Tests of Intelligence Assignment Example | Topics and Well Written Essays - 500 words

Tests of Intelligence - Assignment Example ildren between the age group 6 to 16, meant to generate scores of IQ based on a comprehensive test model that includes ten core subtests and five supplemental tests. All these tests are verbal, and each of them carries equal weightage. The main testing spheres include verbal comprehension, perceptual reasoning, processing speed, and working memory. Application of WSIC in the sphere of IQ testing has been more successful than in clinical testing for attention-deficit hyperactivity disorder (ADHD) and other learning disabilities in children. This test was founded by Alfred Binet, and has undergone many modifications, the present one being 5th edition. This intelligence test is modeled to test using both verbal and nonverbal methods, aimed to assess reasoning, knowledge, analytical reasoning, visual-spatial processing and memory. The SB-5 is proven to be better in terms of assessing individuals and is more reliable (Becker, 2003). Based on a study conducted by Watkins et al. (1998), it was inferred that the WSIC test cannot distinguish between children with learning disabilities and those without disabilities. Further, the test could not predict academic achievement among children with learning disabilities. In this regard, the SB-5 is more suitable as it distinguishes children with different levels of intelligences and learning abilities. Research indicated weak reliability scores for WSIC, with low internal consistency reliability criterion; inconsistent results across time were also observed, thus complicating individual decisions and assessments. Owing to the deviation of subtest measurements from normative methods, ipsative methods based on transformation to person-relative metrics have been opted. However, these are not empirical, and are intuitive; because of this, the results so obtained are psychometrically incongruent. Instability of subtests measurements makes the test less reliable. Statistical differences of group mean scores will not help in

HR services Essay Example | Topics and Well Written Essays - 1000 words

HR services - Essay Example While there are a great variety of users of human resource services (HR services) within an organization, this essay will identify three key users, identify two key needs for each user, and explain how they can be prioritized One use of the human resource department is through the hiring and firing of employees. In these regards, all aspects of the organization rely on the human resource department to ensure that employees are screened properly and when there are significant disciplinary problems that they be released. In some regards, the human resource department can confronted with conflicting needs in this category; in these regards, it’s necessary for the department to attend to an urgent need, but in most instances handle these issues in the order they occurred. Another user of human resources is upper level management, through employee record keeping; within this service the primary needs are for the use of employee records, while keeping the records confidential from m embers of the organization that are not privy to them. In these regards, it’s necessary for HR services to keep stringent record keeping, but also to remain highly cognizant of which organizational members are privy to the specific recorded content. Other users of HR services within an organization are entry-level employees. These employees use HR services for both training programs and compensation and benefit management. In some regards, there may be a conflict of interest here, as the same individuals responsible for training the department are responsible for determining compensation bonuses. In these regards, it’s necessary to have an outside department, generally management, conduct reports that will factor into employee progress reports and ultimately bonuses. 2. Identify at least 3 methods of communication appropriate to employees at different levels ? Among the different methods of communication appropriate for employees at different levels, this essay will co nsider three main types (‘Workplace Communication’). The first type of communication is verbal communication. Verbal communication represents the most direct and perhaps effective form of communication. The drawback of verbal communication is that it does not leave a record of the conversation that took place, nor is it always possible for upper level management to verbally address all the concerns of entry level, or low-level employees. In these regards, another level of communication that is effective is written communication. Written communication functions to produce a clear and understandable message in a context that allows for the individuals implementing this communication process to ensure there is a record of their communication. In these regards, written communication is important in matters wherein the individual receiving the message is of high importance. It’s also effective when the message is complex and it would be useful to be able to review the message. The final type of communication that is considered is visual communication. Generally visually communication is implemented through presentations from upper level to lower level employees, but it can also be implemented in presentations that speak to upper level organizational members, as a means of informing them of status updates, or proposing potential changes. Ultimately, visual communication is most effective for speaking to larger audiences, or in terms of explicating difficult to comprehend material through chart forms; finally it can demonstrate business prototypes or models highly effectively that couldn’t otherwise be articulated through verbal or written communication methods. 3. Describes the key components of effective service delivery including: ? Service delivery has taken on a variety of contextual meanings, making clear and precise definition of the various aspects of the

Most Influential Socialist Thinkers Of Time

Most Influential Socialist Thinkers Of Time The philosopher, social scientist, historian and revolutionary, Karl Marx, is without a doubt the most influential socialist thinker to emerge in the 19th century. Although he was largely ignored by scholars in his own lifetime, his social, economic and political ideas gained rapid acceptance in the socialist movement after his death in 1883. Until quite recently almost half the population of the world lived under regimes that claim to be Marxist. This very success, however, has meant that the original ideas of Marx have often been modified and his meanings adapted to a great variety of political circumstances. In addition, the fact that Marx delayed publication of many of his writings meant that is been only recently that scholars had the opportunity to appreciate Marxs intellectual stature. It is difficult to know what effect this would have on his later philosophy, but we do know that Marx would be antithetical to religious belief, at one time pronouncing it, the opiate of the masses After schooling in Trier (1830-35), Marx entered Bonn University to study law. At university he spent much of his time socialising and running up large debts. His father was horrified when he discovered that Karl had been wounded in a duel. Heinrich Marx agreed to pay off his sons debts but insisted that he moved to the more sedate Berlin University. Educated in the best universities in Germany at Bonn, Berlin and Jena, he was greatly influenced by the most prominent scholar of the previous generation, Georg Wilhelm Friedrich Hegel. As youth turned to middle age, Karl Marxs views became more radical and finally hardened into the body of thought we know today. His journey to this point took him out of Germany where the newspaper he edited, the Rheinische Zeitung, was suppressed by the Government. He moved to Paris in 1843 and later to Brussels in 1845. Marx himself considered his theory of surplus-value his most important contribution to the progress of economic analysis (Marx, letter to Engels of 24 August 1867). It is through this theory that the wide scope of his sociological and historical thought enables him simultaneously to place the capitalist mode of production in his historical context, and to find the root of its inner economic contradictions and its laws of motion in the specific relations of production on which it is based Marx was partial to Hegel and his theories and was influenced by Hegels views that history was a dialectical process. He did not adhere to Hegels spirituality . He was also influenced by Fuerbach, Saint-Simon, Proudhon and Bakunin. While living in Paris, he began to associate with the working clasas for the first time. He began to formulate his thought that revolution was the key to achieving balance between the upper class and the working class. He wrote and spoke on social change through revolution. He believed that there was great energy between proleterians and capitalists. Marx began to appeal to more of the common people during the early depression days. American educatin became aware of soviet education reforms during the 1920s and through George S. Counts who visited Russia and brought their educational system of reform to light in America. But only a mere 10 years later, American educators did not think societ education was good. The theory associated with Marxism was developed in mid-19th century Europe by Karl Marx and Friedrich Engels. Although Marx and Engels did not write widely about education, they developed theoretical perspectives on modern societies that have been used to highlight the social functions of education and their concepts and methods have served to both theorize and criticize education in the reproduction of capitalist societies, and to support projects of alternative education. In this study, I will first briefly sketch the classical perspectives of Marx and Engels, highlighting the place of education in their work. Then, I lay out the way that Marxian perspectives on education were developed in the Frankfurt School critical theory, British cultural studies, and other neo- Marxian and post-Marxian approaches grouped under the label of critical pedagogy, that emerged from the work of Paulo Freire and is now global in scope. I argue that Marxism provides influential and robust perspectives on education, still of use, but that classical Marxism has certain omissions and limitations that contemporary theories of society and education need to overcome. The young Marx and Engels thus perceived that without education the working class was condemned to lives of drudgery and death, but that with education they had a chance to create a better life. In their famous 1848 Communist Manifesto, Marx and Engels argued that growing economic crises would throw ever more segments of the middle classes, and the older peasant and artisan classes, into the impoverished situation of the proletariat and would thus produce a unified working class, at least one with interests in common. They declared that the bourgeois class is constantly battling against the older feudal powers, among its own segments, and against the foreign bourgeoisie, and thus enlists the proletariat as its ally. Consequently, the proletariat gains education and experience which it can use to fight the ruling class. The Marxist approach to education is broad constuctivist and emphasises activity, collaboration and critique, rather than passive absorption of knowledge, emulation of elders and conformism; it is student-centred rather than teacher centred, but recognises that education cannot transcend the problems and capabilities of the society in which it is located. The Soviet, Chinese, and other Communist states were at most only partly structured along Marxist classless lines, and while such Communist leaders as Vladimir Ilyich Lenin, Joseph Stalin, and Mao Zedong staunchly claimed Marxist orthodoxy for their pronouncements, they in fact greatly stretched the doctrine in attempting to mold it to their own uses. The evolution of varied forms of welfare capitalism, the improved condition of workers in industrial societies, and the recent demise of the Communist bloc in Eastern Europe and Central Asia have tended to discredit Marxs dire and deterministic economic predictions. The Soviet and Chinese Communist regimes did not result in the disappearance of the state, but in the erection of huge, monolithic, and largely inefficient state structures. In recent years, many Western intellectuals have championed Marxism and repudiated Communism, objecting to the manner in which the two terms are often used interchangeably. A number have turned to Marxs other writings and explored the present-day value of such Marxist concepts as alienation. Among prominent Western Marxists were the Hungarian philosopher Gyà ¶rgy Lukaisand the Italian political philosopher Antonio Gramsci, both of whom viewed Marxism as a liberation from the rule of political economy and believed in its relationship to the social consciousness. Marxisms influence can be found in disciplines as diverse as economics, history, art, literary criticism, and sociology. German sociologist Max Weber, Frankfurt school theorists such as Theodor Adorno and Max Horkheimer, British economist Joan Robinson, German dramatist Bertolt Brecht, British literary critic Frederic Jameson, and the French historians of the Annales school have all produced work drawn from Marxist perspectiv es.

The Presidential Debates :: Politics Political Science Essays

The Presidential Debates A picture is worth a thousand words. Get that picture played repeatedly over the news and it’s worth more than a thousand words; you gather the entire eyes, ears, and minds of a nation. The â€Å"great debate† of the Presidential Election for 2004 was well aware of the media power, understanding that there is a 24-news cycle available through TV, newspapers, and Internet. Those who wanted to remain ahead only had to use the media as their guinea pigs to twist out their favorable outcome. President Bush may be incumbent but his team behind the debate is not; John Kerry may be long-winded but his team behind the debate knows how to attract attention quickly. Both candidates may not have known what stage was being set October 4, 2004 but their campaign aids and analysts knew that in order to turn an American audience onto their side they knew manipulation of the media would turn into manipulation of the public. For those watching the first debate it was easy to see which candidate was better prepared and over-all more likeable. While John Kerry spoke on point, direct, and quickly, President Bush was defensive, angry, and often repetitive; idiotic remarks such as, ''Of course I know Osama bin Laden attacked us -- I know that,† stuck out like sore thumbs amidst a debate of intelligence, and cool comebacks (New York Times). The use of the split-screen by some cable networks such as Fox Network News, presented the debate with a split-screen allowing â€Å"... several shots of Bush grimacing and looking quite hostile during Kerry's criticisms of his Iraq actions† creating the effect that â€Å"Kerry was aware of the camera’s gaze and Bush perhaps did not† (The Los Angeles Times). The overall effect of the split-screen was favorable to Kerry and unfavorable to Bush, allowing for the Democratic and Republican parties to try and convey their opinions of whe ther this was fair. Kerry officials were ecstatic over the results, comparing the President to Al Gore’s reactions in the 2000 debate â€Å"memorable† and â€Å"counter productive† (The Los Angeles Times). While Kerry officials were gloating the Bush campaign tried to play if off coolly, acting as if the reactions of the President did nothing more than a man who showed his emotion and conviction last night in answering questions and listening to someone de-credit him in the American Public (The Los Angeles Times). The Presidential Debates :: Politics Political Science Essays The Presidential Debates A picture is worth a thousand words. Get that picture played repeatedly over the news and it’s worth more than a thousand words; you gather the entire eyes, ears, and minds of a nation. The â€Å"great debate† of the Presidential Election for 2004 was well aware of the media power, understanding that there is a 24-news cycle available through TV, newspapers, and Internet. Those who wanted to remain ahead only had to use the media as their guinea pigs to twist out their favorable outcome. President Bush may be incumbent but his team behind the debate is not; John Kerry may be long-winded but his team behind the debate knows how to attract attention quickly. Both candidates may not have known what stage was being set October 4, 2004 but their campaign aids and analysts knew that in order to turn an American audience onto their side they knew manipulation of the media would turn into manipulation of the public. For those watching the first debate it was easy to see which candidate was better prepared and over-all more likeable. While John Kerry spoke on point, direct, and quickly, President Bush was defensive, angry, and often repetitive; idiotic remarks such as, ''Of course I know Osama bin Laden attacked us -- I know that,† stuck out like sore thumbs amidst a debate of intelligence, and cool comebacks (New York Times). The use of the split-screen by some cable networks such as Fox Network News, presented the debate with a split-screen allowing â€Å"... several shots of Bush grimacing and looking quite hostile during Kerry's criticisms of his Iraq actions† creating the effect that â€Å"Kerry was aware of the camera’s gaze and Bush perhaps did not† (The Los Angeles Times). The overall effect of the split-screen was favorable to Kerry and unfavorable to Bush, allowing for the Democratic and Republican parties to try and convey their opinions of whe ther this was fair. Kerry officials were ecstatic over the results, comparing the President to Al Gore’s reactions in the 2000 debate â€Å"memorable† and â€Å"counter productive† (The Los Angeles Times). While Kerry officials were gloating the Bush campaign tried to play if off coolly, acting as if the reactions of the President did nothing more than a man who showed his emotion and conviction last night in answering questions and listening to someone de-credit him in the American Public (The Los Angeles Times).

High School and Exemption Forms

I am in the process of distributing Exemption Forms to students today. I wanted to go over a few things with you so that we are all on the same page. Exemptions were put into place to encourage and reward good attendance and behavior. This is not a privilege entitled to every student simply because they are enrolled in our school†¦ It is a REWARD. Please pass this on to your students. The rules are very simple†¦. If you have been in SIS, DEEP or if you have been suspended this semester, then you can't be exempt. The average that a student must have in your class in order to be exempt is based on he number of absences that he or she has in your class. A. If a student has 0-1 excused absence in your class, their semester average must be an 80 or above B. If a student has 2 excused absences in your class, their semester average must be an 85 or above C.If a student has 3 excused absences in your class, their semester average ,must be a 90 or above If a student has an unexcused absence in your class, they may not be exempt from your test. Notes for unexcused absences will not be accepted at this point. It is the students' responsibility to turn in notes within 5 days of returning to school after they eave been absent. Please do not give the student the attendance information that you see in your grade book as this includes extracurricular absences in the total number and those do not count.

Riba & Its Types

Riba' The word â€Å"Riba† means excess, increase or addition, which correctly interpreted according to Shariah terminology, implies any excess compensation without due consideration (consideration does not include time value of money). Types of Riba: 1. Riba' AnNisi'ah: This is the stipulated interest which the lender takes from the borrower in consideration of the time given to the borrower to pay back the capital. It is HARAM based on the Quran and the Sunnah and the consensus of Muslim scholars. . Riba' Al Fadl:   This applies to barter (exchanging one commodity for another), where   commodities of the same type are exchanged in unequal amounts, especially the exchange of precious metals and foodstuffs, it is HARAM, by the Sunnah and the concensus of scholars; as it paves the way for Riba' nNasi'ah. Numerous ahadith have demonstrated the prohibition with regard to gold, silver, wheat, barley, dates, and salt. The Prophet sallaAllahu ‘alayhi wa sellem said, â€Å"Gold for gold, and silver for silver, and wheat for wheat, and barley for barley, and dates for dates, and salt for salt, like for like, equal for equal, from hand to hand (the transaction must be completed before the two sides leave each other). But if the types are different then sell as you wish, as long as it is hand to hand. †Ã‚   (Muslim) The Prophet sallaAllahu ‘alayhi wa sellem also said, â€Å"Whoever gives more or asks for more (than what he gave) commits an act of Riba', the given and the taken are equivalent (in the sin). (Muslim) The Prophet sallaAllahu ‘alayhi wa sellem said, â€Å"Prohibited selling food (of the same variety) except equivalent in weight and hand to hand. † (Muslim) â€Å"Do not sell gold for gold unless equivalent in weight (and from hand to hand), and do not sell less amount for greater amount or vice versa, and do not sell silver for silver unless equivalent in we ight (and from hand to hand), and do not sell less amount for greater amount or vice versa and do not sell gold or silver that is not present at the moment of exchange for gold or silver that is present. †Ã‚   (agreed upon) To lend a bank money or borrow from it on the condition of a payment of a fixed annual or monthly percentage rate of interest, say 2%, or more or less, is a form of PROHIBITED RIBA'. â€Å"†¦ whereas Allah has permitted trading and forbidden Riba' (usury)†¦ †Ã‚   2:275 Poverty isn't an excuse for Riba'. Mudaraba: which is a form of partnership where one person invests money and the other invests his skill and effort, and they share the profit or loss of the enterprise, so Islam did not impose any hardship on the people (by prohibiting Riba') but rather it provided them with a viable alternative to it, among them are the following: . Qard Hasan (a beautiful loan): Istead of a Muslim loaning his money on interest which causes pollution and blight on all his property and oppresses the borrower, Islam encourages him to make the loan Qard Hasan, and promised him a gracious reward for it;   Allah said, â€Å"Who is he that will lend to Allah a goodly loan so that Her ma y multiply it to him many times? †Ã‚   2:245 2. Giving an extension to a person who cannot repay the loan on time because of financial difficulty, until he gets back on his feet. And Islam encourages the lender to forgive the loan altogether in this circumstance;   Allah said, â€Å"And if the debtor is in a hard time (has no money), then grant him time till it is easy for him to repay, but if you remit it by way of charity, that is better for you if you did but know. † 2:280 3. Mutual Aid by all means: This encompasses mutual aid on a social level, in industry and in agriculture, and social security by financing farmers and industrialists and craftsmen in order to enable them to produce effectively. This returns a benefit to the whole Ummah. Also, opening schools and buidling hospitals and homes for the elderly and the incapacitated and all other items alike fall under the mutual aid mentioned in the verse†¦ â€Å"†¦ help you one another in Al Birr and atTaqwa (virtue, righteousness and piety);†¦ †Ã‚   5:2                    The society which realizes these means will proceed, in the shade of this comprehensive mutual aid, happily and far removed from the distress of Riba'. . We should not forget the payment of Zakat to those who deserve it. This will have a major impact on getting rid of Riba'. BEWARE:   from putting your money in a *nonIslamic bank*. Even if you don't take interest on it, the bank takes your money and loans it out to gain interest. So you are helping the Riba' system, and are indirectly responsible and beware from taking loans from those banks.

Steven King in class essays

Steven King in class essays There is no doubt that Stephen King is an incredibly popular author of horror stories and novels. People who have not read his novels have probably seen movies based on these novels or may have seen movies that he has written the screenplays for. Because of his popularity, having his stories as an assignment in a literary class will certainly appeal to even the most reluctant reader. Students will read and enjoy his work. Although most education professionals of literature recognize the motivational quality of King's work, many have not considered teaching any of his works in the classrooms. His often strong language, or the grossness of the horror in some of his stories, may have been a barrier in their consideration. Even though his style of writing may not be acceptable to some people, King has acquired his style from extensive reading of works from the great figures of literature. He is very concerned with incorporating the fundamentals of good writing in his works which means hi s stories are not only motivational, but worthy to study in the classroom. Because many students are already familiar with King's work and are intrigued by the genre of horror, the willingness of these students to analyze his stories will heighten their desire to learn more about literature. In order to study the fundamentals of writing, students have to be attracted to the works they are studying. When introduced as the readings in a unit of horror and suspense in literature, King's short stories can be an excellent springboard to the work of classic novelists. Novelists must use what are known as the elements of fiction in order to make sense of a story. These elements are fundamental parts of all storytelling, and they include: plot and structure, character, setting, point of view, style and language, and theme. While these elements may be discussed separately, they are always acting simultaneously in a s...