her self. It is viewed as a resolute and enduring characteristic which often leads to the conclusion that it is a set Personality Trait. Self Esteem usually involves positive or negative recognizance of one’s belief’s, attitude, behaviour, emotions and physical appearance. Many teenagers from every culture, socio-economic background country or community suffer with Esteem issues. The main

Point of Sale Proposal free essay sample

This document will also list the benefits of implementing a new system. In general, it will provide a detailed analysis of all the major aspects of the business and will specify the current situation of the business. The   furniture shop deals in wooden furniture, it gets its raw materials from the suppliers for furniture design. Customers may place an order for customized furniture or buy the one available in the shop in its raw state. A customer can choose to have their furniture painted in three different colours, i. e. Mahogany, oak, and burgundy. A customer may get their furniture stained and varnished in the shop at an extra cost or he/she may stain and varnish the product themselves. Stains applied to the products are categorized into two type’s stain1 and stain2, both at different prices. A customer may place an order for a product that is not readily available in the shop and the company will have it made and customized according to the customer’s specifications. We will write a custom essay sample on Point of Sale Proposal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The company also offers deliveries for the goods purchased at an additional fee, but only if the customer requests that the goods be delivered. The current system keeps track and stores all records on paper which is done manually. When a customer buys a product the transaction is captured on paper, an invoice is given to the customer as a proof of payment. When a customer places an order the salesperson will enter the data on an order document and manually calculate the initial amount payable. Then an initial payment receipt is issued to the customer, this receipt will be presented upon collection of goods. Delivery of goods is available upon request from the customer on an additional fee. There is a list of all products sold in the shop each with a unique product code, product description, size (dimensions), prices when raw, with stain1 or stain2. Basically it is a file processing system in use. All data is manually kept on paper and stored in filing cabinets. This makes it vulnerable to data loss. The system cannot effectively store all the important data of the company. When a mistake is made by the user, it is difficult to trace which user made the error. Data processing takes a very long time as compared to having an electronic system. The main purpose of this project is to develop and implement a more time efficient system, cost effective system (no longer buying materials like paper and pens for record keeping) and an information system to keep track and store all important records. A point of sale system will be developed and implemented to this effect. Benefits * Save time by computerising every record keeping activity and providing automated calculations. * Make the transaction process less tedious. * It will be much easier to keep track of all customer orders. Loss of information would be reduced exponentially. Information retrieval will be much easier and faster. * Cost reduction. * All products/furniture will have a record in the system according to its specific product code. This will make it easier to track information about a specific product.

Thomas Jeffersons Notes on the State of Virginia

Thomas Jefferson was a truly important figure in our nation’s history. He was one of our Founding Fathers, an author of the Declaration of Independence, the third president of United States, and a famous abolitionist. Although he was mostly known as an important leader of his country, he was also considered an active abolitionist.Advertising We will write a custom essay sample on Thomas Jefferson’s Notes on the State of Virginia specifically for you for only $16.05 $11/page Learn More During his presidency, his decisions had a profound impact on our nation’s political philosophy. Even though Thomas Jefferson was not a popular political leader during his time and was considered a radical figure, his opinion on slavery was widely accepted by many European countries. Thanks to Jefferson’s agreements with European countries, he was able to stop the importation of slaves to America. Furthermore, Thomas Jefferson helped to establish Liberia in order to relocate African Americans to Africa. In this essay, I will use Notes on the State of Virginia to interpret and explore the political views and philosophy he used to create the republican form of government, as well as his radical opinion that slavery should be abolished in the United States. From the beginning of his presidency until his death in 1809, his leadership of America had a dramatic impact on our political and social structure. Thomas Jefferson’s legacy began at the dawn of the Revolutionary War. He was already a well-known figure who vigorously attack the British rule in America. In his main argument, Jefferson states â€Å"many of the laws which were in force during the monarchy being relative merely to that form of government, or inculcating principles inconsistent with republicanism.†(Jefferson 264) Instead, he supports the idea that people needed to have the power to control their own government, and opportunity to express their own opinion about their government. Furthermore, he felt that England’s Parliament was the legislature of Great Britain only, and had no legislative authority in America. After the Revolutionary War, Jefferson continued to spread his ideology in the creation of our government. He thought that the people should not rely on their government because the government is the representative of the people. In his mind, this was the way to create a true form of republican government, in which the people and their government are intertwined (Borden 103). When Jefferson became the third president of the United States during extremely partisan government and an unstable economy, this philosophy became widely popular and it was labeled Jeffersonian.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More In 1801, Jefferson published his only full-length book: Notes on the State of Virginia (Onuf 65). This work describ es Jefferson’s view on how to create a good government and a perfectly balanced society. He expresses the importance of the need for government reform. At the time of its publication, this work was significant for several reasons: first, the idea of reforming the government relied on the people, rather than the people relying on the government. The second reason was the idea of creating a society where all races could be equal. The last reason was the idea of creating a national education system that could teach the people how to protect and defend their individual rights (Borden 79). These three issues were considered extremely radical at that time, and no other institutions or countries had ever promoted them. Unlike the moral sense doctrine, Jefferson felt that the only way to secure a republic was to first secure individual rights. Although Jefferson had borrowed this idea from Locke, his idea was very different. The first difference was that Jefferson started with a more amiable view of human nature where one’s self-interest and moral duty are brought into closer alignment through the operation of an innate moral sense. The second difference was that Jefferson rejected Locke’s hierarchy of the passions, which elevated one’s desire for comfortable self-preservation as the single source of individual rights. Jefferson concluded that pride and desire for self-government could also serve as a source for an individual’s right to be liberty. The third difference was that Jefferson’s view on individual rights was not based on human selfishness, but the will to pursue happiness. (Braman 90) In other words to summarize these ideas is that one’s desire to do good unto others, therefore people are motivated to do good things. These changes had a dramatic impact on our present government, such that they created the government’s role in our society, which is to reinforce society’s moral sense. In return, t he people developed the pursuit of happiness and shouldered their moral obligation to run the government properly. (Braman 43) Therefore, it was vital for the government to educate its citizens and reinforce our moral senses to stabilize the society. The core of this philosophy and the changes it enacted created a Republican government that was a more positive form of government than classical liberalism. As Jefferson tried to emphasize individual rights, he never forgot to address the importance of government to society. He argued that if a person chose to live in a society he or she must also agree to give up some of his or her rights. Without a civilization to enforce the equal rights of those who are physically weaker, natural societies tend to slide into barbarism. During the late 1790s, Jefferson’s administration took strong steps to shape our education system purpose the creation of public universities.Advertising We will write a custom essay sample on Thomas Jeff erson’s Notes on the State of Virginia specifically for you for only $16.05 $11/page Learn More Since his main argument for the role of the government was to lead, he strongly believed in creating a national education system directed by the government because he felt that education was the key to resolving social injustices and creating an efficient way to balance the government and individual rights. Another main argument found in his writing was his promotion of an agrarian economy, which was unique at this time. He based his continual insistence that a republic of farmers and agriculture was morally superior on the teachings of Aristotle, who had emphasized that a farmer’s purpose was just as important as an elite’s purpose, and that purpose for farmers is productivity which help to stable not just the economy but also the social structure. In this book, Jefferson addressed this problem by suggesting that specialization of labor and i ncreased economic flow come leads to problems such as social gap between the poor and the rich, which can cause social chaos. (Onuf 85) From this one is able to conclude that Jefferson advocated a non-commercial, self-sufficient agrarian economy populated with farmers. Under his encouragement, the threshing machine was invented, new breeds of sheep were successfully introduced, and soil conservation through crop rotation was advocated. Another main issue was slavery. In this book, he stated that the United States was trapped by a system inherited from the Old World and could do little to change. In his original draft of the Declaration of Independence, he inserted a clause condemning the Atlantic slave trade and blaming George III for his support of it. For Jefferson, the very purpose of creating a Republican form of government was to ensure human equality, but slavery was clearly a violation of naturally equal human rights. Throughout his political career, Jefferson never abandoned this belief and he think that the only resolution of the problem would involve educating both masters and slaves. (Cogliano 78) Jefferson frequently mentions that his idea to abolish slavery not only needed to be reinforced by the government through use of force, but also that it was equally important to find an alternative way for people to abandon their old beliefs by educating them. When Jefferson became the third president of the United States, he immediately passed a law that outlawed the further importation of slaves to the United States, which was the first step towards abolishing slavery in US history. He further outlawed any slavery in the West and established freeman guarantees policy to those states. (Onuf 190)Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Jefferson, although slavery was unjust, when emancipation came at some date in the future, slaves and their descendants should not remain in the United States. In Jefferson’s mind, emancipation must be accompanied by the removal of former slaves from the country, and which he provided the answer by creating the nation of Liberia as a destination for the former slaves. (Cogliano 80) In his book, Jefferson did draw a clear visible line of race, where he felt that whites are somewhat superior to the blacks. He states â€Å"that the blacks, whether originally a distinct race, or made distinct by time and circumstances, are inferior to the whites in the endowments both of body and mind. It is not against experience to suppose, that different species of the same genus, or varieties of the same species, may possess different qualifications.† (Jefferson 270) This explains his belief that Blacks are inferior not because of their body chemistry or life experiences, they are inferior because nature created a difference that made them disadvantageous to Whites. This can be seen as Jefferson’s belief that differences can cause inequality not because of nature but by Men. But we need to understand that his belief in creating a stable economy by promoting agriculture was deeply influence by this decision. It will be reasonable to think his first priority was to protect the interests and unity of our country and equality among races was second. The significance of this letter is that it serves as an important piece of information that provides one with extended insight into the fundamental principle of Jeffersonian philosophy. It gives one valuable insight and illuminates the importance of the erudite political and social thought of America’s most influential and intellectual philosopher. Although he was not an eloquent public speaker and an unpopular figure in his time, by establishing schools, championing social equality, and reshapi ng our government, his contributions to our society and government are very clear to us today. Citation Onuf, Peter S.The mind of Thomas Jefferson Charlottesville :  University of Virginia Press,  2007. Cogliano, Francis D.. Thomas Jefferson :  reputation and legacy. Charlottesville :  University of Virginia Press,  2006. Chuck Braman. â€Å"The Political Philosophy of John Locke and Its Influence on the Founding Fathers and the Political Documents They Created† Political Philosophy. 1996. Web. Morton Borden. â€Å"Thomas Jefferson† The American Revolution. 2004. Web. Martin Kelly. â€Å"Thomas Jefferson Biography – Third President of the United States† American History. 2003. Web. Jefferson, Thomas. Notes on the State of Virginia. 4. University of Virginia Library: 1784. 263-270. Print. This essay on Thomas Jefferson’s Notes on the State of Virginia was written and submitted by user Scott Villarreal to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

What Is (and Isnt) on the AP Statistics Formula Sheet

What Is (and Isn't) on the AP Statistics Formula Sheet SAT / ACT Prep Online Guides and Tips If you're going to be taking the AP Statistics exam, you're in luck! During the test, you'll have access to a formula sheet that has many useful equations. However, you need to know exactly what's on the AP Statistics formula sheet and how to use it before test day in order for it to be helpful. In this guide, we go over everything you need to know about the AP Stats formula sheet. We'll explain the exact equations that it includes, show you what the formula sheet looks like, go over a few important equations it doesn't contain, and give you tips on how to get the most out of it. What's on the AP Statistics Formula Sheet? The AP Stats formula sheet is actually three pages of statistics formulas that you'll be given on test day. The formulas will be at the beginning of both the multiple-choice and free-response sections of the test, so you'll have access to them for the entire AP exam. That's great because that means you don't need to memorize any of these formulas! What's on this AP statistics cheat sheet? You can see exactly what the formula sheet will look like here as well as below. The formula sheet has three sections, and each section takes up one page. Below are screenshots of the formula sheet, along with a list of the equations it includes (ordered from the top of the sheet to the bottom of the last page). Descriptive Statistics Formulas Sample mean Sample standard deviation Pooled sample standard error Simple linear regression line Regression coefficient Regression slope intercept Sample correlation coefficient Regression coefficient Standard error of regression slope Probability Formulas Rule of addition Rule of multiplication Expected value of $X$ Variance of $X$ Binomial formula Mean of binomial distribution Standard deviation of binomial distribution Mean of sampling distribution of the proportion Standard deviation of sampling distribution of the proportion Mean of sampling distribution of the mean Standard deviation of the sampling distribution of the mean Inferential Statistics Formulas Standardized test statistic Confidence interval Standard deviation of sample mean Standard deviation of proportion Standard deviation of difference of sample means Standard deviation of difference of sample proportions Chi-square test statistic What Isn't on the AP Statistics Reference Sheet That You Should Know? The AP Statistics formula sheet contains pretty much all the equations you need to know for the exam, but there are some equations they've left out that may come in handy on test day. Below are the most important of these. Be sure to memorize them because they won't be listed on the AP Stats formula sheet! Descriptive Statistics Interquartile Range The interquartile range, or IQR, is the middle 50% of values when ordered from lowest to highest. The IQR is the difference between the 75th and 25th percentiles, or the first quartile subtracted from the third quartile. The IQR is used to show dispersion, and it can be a useful way to describe the data in boxplots, histograms, scatterplots, etc. The equation is IQR = Q3-Q1 You can also use IQR to determine if an outlier exists. A commonly used formula is if a data point is more than $\bo 1.5*$IQR above Q3 or below Q1, then it's an outlier. Residuals The residual (e) is the difference between the observed value of the dependent variable ($y$) and the predicted value ($Ã… ·$). It's used in regression analysis. Each data point has one residual. The formula looks like this: $\bi e \bo= \bi y \bo - \bi Ã… ·$ Both the sum of the residuals and the mean of the residuals are equal to zero, or $ÃŽ £ e = 0$ and $e = 0$. Probability Bayes' Theorem Bayes' theorem is useful for calculating conditional probabilities. You'll use conditional probability when trying to find the probability of an event given that another event has already occurred. Conditional probability questions usually follow a format similar to "Given $x$, what is the probability that $y$ occurs?" Use Bayes' theorem to solve them. Bayes' Theorem: $P(A | B) = {P(B | A) * P(A)}/{P(B)}$ Tips for Getting the Most out of the AP Stats Formula Sheet As you can see, the AP Statistics formula sheet can be very useful during the exam since it helps you avoid memorizing long lists of equations. There are some tips to getting the most out of it though, and we go over the three most important in this section. #1: Know How to Use the Formulas It seems like obvious advice, but it's very easy to take a glance at the AP Statistics cheat sheet and move on, knowing you'll have it with you on the test. However, test day is not when you want to be trying to understand what the different formulas mean or how to use them. If you go into the AP exam not sure of what's on the formula sheet, you'll lose tons of valuable time searching for the right equations and struggling with how to use them properly. Well before exam day, be sure to go through every formula on the sheet and make sure you understand it and know how to use it. The College Board includes each of these formulas because they think they're necessary for doing well on the AP Statistics exam, so you should trust them and make sure you know them! If you're not sure how to use some of the equations, here's a helpful site that goes over what each of the formulas is used for. #2: Know Calculator Shortcuts You're allowed a graphing calculator for the entire exam, and you should take advantage of some of the nifty things it does. Calculator shortcuts can save you precious time on the test by quickly solving certain AP Statistics equations and finding pieces of data. They also give you a way to check your work for some problems. Stanford has a handy list of calculator shortcuts you can use with your graphing calculator. There are two caveats though. First, don't become so dependent on your calculator that you forget how to solve the equations on your own or the logic behind them. Second, you should use calculator shortcuts primarily for the multiple-choice section of the test, where you just have to select the correct answer choice. For the free-response section of the exam, you'll need to show all the work you did for each question, and simply writing which shortcut you plugged into your calculator won't cut it. Use the shortcuts primarily to check your work on free response. #3: Take Practice Tests With the Formula Sheet Answering practice questions and taking practice tests using the AP Statistics formula sheet is also key to doing well on the exam. You should take several practice AP tests before the actual exam, and for each of them you should use the official AP Statistics formula sheet. Your teacher will also likely give you a copy of the formula sheet for your in-class exams, so you can get some practice in there too. If you need help finding practice tests, check out our guide specifically on where to find the best AP Statistics practice questions and tests. Summary: Using the AP Statistics Formula Sheet The AP Statistics reference sheet can be a big help during the exam, but only if you already know what's on it and how to use it. The formula sheet is actually three pages that contain useful equations in descriptive statistics, probability, and inferential statistics. While this AP Statistics cheat sheet doesn't contain everything you need to know, it does include many key AP Statistics equations that you'll need to use on the test. In order to get the most out of your AP Stats formula sheet, make sure you know all the formulas, pick up some useful calculator shortcuts, and be sure to take some practice tests with the AP Statistics reference sheet. What's Next? Looking for more AP Statistics prep? Check out our ultimate guide to the AP Statistics exam to learn everything you need to know to ace the test. How's your grasp on calculating significance? Brush up on your t-tests and how to calculate statistical significance here. Practice tests are key to preparing for AP Statistics. Our guide has links to all the best AP Stats practice tests so you can put your formula sheet to use! How many AP classes should you take? Get your answer based on your interests and your college goals. 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:

Tips and Tools for Becoming a Book Critique Expert

Tips and Tools for Becoming a Book Critique Expert Writing a Book Critique Many students face the first challenges of writing a book critique even before they get started. Unfortunately, critique is not the most common school or college task, so to succeed you should first understand what the assignment is about. Book critique is often taken for a prà ©cis, which is a compressed description of the source text. Some students also think that it is a report, which is simply a summary of the plot. Basically, a critique is a piece of writing, which aims to evaluate and analyze the source book critically. As you understand, it is quite a difficult task and consists of multiple stages and skills. You won’t find a book critique, which was written by a person, who has never read the source. That is why you should not only possess good writing and analytical skills but also have enough time to reread the analyzed book several times, making notes and drafts. If you want to succeed, follow our tips. They will help you to create a thoughtful and comprehensive book critique. Book critique format As almost any other assignment, a book critique consists of three main parts: Introduction; Body paragraphs; Conclusion. Introduction As you already get from its name, the main goal of this section is to introduce readers to the topic and give them basic information on the name of the author, title of the book, year of its publication, etc. You should also include a thesis: the key idea book’s author is trying to render. It is possible to include several sentences on your own opinion and impressions. Body paragraphs This section is surely the most important part of the whole text and contains all the details you are willing to share. Start with a summary. Usually, a book critique is read by those, who don’t know the original book. That is why you should provide maximum details on the plot, main topics and discuss organization of the book. The main goal of your summary is to draw a comprehensive picture of what the source text is about. Luckily, you don’t have to summarize every chapter: just highlight the main points. After the summary goes evaluation. It is the heart of your book critique, because here you show how well you understand the book and the reasons, which urged the author to write it. Here are a few tips you can use: Is the plot logical? Discuss whether you have noticed inconsistencies of plot development; Render your own opinion about the book’s characters. Do they look natural? Are they developed? What relationships can you mark? Who are protagonists and antagonists? Give more detailed information on text’s language. What language techniques were used? How well the thoughts were expressed? Were there any units, which could be omitted? Provide your explanation of book’s ideas. Was the author able to render them to the fullest or were they confusing? If possible, write about book’s uniqueness. Was the story interesting and new? Were there any original outlooks and ideas in the text? If you had a feeling the book simply restates someone else’s ideas and characters, include your thoughts to the critique; A nice idea will be to write about the social impact of the book. Does it have a lesson to teach? If the source text contains valuable information to enrich knowledge and experience of a certain audience, don’t hesitate to use examples! Provide your own opinion on the book. Critique is quite a subjective paper, because you have your own vision and it can’t be influenced. Mention what you liked about the book and what confused you. However, you should always prove your ideas and back them with examples from the text. Conclusion The final part of your critique should give the reader an idea whether the book is worth their attention or not. You can compare it to similar books; say if you agree with book’s author and whether you recommend it to the audience. Now you have all the necessary instruments to write a great book critique. If you have any doubts or have no time to write the assignment on your own, we recommend you to get familiar with examples online. They will help you to stick to the structure and will give the right direction.

The US Sugar Policy - Case Study Essay Example | Topics and Well Written Essays - 1250 words

The US Sugar Policy - Case Study - Essay Example All capital markets are beginning to connect world wide, and this affects even those who are not globally connected. The larger economies will at some point influence those not globally invested as their performance begins to evolve and shape the global financial markets. There may be no other free-trade policy like the U.S. sugar program that illustrates such hypocrisy, and the need for reform. The United States has often prided itself as a world leader in terms of the free trade movement. The culture has always pushed for Globalization and the use of technology to integrate economies. However, there are some industries that remain well protected due to the strength of forceful interest groups and absence of pressure to reform. These protection barriers often hurt our domestic economy and counteract the efforts to promote more open markets and trade negotiations around the world. (Grombride, Mark) In this paper I will examine the flaws in the U.S. Sugar Policy and demonstrate how th ey affect domestic and international farmers. This essay will also demonstrate to show how globalization is reflected in the consumption, production and labor of the sugar industry. The U.S. Sugar policy operates under the Farm Bill, which was overwhelmingly passed in 2008 by Congress. The basic premise behind the sugar policy is that supply should equal demand. The U.S. Department of agriculture has imposed several tools in order to ensure that the sugar policy operates at a minimum cost to the taxpayers. These tools are that: first, they can limit foreign imports to those required in the trade agreement obligation with the exception of Mexico; second, they can control the amount of sugar the U.S. American farmers are allowed to sell; and third, the bill can divert any excess surplus of sugar into ethanol production. (American Sugar Alliance) These tools and policies such as the preferential loan agreements and tariff rate quotas, serve to effectively keep foreign sugar out of the U.S. In return this forces the price of sugar in our market to increase substantially. According to the World Agricultural Supply and Demand Estimates, the U.S. Production projection for sugar produced in April of 2011 was 7,950,000 short tons raw value and the import amount was 3,135,000 short tons raw value. The amount projected in export equaled just 225,000 short tons. In areas such as the Caribbean, sugar is one of their largest earning industries. However, during the past two decades, Caribbean agriculture has experienced a decline in their agricultural production. Once globalization occurred the countries in the Caribbean were greatly affected as the some of the most vulnerable producers. This was due to their limited physical size not allowing them to benefit from economies of scale. For them this translated into higher world prices for production of their main principal products. The Caribbean exported only 669,630 tones of sugar around 2000. (Ahmed, Belal) There are severa l factors that determine the international competitiveness of sugar production. Some of these factors include: tariffs and quotas, the availability of sugar as a natural resource, the cost of production, and international trade agreements. Tariffs and quotas affect the sugar market as American consumers and business are forced to purchase sugar at the U.S. average price vs. the world price. This is due to our low import of foreign sugar. Government enables have protected domestic sugar growers by placing trade restrictions

Plato's Meno Research Paper Example | Topics and Well Written Essays - 1500 words

Plato's Meno - Research Paper Example One very significant part of the Meno is that which demonstrates the Theory of Recollection, or the idea that â€Å"what appears to be learning something new is really recollecting something already known† (Cohen, University of Washington), or what is known as the doctrine of anamnesis, which means that â€Å"all learning is [merely] recollection† (Samet, Stanford Encyclopedia of Philosophy). This theory is what Socrates exactly proves to Meno when the latter asks, â€Å"†¦on what lines will you look, Socrates, for a thing of whose nature you know nothing at all?† (Plato, Meno, 80d2). The â€Å"thing† that Meno is referring to in his question is actually virtue, for this is the concept upon which the dialogue is particularly focused. Virtue, in fact, is the whole point of the discourse. However, the discussion has temporarily shifted to the Theory of Recollection in the middle part of the dialogue. This begins when Socrates has concluded that â€Å"[ no one] can know a part of virtue when he does not know virtue itself† (79c1), which means that neither Meno nor anyone else knows virtue. Upon hearing this, Meno then begins to ask Socrates a rather common sense question: How can the latter know that this is not virtue the former has been talking about early on in the dialogue when the latter himself does not know what virtue is? Socrates’ reply to this rather sarcastic accusation is the Theory of Recollection. In demonstrating the theory, Socrates first attempts to explain to Meno the roots of the theory by stating that it came from priests and priestesses (81a8) and poets â€Å"of heavenly gifts† (81b1), and that these people all say that â€Å"the soul of man is immortal† (81b1). Socrates then concludes from this premise that the soul â€Å"has been born many times, and has [therefore] beheld all things both in this world and in the nether realms [and therefore] has acquired knowledge of all and every thing† (81b1). Socrates then adds that since the soul has already learned everything, then â€Å"there is no reason why we should not, by remembering but one single thing – an act which men call learning – discover everything else† (81d1). Now, if one goes back to Meno’s accusing question - How can you look for something whose nature you do not know? – Socrates’ answer is that one actually already knows everything but simply cannot remember anything. In short, everyone knows what virtue is, only that not everyone can remember. According to Socrates, aside from courage and determination in searching, â€Å"research and learning† are needed in order to remember. Moreover, Socrates even equates â€Å"research and learning† with â€Å"recollection† (81d1), which means that, for the philosopher, the learning and the remembering are the same, and that everything is simply all remembering. After Socrates calls on the boy, what follows is an elenchus, whose literal meaning is â€Å"refutation† but may actually mean a type of â€Å"cross examination† (Ionescu 10). One purpose of the elenchus is for Socrates â€Å"to help his listeners discover for themselves the inadequacy of what they hold as true† (Johnston). A second purpose, however, is, according to Socrates himself, is for an individual to â€Å"[find] out the truth of the matter [and to] push on in the search gladly, as lacking knowledge† (Plato, Meno, 84b7). In short, the first purpose of this elenctic discourse is for someone to discover his ignorance and for him to search for the

Homeless people Essay Example for Free

Homeless people Essay How has Robert Swindells made the reader sympathise with Link and the other homeless people? The novel stone cold is written by Robert Swindells. He feels sympathetic towards the poor and wants the future generations to learn from other peoples mistakes such as caring for everyone in the community, society. The following exportation of certain key points will easily indicate and give a clearer view of the way Swindells creates sympathy throughout the novel. Sympathy may easily be revealed using these points which will able me to answer the question as a full summery and get a clearer understanding of the novel than I previously knew. Swindells makes the reader sympathise with Link when he gets thrown out of his family house for example he states It wasnt even his house but he locked the door and wouldnt let mum open it this shows that he is weak and has become homeless due to other peoples actions and was forced to become homeless. He is shown as a young innocent person. The reader will think that young people are innocent and are still learning and so it is written in a childrens point of view to make the reader in the perspective of Link or with him throughout the novel. He also indicates Next morning Vince started slapping me around the head for going off a worrying mum. He uses this sentence to make people look at Vince like he is in the wrong and he should know better. Swindells uses a teenaged boy because if he had used a grown up person he would not have got that much sympathy from the reader. This would make the reader learn from Links mistakes and the reader was once Links age and might know how it felt for this to happen to them. This quote has been written in Links perspective so the reader would sympathise more with Link afterall there is only one side of the story. The techniques Swindells has used when describing this event is rhetorical questions, personal pronoun, short hand words and amotive language, these techniques makes Link sympathetic and makes the reader feel part of the novel. It is written in the terms of a diary in which Link and Shelter are writing and the reader is reading the diary. This means that the novel has been written in the past. At the end of the chapter it uses a rhetorical question to create tension and make the reader want to carry on reading to find out what happens next. The second way in which Swindells sympathies with the homeless people is through the weather. It was a raw morning with a sneaky wind which came out of side streets and went through you. The way in Swindells says it was a raw morning shows that it was freezing cold and is set in the morning which is the coldest time of the day. Also homeless people cannot afford as many clothes as people with money so they would feel colder and would want to go indoors to get out of the coldness in the winter. Weather tends to indicate mood and emotion so they would feel more depressed and angry. The reader would sympathise with Link and the other homeless people because they might know how it feels to be in this situation and would refer it to Link and the other characters. The technique Swindells uses in this chapter is speech, plurals and long sentences. These techniques make the chapter more motive and shows the reader whats going on. The third way in which Swindells makes Link sympathetic is also through dangers of homelessness Gizzit, if you dont want your face smacked in This shows that it is very dangerous being all alone with a world of people you dont know and Link is very young and vulnerable and cannot fully stand up for himself. This is how people would sympathise with homeless people. The language he uses is slang to show that these homeless or violently behaved people do not get an education or even good vocabulary. Also it seems realistic and true to make the reader thinks that that it is really happening or already happened. The techniques Swindells has used for this chapter is speech, slang and long sentences. He has used long sentences to make the novel more exciting and has used speech to make you feel like you are listening to them speak to one another. The forth and final way Swindells creates sympathy for Link is when he discovers that Gail had betrayed him when he found out she was really a reporter. Louise darling he blurbed youre a genius Gail had broken our clinch. I looked around for a Louise darling but there was only me and Gail. Then it hit me. He was talking to Gail. Therefore this shows that Link is still growing up and furthermore facing problems that you receive whilst growing up. On the other hand people make mistakes and have to deal with them. The technique he uses are short sentences to make it seem more dramatic. Throughout the novel Swindells has sympathized with Link and the homeless people in many different ways. The structure he had used is that he is miserable at the beginning, gets happier when meets Ginger, gets upset again when he loses him then he meets Gail and gets happier and later gets humiliated when Link got betrayed by Gail. Swindells makes you feel sorry for him are that he was young, vulnerable and all alone trying to survive on the streets of London. The writer does this by using different techniques like slang, speech, short and long sentences. Swindells also shows that Link is all alone facing the problems of life as he grows up, furthermore he involves the reader into the book and makes them want to read more. Nevertheless, I think that this book was satisfactory but could have had some improvements. The good points about book was that it was very interesting and made you want to carry on reading and makes you feel extremely sympathetic towards Link. The bad points about stone cold was that it was a bit obvious what would happen towards the end of the book because good always defeats bad. It has many themes and teaches the reader how it feels to be homeless. Homelessness is a major talking point in the world today and always will be. I have learnt that dramatic tension can be symbolized and shown in many different ways. There are one of the purpose of writing a novel as you get to read all these crucial points. This novel is a cyclical book and will probably never end. As you know towards the end, Link will probably have a lot more adventures throughout his life.

Judaism :: essays research papers

Early History of Judaism It has been argued that Judaism can be seen not only as a single religion, but as a group of similar religions. It has also been pointed-out that through all the trials and tribulations that Judaism has suffered through, that there have been common themes that have proven omni-pervasive. Any institution with roots as ancient and varied as the religion of the Jews is bound to have a few variations, especially when most of its history takes place in the political and theological hot spot of the Middle East. In this discussion, many facets of Judaism will be examined, primarily in the three temporal subdivisions labeled the Tribal / Pre-Monarchy Period, the Divided Monarchy, and the Hasmonean / Maccabean and Roman Era. Among all the time periods where the religion has been split, these three seem to be the most representative of the forces responsible. As for a common thread seen throughout all Judiasms, the area of focus here is the place associated with the religion : Jerusalem. This topic will be covered in detail first, and then the multiple Judaism arguments will be presented. In this way, it is possible to keep a common focus in mind when reading about all the other situations in which the religion has found itself. A brief conclusion follows the discussion. A Place to Call Home No other religion has ever been so attached to its birthplace as Judaism. Perhaps this is because Jews have been exiled and restricted from this place for most of their history. Jerusalem is not only home to Judaism, but to the Muslim and Christian religions as well. Historically this has made it quite a busy place for the various groups. Jerusalem is where the temple of the Jews once stood; the only place on the whole Earth where one could leave the confines of day to day life and get closer to God. In 586 BCE when the temple was destroyed, no Jew would have denied Jerusalem as being the geographic center of the religion. From that point on, the Jewish people have migrated around the world, but not one of them forgets the fact that Jerusalem is where it all began. It is truly a sacred place, and helps to define what Judaism means to many people; a common thread to run through all the various splinters of the religion and help hold them together. Even today, as the Jewish people have their precious Jerusalem

How Does the Setting Enhance the Atmosphere in ‘The Strange case Of Dr. Jekyll and Mr. Hyde’? Essay

The Gothic movement was at its highest popularity, when Robert Louis Stevenson wrote ‘The Strange Case of Dr Jekyll and Mr Hyde. The Gothic movement was about the darker side of life and man’s soul, and indeed romance, morbidity and death. In the novel this exploration of man’s darker side is taken to the extreme. Where there is the belief that there are literally two sides to a person, in the novel the two sides are split. With that duality, you also get a change in setting and this enhances the atmosphere. Advance in science and medicine influenced minds and questioned beliefs of the Victorian age. For example, does Mr Hyde ever come out in the day? This is because of the darkness in him is accentuated outside by night and shadows. He appears in gloomy surroundings in bad circumstances, and situations. For example, in the Carew murder ‘a fog rolled over the city’ which is like a carpet of gloom and horror descending before you even know what is about to happen. After its happened you get the ‘great chocolate coloured pall’ come over the city. Darkness and night have deeper connotations, apart from everyone disliking the dark. The murder of Danvers Carew was also in darkness, which represents the connection between dark, blackness and evil. There was a full moon, which is well known to emphasise eerie settings. Dark represents evil and people are scared of the dark. This is because when you’re in the dark you cant see and it’s unknown who or what is around you. Just like it is unknown what actually causes evil. Mr. Hyde himself appears physically evil in his features, because he is the polar opposite of Dr. Jekyll. The relationship between Dr. Jekyll and Mr. Hyde coincides with night and day. As Dr. Jekyll is usually in day, in wealthy surroundings and Mr. Hyde, where he lives is a messy old house in Soho and creeps around in the night. In this house, he has a housekeeper with an ‘evil’ face, smoothed by hypocrisy’ so in fact, it appears that everything to do with him is not good. The house itself that Mr Hyde lives in is in ‘dismal quarter of Soho’. Before the book goes on to say what happened on page 27, it sets the scene. It is made out to seem like some hellish underworld, with a ‘glow of rich, lurid brown’ and even the light is weak against the darkness in the setting; ‘a haggard shaft of daylight would glance in between the swirling wreaths.’ This weakness of light could also be telling you that good against the darkness and evil in the book is powerless. This is like with Dr. Jekyll ending up taken over by the badness- Mr. Hyde. Dr. Jekyll actually likes being Mr. Hyde more than himself, because he is younger and free compared to the restraints of Victorian middle class respectability. He is younger in Mr. Hyde because his bad side has not yet been fully developed. He calls it haggard because he wants to give the impression that it’s old and tired. Then, when Mr Utterson is visiting Dr. Jekyll, it is ‘late in the afternoon’, so this could be symbolising that there is light now but soon there will be darkness, i.e. evil. I believe that when Robert Louis Stevenson was writing this book, his own life has influenced the setting, as he used to live in Edinburgh where there were two parts, the old, grimy and poor parts in the centre of the city and the rich, posh suburban houses. These opposites in setting- the rich suburbs contrasting with the dark back streets emphasises and night with day make Mr. Hyde and Dr. Jekyll seem even further apart and yet they are the same person. This also adds to the effect of mystery in the plot, like at the beginning not knowing what events would occur. In night, when he appears for example, ‘he lay and tossed in the gross darkness of the night’. Then he has a nightmare, which is a sign that bad things are to come and the dark symbolises that also. Robert Louis Stevenson himself had bad dreams and nightmares in his childhood, perhaps this relates to the man in the story. The mental landscape of the writer reflects in this book. His nightmares, the people in the Victorian age who lead a dual life. For example, when he was younger, him and his friend Charles Baxter would go out and pretend to be lower class and go to taverns. They would lead a dual life, just like that of Jekyll and Hyde, except they could in the end control whether they become that person or not. To conclude, duality runs throughout the whole of this book, with day/night, good/bad, Jekyll/Hyde, wealthy suburbs/grimy back streets, respectability (boring)/freedom (exciting). I think that his life experiences and feelings play a large part in the story and it’s inner meanings. In this book you can see that the setting relates greatly to the plot and Jekyll and Hyde. I think Jekyll and Hyde could relate to people in modern day society, because most people put on an act and don’t portray whom they really are deep down inside. Yet, when they are put in a different place and time, with different people with different behaviours and morals, they are suddenly let loose as a different person. The connection to the story with Jekyll not coming back in the end and Hyde taking over could be applied to this behaviour. Because, when someone puts on an act for such a long time, not only do the people surrounding, but also the person who is doing this, starts to believe that the person they have made out to be cannot be distinguished from the real person inside. So, overall the setting enhances the atmosphere a great deal more than you can perceive because of the underlying connotations and meanings.

Philippine National Police Directorate for Investigation and Detective Management Essay

Crime is inevitable, it occurs every day and it might be even happening right now. It is a nuisance and it greatly affects the society. People has their own reason for doing this kind of atrocity, it is a common understanding that if a person is without a job, he/she wouldn’t gain income, without income, he/she wouldn’t be able to buy their everyday needs, and without the basic needs he/she wouldn’t be able to survive, thus leaving him/her desperate for money, doing anything they can to get it, even if it means to commit a crime, crimes that might endanger the lives of others. The crime rate in the Philippines has been reduced more than 15 percent in the first three months compared with the same period last year regardless of the recent slew of high-profile urban crimes, as said by the late Interior Secretary Jesse M. Robredo. For the first quarter of the year 2012, the national crime volume declined by 11,219 cases, a drop of 16. 7 percent from a year ago, and Based on reports submitted to him by Chief Superintendent Alex Paul Monteagudo, Philippine National Police Directorate for Investigation and Detective Management (PNP-DIDM) chief, the PNP’s national crime solution efficiency rate for the first quarter of 2012 stood at 34. 38 percent, slightly better than the 25. 84 percent efficiency rate for the same period last year, this means that crimes are given justice more often than left unsolved. Evidently, crime rates are responsive to local labor market conditions. Surprisingly, little attention has been given by economists on whether crimes committed by optimizing individuals respond to labor market opportunities. Most recent research has been focused on the effects of criminal justice sanctions. However, most of the researches attempting to measure the effect of the labor market on crime are represented by studies linking unemployment and crime. (Patalinhung, 2011) Unemployment in the country dropped from an estimate of 13. million individuals in the first quarter of the year 2012 to 10. 9 million individuals in the second quarter, according to a recent survey by the Social Weather Stations, this is a proof of improvement in the labor force of the Philippines. However, more than half, or 51. 2 percent of unemployed Filipinos, were in 15-to-24 age group, which only validates the difficulty faced by fresh graduates looking for work, said Rene Ofreneo of the School of Labor and Industrial Relations at the University of the Philippines. According to National Statistics Coordination Board (NSCB) as of October 2012, the Labor Force Participation Rate is 63. 9% of the total population; this means that 36. 1% of the total population is either voluntary or in-voluntary unemployed. Freeman (1982, 1995, and 1999) concluded that unemployment had the expected positive impact on crime, but the magnitude of the impact was modest. Thus, the existing studies on unemployment rate to measure labor market prospects of potential criminals may not be so insightful. Gross National Income per capita may also contribute to the changes of Crime rate in the Philippines, since it determines the total value of good and service that an individual and includes the net factors from abroad. The Bangko Sentral ng Pilipinas (BSP) is confident that the country’s per capita income which is one of the lowest among emerging Asian economies, will significantly improve and may match those of its neighbors over the medium term. BSP Deputy Governor Diwa Guinigundo said ongoing government efforts, such as higher spending on infrastructure and social services would eventually help spread the benefits of economic growth. The purpose of this paper is to determine whether Unemployment Rate, Labor Force Participation Rate and Gross National Income per capita has an impact on the changing Crime Rate in the Philippines, the researcher hypothesized that Unemployment Rate has a positive relationship with Crime Rate and both Labor Force Participation Rate and Gross National Income per capita has a negative relationship with Crime Rate.

When in Doubt, Leave Scare Quotes Out

When in Doubt, Leave Scare Quotes Out When in Doubt, Leave Scare Quotes Out When in Doubt, Leave Scare Quotes Out By Mark Nichol When quotation marks are employed to suggest the irony or dubious validity of a word or phrase, or the writer’s remove from credit or blame for its use, they are called scare quotes. However, other uses- to introduce a new or unfamiliar term, to signal that a term is not being used in its traditional or literal sense, or to provide emphasis- are usually heavy-handed and seldom aid in clarity of composition. The sentences below, accompanied by discussions and revisions, provide examples of extraneous use of scare quotes. 1. Next, we will discuss the so-called â€Å"high-impact, low-likelihood† risks. The phrase so-called serves the same function as scare quotes, so using both in a sentence is redundant: â€Å"Next, we will discuss the so-called high-impact, low-likelihood risks.† However, be just as cautious in the use of so-called as in employment of scare quotes; the term is rarely useful and therefore unlikely to be necessary. In this case, it would be better to identify who characterizes the risks that way (â€Å"Next, we will discuss what John Smith calls high-impact, low-likelihood risks†), to use passive construction to soften the introduction by writing something like â€Å"Next, we will discuss what are called high-impact, low-likelihood risks,† or to omit any qualification at all: â€Å"Next, we will discuss the high-impact, low-likelihood risks.† 2. Risk management should be an embedded process that ultimately becomes part of the company’s â€Å"DNA.† Here, DNA is being used figuratively to refer to something that is a fundamental part of an organization, but the fact that it is not being employed literally does not justify scare quotes; the metaphorical use is clear: â€Å"Risk management should be an embedded process that ultimately becomes part of the company’s DNA.† 3. It is imperative to understand â€Å"what to do† as well as â€Å"what not to do.† Although the phrases â€Å"what to do† and â€Å"what not to do† are being presented as categorical concepts conceivably spoken or written as part of an effort to inform, this usage does not merit any emphasis: â€Å"It is imperative to understand what to do as well as what not to do.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowFive Spelling Rules for "Silent Final E"Supervise vs. Monitor

A Timeline of the Russian Revolution From 1914 to 1916

A Timeline of the Russian Revolution From 1914 to 1916 In 1914, the First World War erupted across Europe. At one point, in the early days of this process, the Russian Tsar was faced with a decision: mobilize the army and make war almost inevitable, or stand down and lose massive face. He was told by some advisors that to turn away and not fight would undermine and destroy his throne, and by others that to fight would destroy him as the Russian army failed. He seemed to have few correct choices, and he went into war. Both advisors might have been right. His empire would last until 1917 as a result. 1914 June - July: General Strikes in St. Petersburg. July 19th: Germany declares war on Russia, causing a brief sense of patriotic union amongst the Russian nation and a downturn in striking. July 30th: The All Russian Zemstvo Union for the Relief of Sick and Wounded Soldiers is created with Lvov as president. August - November: Russia suffers heavy defeats and a large shortage of supplies, including food and munitions. August 18th: St. Petersburg is renamed Petrograd as Germanic names are changed to sound more Russia, and hence more patriotic. November 5th: Bolshevik members of the Duma are arrested; they are later tried and exiled to Siberia. 1915 February 19: Great Britain and France accept Russias claims to Istanbul and other Turkish lands. June 5th: Strikers shot at in Kostrom; casualties. July 9th: The Great Retreat begins, as Russian forces pull back into Russia. August 9th: The Dumas bourgeois parties form the Progressive bloc to push for better government and reform; includes the Kadets, Octobrist groups and Nationalists. Auguest 10th: Strikers shot at in Ivnovo-Voznesà ©nsk; casualties. August 17-19th: Strikers in Petrograd protest at the deaths in Ivnovo-Voznesà ©nsk. August 23rd: Reacting to war failures and a hostile Duma, the Tsar takes over as Commander-in-Chief of the armed forces, prorogues the Duma and moves to military headquarters at Mogilev. Central government begins to seize up. By associating the army, and its failures, with him personally, and by moving away from the centre of government, he dooms himself. He absolutely has to win, but doesnt. 1917 January - December: Despite successes in the Brusilov offensive, the Russian war effort is still characterised by shortages, poor command, death and desertion. Away from the front, the conflict causes starvation, inflation and a torrent of refugees. Both soldiers and civilians blame the incompetence of the Tsar and his government. February 6: Duma reconvened. February 29th: After a month of strikes at the Putilov Factory, the government conscripts the workers and takes charge of production. Protest strikes follow. June 20: Duma prorogued. October: Troops from 181st Regiment help striking Russkii Renault workers fight against the Police. November 1st: Miliukov gives his Is this stupidity or treason? speech in reconvened Duma. December 17/18th: Rasputin is killed by Prince Yusupov; he has been causing chaos in the government and blackened the name of the royal family. December 30th: The Tsar is warned that his army wont support him against a revolution.

Characteristics of Start-Ups - Entrepreneurship in Germany Term Paper

Characteristics of Start-Ups - Entrepreneurship in Germany - Term Paper Example Diversity in teams is considered to be a positive force leading to the effective functioning of the team (Knight et al. 1999). The Top Management Team (TMT) comprises of individuals with power and authority to make strategic decisions (Camelo-Ordaz, Herna ´ndez-Lara, & Valle-Cabrera) and thus, diversity in TMT can impact the organizational outcome. Top Management Team (TMT) has been defined as the â€Å"the relatively small group of most influential executives at the apex of an organization†¦the top three to ten executives† (Finkelstein & Hambrick, 1996: 8, cited by Tacheva, 2007). An entrepreneurial team consists of two or more members who jointly invest in a business in which they have an equal financial interest (Cooney, 2009). They have shared commitment, shared accountability and shared independent tasks and outcomes for these tasks. In this report, the TMT team includes a team of four experienced entrepreneurial CEOs at Omnis Mundi AG, who have pooled in their talent and expertise to foster the creation of new businesses in Europe. This report would hence evaluate the TMT characteristics in startups. Diversity in TMT is desirable in different fields but this report would focus on functional or task-related diversity, background affiliation, tenure/turnover and demographic heterogeneity. Diversity and heterogeneity are synonymous and hence interchangeably used throughout the report. Diversity can be observable (demographic) or non-observable (cognitive) diversity attributes (Tacheva, 2007). The observable characteristics include age, tenure, functional and educational background, and these account for managerial psychological behaviour. These are also known as relations-oriented attributes. Knowledge, skills and expertise or functional background are observable task-related attributes. Non-observable attributes are difficult to assess and hence the TMT is selected based on their observable attributes. According to the upper echelon theory, the TMT behaviour influences firm performance.  

Dialogue Assignment Example | Topics and Well Written Essays - 500 words

Dialogue - Assignment Example In essence, the term described the groundbreaking cultural shift from uniqueness to seriality, from authenticity to replication, and from the original artwork to its inherent soulless mechanical copy. Me: As far as the communication and journalism is concerned, the concept has come under serious criticism, especially the lack of clear-cut and stable categorization from your writings (Benjamin 23). Indeed, a portion of the critics suggests that your writings provoke multivalent and ambiguous, rather than offering neat shorthand for transition from the traditional to modern culture. Your take please? Benjamin: Well, I think their basis for criticism is rather vague. In my essay The Work and Art in the Age of Its Technological Reproducibility, I specifically emphasize on the concept of aura and the decline of photography, similar to other technological innovations. Further, I challenge the uniqueness and originality of photography due to the unprecedented replications. Benjamin: A programmatic analysis of the essay that I previously mentioned will show that I present the relationship between photography and aura as a clear-cut opposition. Thus, photography, as a medium of mechanical reproduction, is among the driving forces behind the decline, and thus destruction, of aura. I clearly assert that the element that withers in the era of technological reproducibility of artwork is its aura. In essence, the process is symptomatic, and perhaps extends beyond the boundaries of art. This is because photographic reproduction of original works of art endows them with accessibility and mobility, thus altering their fundamental mode of reception (Benjamin 24). In this regard therefore, the contemplation characteristic of the traditional spaces of museum and gallery submits to an eagerness for control and possession. Me: That is a very sensational explanation.

Wearable and performance technology is surging to fashion industry Essay

Wearable and performance technology is surging to fashion industry - Essay Example Products that are both wearable and smart gadgets are used to monitor the emotions and the activity of the user (Gaimster, 2012, 170). The second is the medical and health care category. In this category, the devices require the approval of the FDA or an equivalent body, relative to the country in which the products are on sale. These devices assist in monitoring the user’s vital signs as well as the augmentation of the wearer’s senses (Editorialist, n.d., n.p.). The third is the military and industrial category. In this category, the performance and wearable technology has the ability to transmit and receive real-time data in both industrial and military environments. The fourth category is infotainment. Products under this category have the ability to transmit and receive real-time information for purposes of entertainment as well as espouse the enhancement of the wearer’s lifestyle (SportTechie, n.d., n.p.). To find out more on the employment of technology in fashion, the researcher shall undertake a primary research through use of questionnaires. These questionnaires will contain structured questions that will enable the respondent to provide their opinion on the effects of performance and wearable technology on different sectors in the economy, including the fashion industry. The respondents will be selected from the fashion industry to enable the researcher to acquire relevant information concerning the effects of technology in fashion. The questionnaire to be used for the primary research is attached to this document. Performance and wearable technology has contributed considerably to the development of fitness and wellness, especially through the devices that assist in monitoring an individual’s physical development (Scaturro, 2008, 471). The demand for Performance and wearable technology products in this category comes from professional athletes, managers of corporate wellness programs as well as consumers of recreational fitness.

The Importance Of Education In Malaysia Education Essay

The Importance Of Education In Malaysia Education Essay Education in Malaysia has gone through extensive changes throughout the years. These constant changes or reforms are carried out with perhaps only one vision in mind, and that is to improve the current existing teaching and learning procedures in schools and higher institutions of learning. Such action highlights the governments endless efforts in trying to improve the quality of education for its people. After a decade into the New Millennium, the education scenario is more pressed to undertake even more improvements in trying to cope with the demands and expectations of education in the 21st century. We can no longer be satisfied with what we have, but instead there is a need to constantly compare ourselves to that of more developed nations, and this is especially true with the field of education. This is to ensure that our people will be able to compete internationally in this borderless world. This is very much in-line with the vision of our longest-serving Prime Minister Tun Mahathir Mohammad. Tun, back in the 90s shared his vision and dreams for this nation through Wawasan 2020 or Vision 2020. According to his article Malaysia on Track Vision 2020, as a doctor he is attracted to the optometrist measurement of Vision 2020 which indicates 100 percent perfect vision. He further explains that Vision 2020 in relation to the future of this country would be the quest for Malaysia to have clear vision of our future as in where we want heading and what we want to be in the New Millennium. As Malaysia plans to transform into fully-developed nation, education becomes the priority of the government since it is one of the most powerful entities that would determine the success or failure of the nation. The future of any country depends on its people. It is therefore important to ensure that everyone is equipped with the necessary knowledge, skills and values to survive in this highly competitive and globalised world which is impacted by rapid development in science, technology and information. The importance of education has become more paramount especially in our Nations process of moving from an economy-based on labor-intensive and lower-end manufactured products to k-economy or knowledge economy. The Ministry of Education (MOE) and The Ministry of Higher Education (MOHE) are two bodies which are responsible in ensuring that nation is moving towards the specified target. This is clearly outlined in the 2 key thrusts under the National mission (Mid-term Review of Ninth, 2008); Thrust 2: to raise capacity for knowledge and innovation and nurture first class mentality. Thrust 3: to address persistent socio-economic inequalities constructively and productively. In line with the drive towards developing the nations K-Economy, the current economical trend is to focus on the advancement and rise in emphasis on the area of science and technology. As a measure to achieve this vision, the government has adopted a holistic approach in Malaysian education system by emphasizing on mastery knowledge, intellectual capital and developing technology and entrepreneurial skills. Since science and technology play a major role in contributing to a more developed nation, the government seems to give more emphasis on teaching and learning process of science in the primary, secondary and higher education. It is coherent with Malaysias aim which to produce more experts in science or in general to produce a future generation of intellectuals. Therefore, as science educators, it is important to be aware of the demand of the nation. There is a need to ensure that the teaching and learning process is focused in producing individuals who fulfill the governments aspiration. Hence, it requires teachers to have passion, creativity, intelligence and determination to make sure that the delivery of knowledge is truly effective. Among other things, methods in teaching, teachers knowledge and performances are frequently being observed to ensure that teachers remain excellent in their teaching. This is because; teachers play a major role in ensuring the effectiveness and the success of the actual delivery and implementation of the Malaysian curriculum. Therefore, when planning a lesson, teachers need to be aware of the objectives of the curriculum by incorporating good content values into the lesson, implement the curriculum designed by the ministry and at the end of it all, assess the outcomes of the curriculum. But it is not enough to focus only on the teacher without looking at the relevancy of the Malaysian science curriculum, which actually contributes to the success or failure of science education. In fact, it is actually a major issue that is constantly discussed among science educators and academicians in Malaysia. Is the Malaysian science curriculum measurable to that of the standards of other countries? This is pertinent question that needs to be answered. Therefore it would be useful to compare Malaysian science curriculum with other developed countries in order to determine the standard of Malaysian curriculum. 1.1 Background of Study This comparative study between the Malaysian science curriculum and the Steiner Waldorf in science curriculum was conducted primarily to gain insights on the much-researched and discussed about Steiner curriculum. Having experienced the Malaysian science curriculum and after pursuing an honors degree in science education, the researcher is very familiar with the countrys science education curriculum, especially issues pertaining to its content and pedagogical approach. However, the researcher is with the opinion that new knowledge of new educational curriculum can be useful in ensuring better quality of science education. This is important in view of providing the best in science in the context of Malaysian schools. In view of trying to improve the existing curriculum it would be interesting to find out the standard of Malaysian science curriculum in comparison to other developed countries. This is important to ensure that our students will be able to compete globally. Comparative study of curriculum across countries provides background information about how to understand existing strengths and weaknesses of the present curriculum (Moosa Che Azura Che An, n.d). Therefore, this research can suggest ways to help students to perform in the subject of science and also help science teachers in their teaching. This is crucial as over the past few years, there have been a lot of problems discussed about the Malaysian science curriculum and the major part of the discussion revolves around the teaching and learning process. As a result, it raised the researchers interest to look into the matter so that the researcher could discover ways to improve the Malaysian science curriculum in order to create effective lessons yet in enjoyable environment for the students to learn science. In Malaysia, the idea associated with science education is intended to be in-line with existing policies which is specifically to prepare students for examination. There are a few officially recommended practices for science teaching such as constructivist teaching, mastery learning, science process skills, thinking skills, and metacognition, self-directed, self-paced and self-assessed learning and others that, if carried out properly can ensure the successful and effective lessons. Current thinking in science is looking towards a paradigm that is more inclusive of the diversity that exists in our life-worlds (Revathi, R et al, 2003). Science is also perceived as a process of meaning-making and countries such as the United States, Canada, Australia and South Africa (Aikenhead, 2000) are implementing science teaching approaches that incorporate learners cultural and linguistic bearings. For example the science classroom needs to be one that is interesting and multi-discursive which pe rmits the teacher and students to work together in creating knowledge. However, such an approach or a feature is not common in the Malaysian science curriculum. The idea to produce a generation that is ideally competent in science seems difficult and this seems to suggest that there is need for Malaysian science curriculum to be reviewed. From the objectives of the curriculum to the issues of assessment, everything becomes crucial and needs thorough reevaluation. The features and function of science discourse include formulating hypotheses, designing investigations, collecting data, drawing conclusions and communicating results (Chamot OMalley, 1994) and these are the skills which are basically being emphasized by the teacher in the classroom. Sadly, the application is not obvious in the students daily life especially in the context of Malaysia. By conducting this research, the researcher hopes to be able to get some insights into the Steiner Waldorf curriculum and the Malaysian science curriculum. Having done this, it is hoped that the research suggestions may highlight existing gaps in curricular, pedagogical or other aspects through comparison between Malaysian science curriculum with Steiner Waldorf education. From the suggestions made, hopefully the teaching and learning of science will be more effective and more enjoyable for the students. By having a good time in learning science through effective methods employed by the teacher, the researcher believes that it will help students to perform better in all the science subjects and at the same time acquire scientific knowledge in a wider perspective. Apart from that, it will also help to produce all rounded students as outlined in the National Education Philosophy. 1.2 Statement of the Problem The Integrated Curriculum for Secondary School (Kurrikulum Bersepadu Sekolah Menengah, KBSM) is the continuation of the New Primary School Curriculum (Kurikulum Baru Sekolah Rendah, KBSR). This change in the curriculum structure is the governments strategy to shift the emphasis of education that existed in 1970s to a more contemporary holistic concept of learning that encompasses moral, religious, social, physical, and intellectual development of a person (Rosnani.H, 2004). In science education, holistic education aims to produce students who are able to relate the content that they learned in the classroom to their daily life. It refers to their ability to use scientific thinking and processes in a wider context so that it will highlight the effectiveness of the KBSM which subscribes to the principles of lifelong learning. After having informal interviews with a few seniors teachers and lectures with science education background, the researcher found out that Malaysian science curri culum somehow does not support the holistic education as being mentioned and fails to achieve the intended outcomes. The following is the opinion given by the senior lecturer who was interviewed by the researcher; My hunch is the general population of the students does not relate what they learn to everyday situation because many studies have shown that students do not like science and they find science isolated or do not associate with them. So we can infer from that the students do not related what they learned nor practice their scientific attitudes. (personal communication) This is further supported by the results of Trends in International Math Science, TIMMS assessment in science taken by Malaysian students in 2003. The TIMMS assessment is designed to help to improve students learning in math and science where the assessment generally focuses on the students mathematics and science skills. In the assessment, our students scored an average of 504 which exceeds the international average of 474 (Martin et al, 2004) and placed Malaysia to be at 19th out of 44 participating countries. The performance actually is not truly impressive if compared to the performance of students from other developing countries in Asia pacific such as Singapore Chinese-Taipei and Republic of Korea. The line of argument is what are the aspects that lacking in Malaysian students since those nations secured the top 3 placing and therefore have clearly performed better than our students. Another interesting insight which the researcher gathered through informal interviews with the senior teachers and lectures, as well as his personal experience as a science student and in-service teacher is the fact that Malaysian education system gives too much focus on examination. In order to survive in the Malaysian education system, students need to excel in public examinations (UPSR, PMR, SPM). Somehow the situation affects teaching and learning process which is a part of the curriculum. Teachers admitted that the focus is only to finish the syllabus within the time allocated by the school administration. Through informal interviews with the students, the researcher also discovered that students think it is easier for them to focus and prepare themselves for the examination instead of engaging in meaningful learning. The researcher also found out that because of the need to finish up the syllabus, the lessons were not conducted properly by teachers. Teachers rarely make reflections on their teaching. Even though the accomplishment of the objective and learning outcomes are the measurement to a successful lesson in Malaysian education system; most of the time, teachers do not have attempt to find out whether their students have actually acquired the specified learning outcomes. An effective science classroom should be able to make students think and process the knowledge received in the classroom. Ironically, the scenario does not happen in most Malaysian classrooms. Because of the examination matter, the researcher believes that teachers tend to neglect their method in teaching science. In true fact, a science class should be filled with interesting and varying activities so that students will enjoy the class. However, in reality most science lessons, more often than not, are not only plain and d ull but also could kill students excitement in learning the subject. This is another concern of the researcher since there is a tendency that the situation mentioned above could cause the students to lose interest in learning science. The Steiner Waldorf education is similar to the Malaysian education system in terms of its emphasis on the development of human beings and in the provision of holistic education. What is different is in terms of the implementation and the effectiveness of the curriculum. Scieffer and Busse (2001) in their research discovered that the students from Steiner school did better than students in state school in United States. Other research (Easton, 1997; Oberman, 1997; Uhrmacher, 1993b) also suggested a positive relationship between Steiner school education, learning and students achievement. Moreover, research on Steiner education also mentioned about consistency of Steiner students performance in National test from 2000 to 2004. Ogletree (2000) in investigating the creative ability among the students in England, Scotland and Germany through the use of Torrance Test of Creative Thinking Ability; found that generally Steiner school students obtained significantly higher creativity scores than their state school peers. It actually reflects the effectiveness of the emphasis on creativity in Steiner curriculum. Jalinek and Sun (2003) in research that they conducted which aimed to compare the education in Steiner and mainstream schools revealed that, the Steiner children who tested in logical reasoning and science activity which developed by TIMMS international comparative study performed better than students from other schools. The scientific reasoning of Steiner school students was found to be outstanding. The research suggested that the result of the test is actually influenced by the culture of the Steiner education which taught less content to the students and the Steiner education itself creates less examination pressure to the students. Indeed, the Steiner Waldorf science curriculum has its own unique approach and method which proved to encourage effective learning. Such a situation ceases to exist in the Malaysian science curriculum. It is with this problem in mind that the researcher has decided to embark on this comparative research study with the hope to draw on some of the best practices to be incorporated into Malaysian classroom. 1.3 Research Objectives The main objective of the research is to compare the Malaysian education and Steiner Waldorf education in science curriculum with respect to objective, content, implementation or instruction and the assessment. In comparing both curriculums, the researcher wish to find out the characteristics of Steiner education science classroom and wish to look at their strengths and uniqueness which is present and try to see how this is different from the Malaysian science curriculum. From the data gathered, a thorough analysis will be made by the researcher, and the findings of the research could be the basis for the researcher to give suggestions for the betterment of Malaysian science curriculum as well as to bridge the gap between these two curriculums. Research Questions Two research questions are as follows: What are the characteristics of Steiner Waldorf science class? How does the Steiner Waldorf science curriculum differ from the Malaysian Secondary Science Curriculum with respect to their objectives, content, implementation/instruction, and evaluation/assessment? 1.4 Significance of the Study This research aims to look at the Malaysian science curriculum. By doing this, it will help us to have a clear picture of how a curriculum functions and at the same time, it allows us to measure the success of the curriculum. Many teachers have expressed their discontentment over current problems faced by the teachers and students in science education, and the blame is usually on the ineffectiveness of the curriculum. This is an alarming problem as it could affect the number of students who are interested in science subjects and if this happens, Malaysia will actually sway from its efforts to achieve Vision 2020. This comparative study of the Malaysian science curriculum and the Steiner science curriculum is crucial in realizing our dreams of producing human beings who know their ability and self-potential. This is the core value stressed in the Steiner Waldorfs curriculum which aims to provide learners with meaningful learning and turn them into deep learner. Steiner Waldorf students are encouraged to generate creative ideas and this indirectly nurtures the students to be critical thinkers. Therefore it is very crucial for the researcher to find out in what aspects that the Malaysian science curriculum can be improved by adapting the Steiner Waldorf education. Hopefully, the findings of the comparative research will help to improve science education in Malaysian schools. 1.5 Research Limitations Time constraint is the major limitations of this research. The researcher believes it is ideal to have longer time for the researcher to collect data regarding Steiner Waldorf education in United Kingdom, UK. Longer period of study will able the researcher to do observations in greater depth and visit more schools to be included in study. Instead of time constraint, monetary is also one of the limitations in this research. Since the research was funded by the university, the researcher has to complete the process of data collection within the stipulated time. However, what is done by the researcher is sufficient to have a general picture of the difference between the two curriculums. 1.6 Scope of Study The focus of the research is only to compare the Malaysian education and Steiner Waldorf science curriculum. This study involved data collected from one school in Plymouth and a Steiner Waldorf Department in University of Plymouth. Since this is a preliminary comparative study of these two curriculums, focus will briefly highlight the four parts of the curriculum which is the objectives, contents, implementation and the assessment of both curriculums. However, extra emphasis will be given on the implementation and assessment procedure as compared to the first two parts in the curriculum. Though it would have been ideal to be able to carry out observation and interviews in more schools across the UK, these two chose are sufficient to give a clear preliminary picture of what Steiner Waldorf education involves. 1.7 Operational Definition Malaysian science curriculum Malaysian science curriculum refers to science curriculum which developed and implemented in Malaysia for secondary level. However, in order to show the continuation and the development or progression of this curriculum the researcher wills sometime highlights the science curriculum at the primary level. Steiner Waldorf Education Steiner Waldorf Education refers to the education that founded by the Rudolf Steiner in 1919. This education is worldwide and does not refers or belong to a specific country. The part of this education that being discuss in this research is its science curriculum. Science Education Science can be defined as knowledge attained through study or practice, or knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method and concerned with the physical world. It may also refer as a system of acquiring knowledge where the system uses observation and experimentation to describe and explain about natural phenomena. Science also term which can refer to the organized body of knowledge people has gained using that system. Therefore, the term science education that been using in this research refers to the process of educating science to the students or may refers to the field of science itself. Which the field of science in education that being discussed in this research covers the major branches in science such as biology, physics, chemistry, general science and natural science. Source: Websters New Collegiate Dictionary cited in http://www.sciencemadesimple.com 1.8 Conclusion As a conclusion, review and reform in Malaysian science curriculum is necessary or perhaps a need as we refer to the current educations condition in Malaysia. It has been 53 years that Malaysia achieved its independence, and throughout the 53 years, Malaysia had gone through lots of transformation and changes. However, the researcher believes that, in order for Malaysia to reach to the level of developed country, education should be the foundation of the aspiration. Education in Malaysia requires more changes as well as ideal and realistic policies and implementation, so that it will be able to produce human capitals that are scientific, knowledgeable and competent.