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Saturday, May 16, 2020

Evaluation Of Norm Sample - 757 Words

Evaluation of Norm Sample for KeyMath-3 DA The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving). Additionally, data from the U.S. Bureau of th e Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status. Ages/Grades of Students To accomplish an age norm sample, the KeyMath-3 DA tested students beginning from the ages of 4 years 6 months through 21 years 11 months. In order to accommodate the goal of testing 220 students per group, Connolly (2007) divided the groups suchShow MoreRelatedEvaluation Of Norm Sample754 Words Ã‚ |Ã‚ 4 PagesEvaluation of Norm Sample for KeyMath-3 DA In order to determine the components of the norm sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA), an evaluation is presented. For reference, a norm sample is defined as selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essentialRead MoreCultural Evaluation Of Eddi-31277 Words Ã‚ |Ã‚ 6 Pagesdisappointing, suggesting the screening components were more helpful than the scales. Technical evaluation Norms EDI-3 relies on the age and diagnostic status of individuals. Age effects can influence some sub-scales when comparing adolescents and adults. Therefore, two normative groups were derived: 11 to 17 years, and 18 years and older. There was no normative group for those under 11 or over 53 years. The norms refer to specifically to females only. The adult normative groups are Caucasian femalesRead MoreThe Assessment Instrument You Are Reviewing1536 Words Ã‚ |Ã‚ 7 Pagesassessment (criterion referenced or norm referenced) (2 pts.) This assessment is a norm referenced assessment because it designed to compare an individual performances with the performance of the standardization sample. Norming information: how were the individuals in the norming sample selected? Determine if the normative sample is representative of the population in terms of gender, ethnicity, geographical areas, and parental status. (4 pts.) The standardization sample was selected from most statesRead MoreContent Validity And Its Effects On The Research Instrument1331 Words Ã‚ |Ã‚ 6 Pagesfactors or popularly known as Ã¢â‚¬Ëœstructural modelÃ¢â‚¬â„¢. In SEM, a researcher must aware the irregularities that may occurred in their proposed structure. Bagozzi Yi (1998) suggested three criteria to evaluate the compatibility of a model: Preliminary Evaluation Criteria, Overall Model Fit Criteria and Internal Sturcture Fit Criteria. The first criteria requires the model to be exempt from negative error variances, loading factors correlations that larger than one, and very high standard errors. The nextRead MoreUses Of Rasch Calibration Parameters1187 Words Ã‚ |Ã‚ 5 Pagesfor each form to determine start and stop points. Vertical scaling involves linking the total raw scores from different item sets (within subtests). Next, parallel form equating was completed using the equipercentile method and the entire grade norm sample . As a result, item order is not strictly based on level of difficulty. Instead, these subtests contain item sets with decision points to continue or discontinue testing. Item analyses were completed using IRT, specifically a Rasch analysis inRead MoreThe Brigance Diagnostic Inventory Of Early Development II1158 Words Ã‚ |Ã‚ 5 Pages(Davis 1). It also helps in assisting with program evaluation. The subtests in the IED-II include 11 areas of development. These areas include preambulatory motor skills, gross motor skills, fine motor, self-help skills, speech and language skills, general knowledge/comprehension, social emotional development, readiness, basic reading skills, basic math for criterion-referenced and manuscript writing (Davis pg 2). The Brigance test is both norm and criterion referenced, and both are appropriateRead MoreAccounting Procedures For Problem Evaluation Essay1670 Words Ã‚ |Ã‚ 7 Pages2.4 PROCEDURES FOR PROBLEM EVALUATION In general, the problems detailed in the EPA manual are those most commonly encountered. However, the procedures mentioned in the EPA manual can be used for any type of problem evaluation. The first step in problem evaluation is to determine if the plant is meeting design performance standards by comparing its effluent quality and overall removal efficiencies with those specified by the design. If the plant does not routinely meet performance specificationsRead MoreTiger Tools Case Study Essay1613 Words Ã‚ |Ã‚ 7 PagesIndustries, was about to launch a new product. In this regard, the Production Manager asked her assistant Jim Peterson to evaluate the capability of the existing equipment used in the process. He proceeded to obtain eighteen random samples and the results of these samples were put in a table. His subsequent conclusion after analyzing the data would be that the process was not capable. This was on the basis of the width specification of 1.44 cm. Given the ambition that the company had, of introducingRead MoreBilingual Children973 Words Ã‚ |Ã‚ 4 Pagesare the most common. These include: norm-referenced standardized measures, criterion-referenced measures, language-processing measures, and dynamic assessment. Each method measures the childÃ¢â‚¬â„¢s abilities in speech and language using different approaches where each has its strength and weaknesses. The norm-referenced standardized measure is a standardized test where the childÃ¢â‚¬â„¢s results are compared to a normative sample (Laing, 2003). Using the clinical evaluation of language fundamentals (CELF-3)Read MoreCritique of the Gifted and Talented Evaluation Scales1469 Words Ã‚ |Ã‚ 6 Pagesvalue. They are the original numerical values associated with the subjectÃ¢â‚¬â„¢s test performance which are converted into standard scores (Jarosewich, Pfeiffer, Morris, 2002). The percentile rankings are normally used in scholastic and psychosomatic evaluation. Percentages illustrate ranking of those assessed performance as compared to the current student. Standard scores are the most useful of the test scores. These scores are normalized against the predetermined mean and standard deviation to detail

Evaluation Of Norm Sample - 757 Words

Wednesday, May 6, 2020

Music Therapy Within Children And Adolescent Bereavement

Music Therapy Within Children and Adolescent Bereavement While the bereavement process may be a universal chapter of life, the experience itself is conclusively subjective. Specifically for younger individuals, bereavement is a very complex encounter because developmental factors must be considered. The loss of an individual in a childÃ¢â‚¬â„¢s life is heavily influenced by the time in which it occurs because coping mechanisms may or may not be developed. For example, if a child does not understand the context of death, they most likely will not have adequate coping skills to process this life-changing experience. Children and adolescents who are facing bereavement may face developmental relapse as well as changes in social, behavioral,Ã¢â‚¬ ¦show more contentÃ¢â‚¬ ¦In their article, McFerran et al. gives a great representation of the role of music within the realm of children and adolescent bereavement: The function of music can be metaphorically represented as both a mirror and a window for the teenager. The idea of music serving as a mirror reflects an emphasis on the personal, including the intrapersonal and private roles that music can fulfill when there is no expectation of an audience for their musical engagementÃ¢â‚¬ ¦ The contrary idea of music serving as a window encompasses the social, interpersonal, and cultural functions that music naturally serves for young people.Ã¢â‚¬ (McFerran et al, p. 543-544). Within the world of a teenager, the desire to feel normal is very natural. When going through the bereavement process, these individuals undoubtedly need support, but this must be approached with caution. By providing these individuals with a familiar variable, they may feel more comfortable with sharing what emotions they may be experiencing. Various studies have concluded that the relationship between children, adolescents, and music is very synonymous. Adolescents in todayÃ¢â‚¬â„¢s modern world tend to familiarize themselves with music in which they can relate. Furthermore, this preferential music may provide that validation for teenagers who are grieving, making it known that what they are feeling is not atypical.

Tuesday, May 5, 2020

Case Study of Failed Financial Institution Free-Samples for Students

Question: Discuss about the Case study of a failed (or troubled) Financial Institution. Answer: Introduction A financial institution refers to an entity or establishment with a responsibility of conducting financial or monetary transactions such as deposits, loans, investments and currency exchange (Gieve Provost 2015, p. 61). Research has shown that financial institutions play a very important and unique role in the economic process. A strong linkage has also been proved evident between financial sectors of the economy and the economic growth (Eichacker 2016, p. 21). The failure of financial institutions is a phenomenon that has seriously characterized the history of economic growth and development of many developed and developing nations. Other than the economic consequences of the financial crisis in an economy, the banking public has also suffered tremendous psychological, emotional, social and financial problems. The essay, therefore, will provide an analysis of case study of a failed financial institution in a bid to understand the events leading to the failure, the causes of the fail ure and the regulatory response to the failure. A financial institution can be said to be struggling or experiencing a failure when its unable to meet the obligations of its depositors and creditors because of insolvency and inability to meet its liabilities. Economically, financial institutions are said to be in a state of failure if the market value of its assets falls to a value which is considerably lower than the market value of its liabilities (Darrat et al. 2016, p. 164). Just as the global economic and financial crisis of 2008, any financial crisis to any nation would have adverse effects if not addressed with the relevant regulatory and policy frameworks. The case study in this essay will examine the events and causes of failure financial institutions in the Republic of Iceland, which lead to the collapse of three banks as denoted by Dewing and Russell (2016, p. 165). The events leading to the failure of the banks were all attributed to the financial crisis 2008 and the meltdown of the Iceland economy (Mcllroy 2008, p. 285). Dewing and Russell (2016) also assert that it took a period of five years since the privatization of the banking sector in Iceland in 2003 to its collapse in 2008. The fall or failure was considered and placed 3rd among the history of bankruptcies of banks in the US. Later the government had to play a role in the regulation of the activities of the financial institutions. It is from the same domain, where the Special investigation Committee conducted a research to understand the causes of the failure of the banks despite government intervention in solving the already existing financial crisis. The first cause of failure was the issues related to the growth of the banking industry and its credibility. Sigurthorsson (2012) denotes that over that period, the lending portfolio and balance sheets of the banks had grown immensely and to a level that could not be controlled. As a result of the growing portfolio, the management and the supervisors of the financial institution could not keep up with the rate of expansion of lending services which was growing rapidly. It was therefore not reasonable enough to keep such a high risk growth as it was incompatible with demands and long-term interests of growing banks. Also the financial, monitoring and evaluation bodies did not grow significantly as the partners rate of growth of its partners and as a result, they were not able to perform its task of regulation and control as required (Johnson 2012, p. 12). These banks also suffered from increased margins of foreign debts, these were especially sought from the European debt securities market and others at the American debt securities market. The underlying reasons for this economic behavior were due to the existence of good credit rating and also the access to potential markets in Europe (Sigurhorson 2012, p. 148). Research has shown that these three banks had a magnitude of 14 billion in foreign securities market a debt which was more than the countrys GDP. The special investigation committee was of the opinion that, the decision to borrow from these foreign securities was done with too much haste and hence the reason for the failure. The market forces of demand and supply could have led to the reduction of the interest rates, because if the interest rates go up then access to borrowing becomes more difficult. Due to lack of management action on the increased foreign debt, by 2007, the banks were in a serious crisis of finding ways to finance the debt securities. Thirdly, there was too much concentration of risks in the financial institutions centrally to the principle of diversification of risk which is very important in the operations of the financial institutions or banks. For example, the Bogor group and affiliated companies had securities in all the three banks. The financial institutions should not take too much risk because of one party such that the general performance of that bank is depended on the performance of the group. The behavior can end up proving to be very harmful to the depositors and other creditors of the bank in the event of a loss (Angeliech 2014, p. 5). The financial institutions experienced a failure also because of the weak equity base. According to Suetin (2012), equity capital is a very important asset in the operations of the financial institutions and bears a great influence on the ability of the banks to finance its operations weak equity is characteristic of loans with collateral in own shares and forward contracts. Therefore,the study showed that financing of the owners equity from borrowing from the system itself threats the stability of the financial institutions. So these banks were using most of their equity in financing their debts, which destabilized the institution. The other reasonfor failure and collapse of the institutions were the incentive schemes. The SIC report showed that from 2004 to 2008 that the management and other staff of the banks had a link to their price stock which was way above and beyond what was considered acceptable for a good incentive scheme (Iceland.org, 2010). Lastly, the financial institutions kept a higher record of foreign currency loans according to the Iceland's Meltdown Report (2011, p. 56). Research has shown that by doing so the banks were creating foreign exchange risks. There was also the problem of external audits. During the fiscal years 2004 to 2004 that were the annual accounts of the financial institution. The performance was endorsed without reservations by auditing firms by which the decision to use them was a choice of elected by the shareholders of the financial institution. A report by another audit showed that these financial statements did not reflect or give a true picture of their financial information status of the banks which then misguided the user of those financial statements both the internal and external users. In response to the financial issues which led to the collapse of the three major banks in Australia, the government of Iceland formed a consultative group which was to discuss and find appropriate measures to revive the operations of the banks and the economy at large. The consultative group composed of the ministry of finance,prime ministersoffice, ministry of business affairs, the central bank of Australia, and the FME. Through a series of discussions and engagements with different stakeholders and experts, the consultative group in February 2007, through the credit rating agency, had upgraded its policies on the long term credit of the three banks, this lead to the fall of the exchange rate of the Iceland Krona as well as the domestic prices (Iceland.org 2010). It was the efforts of the consultative group, which also ensured that the government does not ignore the issues of the Iceland banks but communicates them to abroad economies for assistance. The initiative led to a special meeting by ambassadors on February 22nd, 2008, with the sole purpose of deliberating the financial sector under the economy of Iceland. And eventually, the problems associated with the equity of the banks and also the liquidity was addressed by the central bank of Iceland (CBI). In a bid to remedy the financial crisis, Johnson (2012) denotes that the regulatory authorities, guided by the supervisory board of central bank of Iceland held a meeting on 23rd of May 2008. It was found that 170 billion of the guarantees of the CBIs collateral loans were debt securities and the banks were suffering from foreign debt securities especially from the American debt securities market. These securities were issued for each other and in any case, they were to be submitted when the collateral loans were acquired. Through the intervention of the finance minister Mathieson, who presented a bill to parliament that would authorize the treasury of Iceland to acquire a foreign loan of UK 500 billion; the bill was then passed on the 29th of May 2008. Such initiative allowed for banks to borrow internally and eased the burden of foreign debt as the treasury through the central bank of Iceland was to control the lending activities of the bank (Darrat et al. 2014, p. 56). There were some main weaknesses in corporate governance and supervisory in the financial crisis, this involved weaknesses of the risk management systems and lack of qualified board oversight as well as a robust risk management team (Sietin A, 2009). The corporate governance did not safeguard against risk taking which eventually led the financial institutions to foreign debt risk and concentrated risk instead of risk diversification. Conclusion Financial crisis needs to be addressed when they occur by laying down economic policies and strategies which will solve the problems effectively. The case study of Iceland financial crisis foreshadows the major events, causes and the social responsibility of the corporate governance in addressing any financial crisis globally, the initiatives may not necessarily be similar but there exist a causal effect relationship. A firm's understanding of the inherent risks is very important because for the Iceland banks the liquidity risks should have been taken into consideration in the first quarter of 2007, this would have prevented further outcomes in 2008. There is also need to understand and control over all the potential balance sheet growth and liquidity needs. A limited knowledge on these would have severe effects in case of a crisis. Lastly, there should be a coordinated approach to the management of the financial institutions in assessing the firm's wide risk exposures. References Angelich, CD 2014, 'Financial Speak: A Method to Unmask Neoliberal Capitalism and the Ideology of Perpetual Growth', Global Media Journal: American Edition, pp. 1-16, Communication Mass Media Complete, EBSCOhost, viewed 28 April 2017. Darrat, A, Gray, S, Park, J, Wu, Y 2016, 'Corporate Governance and Bankruptcy Risk', Journal Of Accounting, Auditing Finance, 31, 2, pp. 163-202, Business Source Premier, EBSCOhost, viewed 28 April 2017. Dewing, I, Russell, P 2016, 'Whistleblowing, Governance and Regulation Before the Financial Crisis: The Case of HBOS', Journal Of Business Ethics, 134, 1, pp. 155-169, Education Full Text (H.W. Wilson), EBSCOhost, viewed 28 April 2017. Eichacker, N 2016, 'Lesson from Iceland's Financial Crisis', Dollars Sense, 323, pp. 21-25, Business Source Premier, EBSCOhost, viewed 28 April 2017. Gieve, J, Provost, C 2012, 'Ideas and Coordination in Policymaking: The Financial Crisis of 2007-2009', Governance, 25, 1, pp. 61-77, Business Source Premier, EBSCOhost, viewed 28 April 2017. Iceland's Meltdown. (cover story)' 2011, Mortgage Banking, 72, 1, pp. 74-81, Business Source Premier, EBSCOhost, viewed 28 April 2017. Johnson, J 2012, 'COLLAPSE and RENEWAL: Icelandic Theatre after the Banking Crisis', Theatreforum, 41, pp. 12-20, International Bibliography of Theatre Dance with Full Text, EBSCOhost, viewed 28 April 2017. McIlroy, DH 2008, 'Regulating risk: A measured response to the banking crisis', Journal Of Banking Regulation, 9, 4, pp. 284-292, Business Source Premier, EBSCOhost, viewed 28 April 2017. Sigurthorsson, D 2012, 'The Icelandic Banking Crisis: A Reason to Rethink CSR?', Journal Of Business Ethics, 111, 2, pp. 147-156, Education Full Text (H.W. Wilson), EBSCOhost, viewed 28 April 2017. Suetin, A 2012, 'Causes of the Current Financial Crisis', Problems Of Economic Transition, 52, 3, pp. 44-58, Business Source Premier, EBSCOhost, viewed 28 April 2017

Wednesday, April 15, 2020

The Clifford And James Philosophies On Beliefs

Thursday, March 12, 2020

J.J. Thomson Atomic Theory and Biography

J.J. Thomson Atomic Theory and Biography Sir Joseph John Thomson or J.J. Thomson is best known as the man who discovered the electron. J.J. Thomson Biographical Data Tomson was born December 18, 1856, Cheetham Hill, near Manchester, England. He diedÃ‚ August 30, 1940, Cambridge, Cambridgeshire, England. Thomson is buried in Westminster Abbey, near Sir Isaac Newton. J.J. Thomson is credited with the discovery of the electron, the negatively-charged particle in the atom. He is known for the Thomson atomic theory. Many scientists studied the electric discharge of aÃ‚ cathode ray tube. It was Thomsons interpretation that was important. He took the deflection of the rays by the magnets and charged plates as evidence of bodies much smaller than atoms. Thomson calculated these bodies had a large charge to mass ratio and he estimated the value of the charge itself. In 1904, Thomson proposed a model of the atom as a sphere of positive matter with electrons positioned based on electrostatic forces. So, he not only discovered the electron but determined it was a fundamental part of an atom. Notable awards Thomson received include: Nobel Prize in Physics (1906) in recognition of the great merits of his theoretical and experimental investigations on the conduction of electricity by gasesÃ‚ Knighted (1908)Cavendish Professor of Experimental Physics at Cambridge (1884-1918) Thomson Atomic Theory Thomsons discovery of the electron completely changed the way people viewed atoms. Up until the end of the 19th century, atoms were thought to be tiny solid spheres. In 1903, Thomson proposed a model of the atom consisting of positive and negative charges, present in equal amounts so that an atom would be electrically neutral. He proposed the atom was a sphere, but the positive and negative charges were embedded within it. Thomsons model came to be called the plum pudding model or chocolate chip cookie model. Modern scientists understand atoms consist of a nucleus of positively-charged protons and neutral neutrons, with negatively-charged electrons orbiting the nucleus. Yet, Thomsons model is important because it introduced the notion that an atom consisted of charged particles. Interesting Facts About J.J. Thomson Prior to Thomsons discovery of electrons, scientists believed the atom was the smallest fundamental unit of matter.Thomson called the particle he discovered corpuscles rather than electrons.Thomsons masters work,Ã‚ Treatise on the motion of vortex rings, provides a mathematical description of William Thomsons vortex theory of atoms. He was awarded the Adams Prize in 1884.Thomson discovered the natural radioactivity of potassium in 1905.In 1906, Thomson demonstrated a hydrogen atom had only a single electron.Thomsons father intended for J.J. to be an engineer, but the family did not have the funds to support the apprenticeship. So, Joseph John attendedÃ‚ Owens College in Manchester, and then Trinity College in Cambridge, where he became a mathematical physicist.Ã‚ In 1890, Thomson married one of his students, Rose Elisabeth Paget. They had a son and a daughter. The son, Sir George Paget Thomson, received the Nobel Prize in Physics in 1937.Thomson also investigated the nature of pos itively-charged particles. These experiments led to the development of the mass spectrograph. Thomson was closely aligned with chemists of the time. His atomic theory helped explain atomic bonding and the structure of molecules. Thomson published an important monograph in 1913 urging the use of the mass spectrograph in chemical analysis.Many consider J.J. Thomsons greatest contribution to science to be his role as a teacher. Seven of his research assistants, as well as his own son, went on to win the Nobel Prize in Physics. One of his best-known students was Ernest Rutherford, who succeeded Thomson as Cavendish Professor of Physics.