Sunday, May 24, 2020

Challenging Robert T. Perrys Critique of Charles Murrays...

Real Education Is a four-year college really necessary for your desired occupation? Would you feel successful obtaining credentials in vocational training rather than a college degree? How would your parents feel with this choice? Questions like these are debated widely in our society today. In the essay, â€Å"On ‘Real Education’†, Robert T. Perry, the South Dakota Board of Regents director, declares â€Å"we need more, not fewer university and community college graduates† (625). He is responding to the contrasting stance on higher education that Charles Murray stated in his book, Real Education. Perry challenges Murray’s main claim that our country is wasting resources and time sending so many Americans with low intellectual capacities to college.†¦show more content†¦The arrangement of the essay is clear and organized, making it simple for the reader to follow. Perry provides background information, states his claim, presents evidence, and suggests solu tions. He does successfully present a thorough, convincing argument supporting why college graduates are important factors in our society’s success. The appeal to reader’s emotions is also a very effective technique. Gaining audience support increases the likelihood of â€Å"winning† the argument. However, the opposing viewpoint is criticized throughout the essay’s entirety; it is these deceitful representations that cause the most damage to Perry’s argument. Appealing to the reader’s emotions is the most effective strategy used in the essay. The first sentence Perry’s audience reads begins with, â€Å"Bell Curve author Charles Murray†¦Ã¢â‚¬  (625). He expects the audience to be familiar with Charles Murray and his scandalous book that caused public outrage and controversy in 1994. Relating intelligence levels to race and social class sparked a variety of feelings and opinions among people. Perry evokes the reader’s emotions by including this memory. If it arouses anger, the reader is more likely to evaluate Murray’s opinions critically. Presenting a negative circumstance around the opponent undermines their argument, or â€Å"poisons the well†. By starting the essay this way, it

Thursday, May 14, 2020

Essay on LGBTQ Youth The Endless Strife - 1362 Words

Rudy Estrada and Rob Woronoff wrote of the following statement made by an adolescent during the 2002 Regional Listening Forum for LGBTQ youth: I realized that being gay is not my problem. It’s their problem. I see it as a social disease. I try not to get involved in negative communities. But I do try to teach them. I’d rather teach them than ignore them. Otherwise, the ignorance will continue and nothing will ever be done about it. (380) Ignorance is the root of nearly all tribulations surrounding the Lesbian, Gay, Bisexual, Transgender, and Questioning community. Education is a way to eradicate the ignorance. It is also the government’s responsibility to assist the LGBTQ community. In order to combat homelessness, parental abandonment,†¦show more content†¦These youths, especially those from the LGBTQ community, live a life filled with substance abuse and survival sex. Beyond that, 70 percent of the participants in the study stated conflicts with their parents were important contributors to their decision to leave home (1-2). â€Å"Helping LGBTQ Youth Transition to Adulthood depicts organizations such as Green Chimneys and One Heartland that exist to provide safe environments for LGBTQ youth. Green Chimneys is centered in New York and focuses on homeless adolescents (3). One Heartland, as told on their website, is an organization with the vision of â€Å"a world where everyone feels appreciated, c elebrated, and free of stigma and discrimination.† It values education and diversity (â€Å"Mission, Vision, and Values†). The government’s responsibility is to find better living environments for those who have no home. LGBTQ teens cannot continue to be swept under the rug and forgotten. Homelessness can seem like a haven to the LGBTQ community, rather than facing the misunderstanding in their homes (â€Å"Lesbian, Gay, Bisexual, and Transgender HeathNew† 2). Teenagers can be put into the child welfare system. As discussed in an article by Jill Jacobs and Madelyn Freundlich, ordinarily the goal is to find homes for minors (300). In the case of LGBTQ youth, the adolescents are usually entered into the foster

Wednesday, May 6, 2020

The Effects Of Video Games On Society - 1274 Words

Violence in video games can affect ones mindset in so many different ways, where we don’t even realize it. For example playing â€Å"Grand Theft Auto† for a few hours will change your mindset. Even though it wouldn’t be in a tremendous way, but for a few minutes your mindset will think, â€Å"This game is so much fun, I want to steal cars, have police chase me, shoot at people, even steal helicopters†. According to Social scientists in the New York Times, Many studies have shown that this is becoming a major issue because of how realistic these games are starting to look. According to PBS Newshour, Another issue is, with all these major shootings, such as the Sandy Hook, The theater shooting in Aurora, Colorado, The Newton Killer, Adam Lanza ; all show that they played many violent video games. But there can be other reasons as to why they made such a major impact to this world. It could have been depression, bullying as a child, feeling socially isolated, or even a certain state of mind, where they feel like they have to transform that game into real life. PBS Newshour, Reports that the Newton killer, Adam Lanza, spent hours playing games such as â€Å"World of Warcraft†, which led him to leave 20 children dead with no remorse. Jeffrey Brown, a consultant, went to North Virginia to speak with young high school children who actually play these games. He asks them about what does it do to their state of mind. One student admitted that he is fully aware of the violence and all the action inShow MoreRelatedVideo Games And Its Effects On Society1463 Words   |  6 Pages Movies, video games, music and television shows come in different genres. However, depending on age in regards to youth not just anyone is allowed to: watch certain movies, buy just any video game, listen to any music or watch any tv show. Sometimes they can see certain movies with a parent or guardian. Seeing violence in excess causes violent acts to take place in society because it gives ideas to viewers or listeners especially those who are young. This the reason there are ratings for mediaRead MoreVideo Games And Its Effect On Society Essay1380 Words   |  6 Pagesthe 1970’s, video games in America have been controversial. Currently around 97% of America s children play video games in some form; from home consoles such as Xbox, to personal computers and mobile games on smartphones, even in an educational form, video games are nearly everywhere and bringing in big money. Around $21 billion is being funneled into a domestic video game industry. But what are these kids viewing when playing video games and how does that affect their role in society? A commonRead MoreVideo Games And Its Effect On Society1525 Words   |  7 Pagesâ€Å"The reason why people find it so enjoyable is that games are usually the right degree of challenging and the player takes an active role (unlike watching television) so there is an incentive to achieve† (Gee). Ever since video games were invented there was an immediate attachment and an unwillingness to release them. They present chances to accomplish things one may not be able to do in their life, and provides an escape from reality. Video games also imprint and teach new skills to the gamers whoRead MoreVideo Games And Its Effect On Society980 Words   |  4 PagesAs a growing medium, video games are often associated with various negative connotations that have obfuscated its positive contributions made to society. As a result, the general public is unaware of how video games have shaped modern-day, some eve n consider it a meaningless teenager pastime, but this is distant from reality. Video games are important to society at large because they do not serve for entertainment purposes only, they are a major force in the economy, scientific research, and militaryRead MoreVideo Games And Its Effects On Society1588 Words   |  7 PagesSince the creation of Spacewar in spring of 1962, video games have dramatically improved along with technology. It has become the most popular way of entertainment in modern civilization, but it also has become a subject of public concern regarding to its negative effects on peoples psychological and physical problems, especially in children and teens. Video games are now recognized by a study as an addiction according to the journal Psychological Science: â€Å"Researchers used data on 1,200 childrenRead MoreVideo Games And Its Effects On Society2285 Words   |  10 PagesFrom the inception of Pong to the latest chapter of the video game series Assassinâ €™s Creed, virtual gaming has been scorned and shunned as a detriment to society. Older generations speculate that incessant gaming in young children insinuates violence, antipathy, lack of creative initiative, and develops an unhealthy isolation from the real world. However, in recent years, these postulates have been put to the test; a number of scientists have conducted experimentation in order to discover whetherRead MoreThe Effects Of Video Game On Society1466 Words   |  6 PagesFor generations games have been an important part of our culture. Many of these games center on war and strategic tactics. Boys and girls have played soldier, Cowboys and Indians, Monopoly, or Chess . Through games such as these the future men and women of society learned strategy and the consequences of controlling and restraining themselves because their actions had consequences. However with the invention of the computer high definition graphics, these games, and many others have been cre atedRead MoreThe Effects Of Video Games On The Society859 Words   |  4 PagesAccording to a U.S Study by Rideout Et Al (As Cited in Anderson Bushman 2001.a), the popularity of video games is rapidly increasing. In a U.S study by Butchman Funk (As Cited in Anderson Bushman 2001.b), Around 60 percent of 4th grade girls prefer violent games and about 3 out of every 4 boys with a similar age also prefer ferocious ones. This essay will argue that violence in video games should be censored. For the purpose of this essay, violence can be defined as the physical force intendedRead MoreVideo Games And Its Effect On Society1298 Words   |  6 PagesIntroduction During the advent of video games, the world was taken by storm, as this new type of entertainment caught the attention and imagination of the populace; but as this attention grew, concern and scrutiny weren’t far behind. Controversy finally got its chance in the 1990s, when games finally upgraded to 16-bit, giving them the ability to depict realistic blood and gore in games like Moral Kombat; which was criticized for excessive violence, a reason Congress used to create the EntertainmentRead MoreVideo Games And Its Effects On Society1632 Words   |  7 PagesTechnology is a large part of modern society, especially in industrial society. Depending on who you ask, people are either in favour of the advancement in technology or some are against its progression arguing that people have become too reliant. Cellphones are one of the main forms of technology that people talk about most, questioning whether they are a good thing or bad. Many people are also concerned with the advancem ent in video games, worrying that video games are the cause of crime and violence

Tuesday, May 5, 2020

Overview of Internetworking Empowering Digital Employee

Question: Discuss about theOverview of Internetworkingfor Empowering Digital Employee. Answer: Introduction In a project management, it is crucial to evaluate the opportunities, challenges as well as limitations for predicting the outcome of the particular project. Development of information and communication technology, application of internetworking helps to provide additional benefits to the organization. The study describes scopes, challenges and limitations involved in the project. In addition, in order to implement the project in hospitality industry, hardware requirements along with network design has been proposed in the present study. Scopes of the Project It is important to analyze scopes involved in the project. Advancement of internetworking technologies allows getting competitive advantages in the business. Implementation of Cisco solution can be helpful for the staffs and customers of the organization. The solution enables the customers to be responsive to the customers. Moreover, adoption as well as implementation of the technology can create application on premises and advanced service as well as promotes the employees of the organization [1]. It is required to capture and digitize in the hospitality industry that can be achieved with the help of this project. Moreover, the solutions can be helpful to advise guests in effective way. The e associates can develop virtual experts to give face-to-face concierge services on mobile devices. It assists the staffs answering questions of the customers regarding local environment, site-seeing and shopping as well as other excursions. Challenges in the Project It is crucial to identify the challenges for identifying the challenges in the organization. The Cisco solution is based on internet. Hence, disruption over the online service may break down the entire process. In addition, it is required to maintain balance in the work operation that has a chance for hampering in the project. Implementation of the project requires knowledge on the information technology [2]. Therefore, the services require training on the matter. The company needs to bear additional costs to use the project. These are the challenges may faced by the organization in order to implement the project in the organization. Requirements for the Project Implementation of the project requires hardware that has some specifications. Hardware required for the project is servers, computers, cables, modem, network router, cables as well as mobile devices. The personal computer needs to have Windows 7/8/10 operating system specification, 500 GB hard drive memory and mobile devices [3]. Database server as well as web server is required for the project. In addition, twisted pair cable of CAT5E series, manufactured by Prysmian Australia Pty Ltd are required for the project. M27500-20TET14 model number is required for the project. The cable has capability of 100 MBPS TPDDI and 155 Mbps ATM. Port used for connection is 23. In the project, unshielded twisted cables are used. Network Design in Netsim Figure 1: Diagram of network in the organization (Source: Created by Author) From the above diagram, it can be stated that there are two routers in the organization. Two switches are connected with the routers. From the switch 1, PCs of staffs are connected along with phone. On the other router, Router 4, phone and PCs are connected. Advantages of Proposed Design It is important to analyze benefits of the design that are implemented in the present project. The project enables the staffs helping the consumers in pro active way with the help of mobile devices. It can enhance the responsiveness with on-site Wi-Fi networks. Moreover, speed on-boarding training can be achieved with the help of the technology [4]. Implementation of the technology optimizes the staffing based on the traffic patterns as well as analytics. Limitations of the Project The major limitations of the project are disruption of online connection. As the entire project is based on online services, any issues in the online system can break down the system [5]. In addition, the hospitality industry is 24*7 hours service; any problems in the operation can disrupt the process. Conclusions From the above discussion, it can be said that analyzing scopes, limitation as well as challenges for the project. In addition, description of the needs is useful to implement the project in successful way. Analyzing limitation can allows finding out the issues and generating solution in order to overcome the issues involved in the project. References [1]L. Palinkas, C. Brown, L. Saldana and P. Chamberlain, "Association between inter-organizational consensus on use of research evidence and stage of implementation of an evidence-based practice",Implementation Science, vol. 10, no. 1, 2015. [2]E. Sta?czyk-Hugiet, "Business Strategies - Inter-Firm Network Perspective",Organization and Management, vol. 2011, no. 5148, 2011. [3]S. Tasselli, "Social Networks and Inter-professional Knowledge Transfer: The Case of Healthcare Professionals",Organization Studies, vol. 36, no. 7, pp. 841-872, 2015. [4]J. Vargas-Hernndez, A. De Len-Arias, A. Valdes-Zepeda and V. Castillo-Girn, "International Student Collaboration and Experiential Exercise Projects as a Professional, Inter-Personal and Inter-Institutional Networking Platform",JPAIR Institutional Research, vol. 2, no. 1, 2013. [5]H. Yu, T. Wen, H. Di, V. Anand and L. Li, "Cost efficient virtual network mapping across multiple domains with joint intra-domain and inter- domain mapping",Optical Switching and Networking, vol. 14, pp. 233-240, 2014.

Friday, April 3, 2020

RECOMMENDATIONS FOR STRATEGY OF RAISING THE COUNTRYS PER CAPITA GROSS DOMESTIC PRODUCT

Abstract This report is based on the research that has been conducted to investigate the effects of the secondary education and banks credit rates per capital gross domestic products. Motivated by an assignment to advice the minister for finance on policymaking, the research used regression analysis and test of hypothesis to analyze sets of data.Advertising We will write a custom report sample on Recommendations For Strategy Of Raising The Country’s Per Capita Gross Domestic Product specifically for you for only $16.05 $11/page Learn More The research established that secondary education has higher positive impacts on per capital gross domestic product as compared to bank credit rates. It, therefore, concludes that the available finances are allocated to the secondary education. Introduction Gross domestic product is defined as a measure of a country’s total productivity level. It refers to â€Å"the market value of all finished goods and services† within a territorial boundary and in a specified period (Mankiw, 2008, p. 496). Elements of gross domestic product include â€Å"consumption, investment, government purchase, and net export† (Mankiw, 2008, p. 496). Investments are monetary value of resources that are used for production of goods and services. Realized through individual citizens, corporate bodies and governments, investment rates and levels are the factors of availability of resources and the capacity to acquire such resources through savings or loans. Another element of the gross domestic product is government expenditure through such avenues as central and local governments and their agencies. This category of expenditure includes payments to civil servants and payments for public service utilities such as education and healthcare among other services that are provided by either state or federal government. Consumption as an element of the gross domestic product as well as net export also de pends on availability of resources and disposable income in a country. High levels of disposable income correspond to relatively high consumption and trade levels (Mankiw, 2008, p. 496). While real gross domestic product measures a country’s productivity level, per capital gross domestic product measures the value that is attributable to an individual citizen. The per capital gross domestic product is a factor of population growth and size and has an impact on living standards and utility levels in societies (Boyes and Melvin, 2007, p. 389, 390).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Brooks (2008, p. 502) explains that one of the fundamental pillars of the economic growth is the availability of resources for consumption, investment or government expenditure. Financial institutions which are sources of loans the expenditures are, therefore, instrumental factors in economic growth. The ability to provide loans to investors and private consumers, for instance, has directs impacts on consumption, investments, and net export (Brooks, 2008, p. 502). Particularly, credit growth rates among financial institutions determining the lending rates to entities and, consequently, affect consumption and investment levels. A crisis in the financial sector strains the banks’ lending capacity leading to reduced lending with high interest rates. The consequence will be the reduced consumption and the investment capacity to negative economic growth (Brooks, 2008, p. 502). Economic growth through expansion of gross domestic product has also been associated with the education levels among countries. One of the relationships between education and economic growth is the derived empowerment to career developments. Individuals who proceed to high schools and tertiary institutions have high propensity to good employment opportunities and income. Education also leads to d evelopment of rational decision making that prompts savings and investments. As a result, investment in education is an effective initiative to stimulating economic growth. Though economic stability through education appears to be realized only at individual level, there is a derived macroeconomic benefit to both governments and societies. Employment opportunities, for example, generate taxes to the government besides the investments and increased consumption levels. Higher education levels, attained through secondary education, are also associated with the technological advancement in economic processes. This leads to lower operational costs resulting in more savings and higher production capacity (Bloom et al, 2005, p. 16).Advertising We will write a custom report sample on Recommendations For Strategy Of Raising The Country’s Per Capita Gross Domestic Product specifically for you for only $16.05 $11/page Learn More Evaluation and analysis of r elationships among variables, such as per capita gross domestic product, education rates, and bank credit rates are possible through the linear regression models. This statistical tool identifies the existence of a relationship between a dependent variable and a set of explanatory variables and establishes significance of such relationships besides comparing the effects of independent variables on the dependent variable (Gujarati and Porter 2009, p. 13-20). Linear regression makes assumptions of linearity, ‘homoscedasticity’, and normality of variables (Newbold et al, 2010, p. 428). This paper seeks to investigate the relationship between per capital gross domestic product and the rate of enrolment in secondary schools and credit rates of financial institutions. The paper seeks to answer two research questions, ‘Is there a significant relationship between per capital gross domestic product and both secondary schools enrolment rates and financial institutionsâ€⠄¢ credit rates?’ and ‘Is the relationship between per capita gross domestic product and high school enrolment rate stronger than the relationship between per capita gross domestic product and credit rates of banks and other financial institutions?’ In order to answer the research questions, the paper will test the following sets of hypothesis: H 0: There is no significant relationship between per capita gross domestic product and the considered explanatory variables;Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More H 1: There is a significant relationship between per capita gross domestic product and the considered explanatory variables. Using a comparative approach, the effects of the two independent variables on per capita gross domestic product will be analysed. The paper will also test on the validity of statistical assumptions of linearity, ‘homoscedasticity and normality. Methods Participants and design The set of data used in the research relates to statistics of different countries across the globe. The countries, therefore, formed the participants of this work. The research organised the data for inferential analysis. Materials The research used existing secondary sources for data collection. The resources were identified to be reliable since they were obtained from established institutions such as the United Nations and the University of Pennsylvania. Procedure The research procedure involved acquisition of sets of data from the sources. This was followed by organization and su bsequent transformation of data into derived variables. The research then used ‘Stata’ software for analysis into making inference and conclusions. Result and discussion Developed spreadsheet The attached spreadsheet in appendix 1 shows the compiled data for the fifty countries that were considered in the project. Testing hypothesis The research used ‘Stata’ to test the following model Where ÃŽ ²i is a constant and ui represents noise. The symbols in the model are as defined above. The set of hypothesis is Against the alternative hypothesis, Since the probability value is high, higher than 0.05, the null hypothesis is accepted. This implies that there is no significant relationship between the variables as expressed in the above model. Further, the model explains only 19.77% of the analyzed data making it unreliable. The following set of hypothesis on relationships between change in per capital gross domestic product and the individual explanatory variab les tests on existence of significant singe relationships. H 0: ÃŽ ²i=0, no significant relationship between the dependent and the explanatory variable, The table value is 2.04 leading to rejection of the null hypothesis, at 95% confidence interval. This leads to acceptance of the null hypothesis, at 95% confidence interval, since the computed value falls within the acceptance region. The relatively smaller computed value leads to acceptance of the null hypothesis, at 95% confidence interval. While the general model suggests the absence of relationship between per capital gross domestic product and all the explanatory variables, single inferential tests show the existence of a significant positive relationship between the dependent variable and the percentage of secondary school enrolment. The contradiction is attributable to the existence of many other variables in the general model that do not contribute to the dependent variable. Advice to the finance minister From the model , unit percentage increase in secondary school enrolment leads to a corresponding increase in per capital gross domestic product by 0.2502821*In (65) %- In (55%) = 4.18% A unit percentage increase in bank credit has a positive impact of 0.2124701* (52%-38%) =3% on per capital gross domestic product, though this effect is not significant. The minister should, therefore, direct the funds to secondary education. Test for validity of statistical assumptions The statistical assumptions made over the considered set of data are linearity, ‘homoscedasticity’, and normality. Using the RESET test for the null hypothesis of a linear mode against an alternative hypothesis of a nonlinear model leads to acceptance of the null hypothesis. The LM test for ‘homoscedasticity’ also leads to adoption of the null hypothesis of ‘homoscedasticity’. The ‘Bera’ and ‘Jarque’s skewness- kurtosis’ test, however, leads to the rejection of t he null hypothesis of normality. Normality assumption was, therefore, not correct. Remedy for lack of normality Remedying lack of normality involves exclusion of extreme values, values corresponding to Zimbabwe. A subsequent test over the assumptions indicates linearity, ‘homoscedasticity’ and normality. Effects of re specifying and re estimating the model After re-specifying and re-estimating the model, secondary education and bank credit rate had the following impacts, Effect of ‘lseced’ on GDP per capital =0.2599967*In (65) %- In (55%) = 4.34% Effect of credit on GDP per capital= 0.1564118* (52%-38%) =2.2% Revaluation of specification and estimation of the model does not affect the advice because secondary school education still holds higher effects on per capital gross domestic product. Conclusion Gross domestic product and per capital gross domestic products are subject to government expenditure, consumption and investments among other factors. This re search evaluated the impacts of government expenditure in secondary education and commercial banks on per capital gross domestic product in order to advice the finance minister on a suitable policy decision. The research concludes that secondary education funding should be preferred over banks. This is because of its higher and more significant contribution to per capital gross domestic product as compared to banks credit rates. Reference list Bloom, D., Canning, D., Chan, K., 2005. Higher education and economic development in Africa. Available at:  http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-1099079956815/HigherEd_Econ_Growth_Africa.pdf, p. 16. Boyes, W Melvin, M., 2007. Economics. Boston, MA: Cengage Learning Brooks, C. 2008., Introductory Econometrics for Finance. London, UK: Cambridge University Press Gujarati, D. Porter, D., 2009. Basic econometrics. New York, NY: McGraw-Hill Mankiw, G. 2011., Principles of Economics. Mason, OH: Ceng age Learning Newbold, P, Carlson, W Thorne, B., 2010. Statistics for business and economics. London, UK: Pearson. Appendix country ypc90 ypc05 open govgdp CPI90 CPI85 seced credit 1 Algeria 5314.63 6291.14 73.97 10.85 98.12 85.65 61 0.4 2 Australia 23209.99 34323.39 28.85 13.46 112.1 84.85 82 0.13 3 Bangladesh 1616.16 2166.01 17.81 8.18 20.8 23.39 19 0.21 4 Belgium 24558.91 31750.13 124.59 14.84 112.3 68.78 103 0.35 5 Brazil 7811.24 9000.3 13.39 21.34 50.76 34.79 38 0.24 6 Burkina Faso 926.09 1290.77 59.15 38.37 51.68 40.56 7 0.18 7 Cameroon 2710.21 2579.45 30.56 10.67 42.21 30.51 28 0.28 8 Canada 25534.32 34590.49 49.94 15.21 108.9 91.43 101 0.77 9 Chile 8639.98 16965.69 47.41 16.17 45.54 43.04 73 0.47 10 China 1929.15 6482.99 23.82 20.27 22.95 30 49 0.86 11 Cote dIvoire 2890.67 2315.96 63.45 12.74 47.54 32.77 22 0.4 12 Ecuador 4882.98 5755.93 41.55 21.28 32.49 59.65 55 0.12 13 Egypt 3595.06 5230.06 62.33 7.41 33.39 37.41 76 0.28 14 Ethiopia 859.95 963.19 27.95 18.38 32.49 38.94 14 0.23 15 France 23657.62 28779.31 32.71 16.86 120.7 75.72 99 0.92 16 Germany 24599.27 29547.74 40.66 12.02 113.3 69.59 98 0.93 17 Ghana 1258.5 1530.09 58.88 18.12 38.46 57.32 36 0.05 18 Greece 17022.2 25467.06 36.71 14.13 79.84 48.97 93 0.35 19 Hungary 11441.58 16216.88 36.52 27.65 38.39 30.4 79 0.45 20 India 2001.59 3365.34 17.05 28.29 29.55 33.71 44 0.26 21 Indonesia 3216.91 4883.97 46.59 18.32 26.45 33.55 44 0.37 22 Iran 5691.14 9498.28 75.76 13.88 260 83.44 55 0 23 Italy 23168.6 27794.86 42.58 13.32 114.2 64.35 83 0.48 24 Japan 26384.61 29780.3 16.86 10.71 131.2 89.34 97 1.92 25 Kenya 2061.24 2017.39 43.02 8.41 26.49 32.17 24 0.3 26 Korea 11908.21 22048.39 32.56 10.16 71.63 53.58 90 0.9 27 Madagascar 1071.44 862.79 57.23 12.09 31.15 36.51 18 0.15 28 Malawi 935.71 1179.62 55.7 6.72 29.12 25.23 8 0.13 29 Malaysia 8418.95 16481.49 139.83 13.87 43.53 50.1 56 0.67 30 Mali 880.52 1254.06 45.73 19.82 41.02 26.29 7 0.12 31 Morocco 4499.87 5096.45 44.93 10.7 28.23 21.05 35 0.13 32 Nepal 1453.76 1885.79 31.53 16.32 21.8 23.78 33 0.12 33 Netherlands 24618.6 32638.07 78.34 17.61 100.9 63.98 120 1.4 34 Nigeria 1339.46 1810.23 56.44 7.02 40.67 103.41 25 0.12 35 Pakistan 2425.93 3269.38 32.09 18.53 26.24 28.75 23 0.24 36 Peru 4024.44 5733.98 24.54 12.71 44.23 22.04 67 0.04 37 Philippines 3385.71 4063.08 74.32 13.53 25.53 27.8 73 0.2 38 Poland 7194.65 12666.11 27.72 20.19 27.51 41.98 81 0.02 39 Saudi Arabia 22516.86 20731.34 79.73 17.74 48.85 62 44 0.64 40 South Africa 7915.05 9609.77 38.4 22.27 45.73 29.33 74 0.84 41 Spain 19111.88 29150.46 27.62 11.87 98.98 51.88 104 0.75 42 Sri Lanka 3151.19 5328.64 54.8 23.42 21.91 22.73 74 0.18 43 Sudan 955.79 1959.82 29.33 6.41 163.5 52.41 24 0.06 44 Syria 1816.6 2595.87 71.3 23.84 129.5 140.14 52 0.07 45 Thailand 5405.67 8666.41 90.5 11.93 38.47 35.79 30 0.72 46 Turkey 5366.32 7132.83 24.63 15.27 69.38 45.98 47 0.13 47 Uganda 740.1 11 67.26 27.08 32.61 39.99 62.88 13 0.02 48 U.K. 21742.5 30275.79 36.97 16.48 102.7 68.53 85 1.13 49 Venezuela 10146.72 10972.88 46.47 21.96 38.18 60.39 35 0.23 This report on Recommendations For Strategy Of Raising The Country’s Per Capita Gross Domestic Product was written and submitted by user Swarm to help you with your own studies. 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Sunday, March 8, 2020

ACT Exam Time Management Handing in the Test Early

SAT / ACT Exam Time Management Handing in the Test Early SAT / ACT Prep Online Guides and Tips I recently received a question from one of my students that I believe highlights a very common mistake: "I find that on some sections I finish early and close the section ahead of time – does this mean I'm doing well on those sections?" Here, I'll break down why this sometimes happens, and what it means for you. Isn't Getting Done First a Great Thing? Many students are used to high school exams where the genius in the class finishes ahead of time and hands in the test early. These students then get the idea that handing in the test early is a sign of genius, and strive for the same on the ACT / SAT. But it turns out that closing a section early is almost always a huge mistake on the ACT / SAT due to time management. Read on to find out why. Why Finishing Early is a Huge Mistake The SAT / ACT are time-pressure tests. This means the creators of the tests on purpose give you much less time than you need to feel no time pressure on the tests. Few, if any, students are smart enough to really finish early. I personally received perfect scores on the SAT and know dozens of classmates who got perfect ACT / SAT scores, some of who are genius mathematicians, and none of these people ever finished early. Time is gold on the test, and you canalwaysconvert time to a higher expected score on these tests (I'll show you how). If you accept this, then it's obvious you shouldn't be handing in the test early: are you getting a perfect score in that section you're handing in early? If not, why aren't you using the techniques below to convert that extra time to a higher score? How to Convert Time To Score Okay, you're handing in your math section early, yet you're far from getting a 800. How do you convert that extra time into a higher score? Strategy #1: Have pacing checkpoints. Finishing early should never take you by surprise. You should be glancing at your watch every 5 minutes, and seeing whether you're "too ahead" or "too behind" in your section. Finishing early means you're "too ahead" – you'll realize this halfway through the section. In this case, slow down on the problems. Employ strategies that trade off time for points: read each question twice, write more neatly, think more about each question, double check your answer. This class of strategies "burns" your free time and harnesses it into extra points! Strategy #2: Double check each problem. Okay, say you employed the strategy above, and still have a few minutes left at the end. What do you do? Go back and check your problems. I don't mean glancing at them and mechanically saying to yourself "okay, yeah, that was right," but actually redoing the problem a different way. A very helpful trick is to actually mark "questionable problems" with a star while you're doing the test the first time around. Questionable problems are those you aren't sure about but don't want to waste time on the first time through. When you have time the second time around, go to the starred problems first. Oh, and what do you do if you finish a second check? Hand it in early? Nope, check it a third time. Take it from me – there are countless times I've found one serious mistake on a second or third check-through. That's 20-40 points right there, on a single section! To conclude, never hand in your test early. Manage your time during the first run-through so you never have too much time in the end. If you still end with too much time, check it over again! If you liked this article, you might enjoy: Why you need to prepare for the SAT / ACT How to get a perfect ACT / SAT score 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:

Friday, February 21, 2020

Tolstoy's Concept of Power and Leadership Research Paper

Tolstoy's Concept of Power and Leadership - Research Paper Example On the other end, leadership is driving unpopular initiatives in a populace. For instance, within an organization, it would require a person to identify a numbers of approaches that would be used for the purposes of making changes. This will depend on many aspects including freedom of the subordinates and the authority that the leader possesses. For instance, an authoritarian approach entails the power of the leader to make decisions on their own and then telling those that they lead instructions on what is to be done. Here, those being led have no chance of deciding on what they should perform. Another approach to the power and leadership issue consultative approach that involves consultation. Here, those in leadership positions consult a few people on some decision and actions that they would be taking. They also inform these people on the changes that would be likely to occur. This enables them to institute the right measures that would benefit a large number of people. In additio n to the two most liked methods above, there is democratic approach where a team of people would be involved in decision making process. In this approach, the leader assists the group in forming structures and encourage those involved taking in decision making process.... At the above mentioned levels, there are various people are who include; managers, chief executive officers, directors and even supervisors. It is likely that such people may acquire their motivation from different aspects. Those aspects may be from within the organization or from outside the organization. The aspects above may be different but would serve the purpose of achieving a common goal.. This research paper looks at primary motivators for leading, correct mind set within the organization and characters of those leading. What motivates leaders? Desire to make differences At times, some of the staff members within the organization may be observant and identify areas of weaknesses. Such weakness may be impacting negatively on their efforts within the organization. This may be from within the organization, those in leadership positions or even those under leaders. It would be time spent on petty issues, meetings and taking too much time to accomplish inadequate results. Other as pects within the organization may include; confusion in carrying out tasks, poor ways of evaluating the executive, committees that achieve remarkably little, poor documentation of records and even poor appraisal and remuneration techniques. In the political arena, it may be poor governance that they would like to change. It may also be the structure of politics that they would want to change, and this will serve as a motivation factor to these people. The above situation may serve to motivate people who are determined to take a step towards leadership in organizations. This is because they feel that their efforts are being wasted by other people within the organization. This would make them initiate changes within the organization. For example, they may