Questions On The Assessment Of Counseling Essay - 1229 Words

OQ-45.2 Outcome Questionnaire Counseling, just like most healthcare fields, is increasingly susceptible to accountability for not only effectiveness, but ever also for funding. Whiston (2013) states, â€Å"counseling has entered a time when many stakeholders are interested in accountability information. For example, many insurance companies want data that documents that individuals do indeed get better form the services provided in a counseling agency,† (p. 294). With a great push for brief treatment options, and growing continued-stay evaluations, it is important that counselors utilize not only strong screening assessments, but also outcome assessments, to document their clients’ growth and progress. Furthermore, from an ethical and professional view, it is important for counselors themselves to have information that their treatment approaches are working. The OQ-45.2 Outcome Questionnaire is exactly that – an outcome questionnaire. However, the OQ-45.2 has other uses as well, including initial screening assessments and ongoing evaluations. This paper will investigate the OQ-45.2 use with a specific client population. It will also demonstrate how to explain and incorporate clients within the assessment process itself. Finally, it will discuss benefits and limitations of the assessment model. OQ-45.2 Use with Clients The OQ-45.2 has a significant amount of uses with targeted populations, far more than simply an outcome assessment. Hanson (2014) stated, â€Å"The OQ(c) may beShow MoreRelatedThe Case Of John And Carmen Essay1478 Words   |  6 PagesUNIT 9: The Case of John and Carmen The case being presented is John and Carmen. The two of the are getting married and have reached our for premarital counseling to help with some current issues regarding to their in laws meddling into their relationship which is caused a strain between the two of them. John has come from an upper middle class African American family. 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Informative Speech On Teen Suicide - 989 Words

Topic: Teen Suicide Awareness Teenage suicide is preventable, and ways that the society can help prevent are through the media, in schools, and in a Teens home. General Purpose: To bring awareness to my audience on teen suicide Specific Purpose: To inform and persuade my audience to take an active role in teen suicide awareness and prevention. Thesis: Spreading Awareness to teen suicide is a means to answering their silent cry by getting knowledge and donating, After all, knowledge is a very powerful thing and when shared it becomes even more powerful, and when acted on, it becomes a voice, resulting in change, intervention, education, and prevention. Introduction: Teen Suicide is an escalating health concern that affects us all†¦show more content†¦However, if our 7th and 8th graders were included, the percentages would be significantly higher. Youth Suicide Statistics prp.jasonfoundation.com/facts/youth-suicide-statistics/ Center for Disease Control – cdc.gov [online] Our teens opt for suicide for various reasons, among such reasons are; rejection, disappointments, guilt, shame, loneliness and feeling of hopelessness. The American Psychological Association stated that more than 90% of people who commit suicide have the following risk factors: (1) Family violence (2) Aggressive behavior (3) low self-estee m (4) Abuse-mental, physical, and or sexual (5) Alcohol and /or other substance abuse (6) Sexual orientation confusion (7) Victim of bullying, and/or mental health disorders, to include depression and anxiety. American Psychological Association) www.apa.org/research/action/suicide.aspx Recognizing risk factors that’s overlooked or camouflaged in silent cries for help is crucial. There are so many people who are unaware of the signs. Likewise, there are others who know but simply do not care to act; perhaps they are uncaring because the teen wasn’t anyone they knew or loved, or it’s because suicide is so horrific that it is easier to ignore it. My question to that group is, if it was your child, or relative how would you feel, that others did nothing, felt nothing and recognized nothing? According to the Youth Suicide Statistics /JasonShow MoreRelatedInformative Speech - Teen Suicide Essay854 Words   |  4 PagesINFORMATIVE SPEECH OUTLINE General Subject: Informative speech; teen suicide. General Purpose: To inform. Specific Purpose: Today I will be discussing the topic of teen suicide. Central Idea: Teen suicide is a growing health concern in the US as it is the third leading cause of death among young people [Linn-Gust, 2001]. 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People fear what they do not know, and people can be are very prejudice about things that are not them selves, especially when it

Short Nalysis of Oscar Wildes “Sonnet on Hearing the Dies Irae Sung in the Sistine Chapel” free essay sample

Wilde, an Irish poet from the Victorian era and very famous representative of Aestheticism, composed various fictions, plays and a lot of poetry. This short discourse deals with his â€Å"Sonnet on hearing the Dies Irae Sung in the Sistine Chapel. † The sonnet is a typical Italian or Petrarchan style sonnet divided into an octave (two quatrains) and a sestet (two tercets). The rhyming pattern is very regular as well. The octave rhymes a-b-b-a, a-c-c-a and the sestet rhymes d-e-f, d-e-f. Also, considering the literal content of the sonnet, it is divided into the two previously named parts. The speaker is not named in the poem. We know that the person speaks about his or her experience in the Sistine Chapel listening to the Dies Irae, which translates to Day of Wrath or Judgment day. The addressee of the poem is god. That is explicitly illustrated in the first verse, when the speaker addresses the lord (â€Å"Nay, Lord, not thus! †). We will write a custom essay sample on Short Nalysis of Oscar Wildes â€Å"Sonnet on Hearing the Dies Irae Sung in the Sistine Chapel† or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The sonnet draws a comparison between the terrors that are to be expected on the Day of Wrath and numerous symbols und images representing live, love and happiness. The speaker says that fear and terror don’t help to understand god himself or his importance to humankind any better than the beautiful and optimistic things in life. The speaker’s tone is optimistic and joyful but also to some extent earnest. The mood that is thence created is a mixture of thoughtfulness and happiness. In the first stanza he addresses god saying â€Å"Nay, Lord, not thus! † (Wilde, l. 1) challenging him to do things differently. That is strengthened by the break created by the exclamation mark. Other than that the meter is consistent throughout the first stanza (iambic pentameter). Following the address there is an asyndeton consisting of three symbols. White lilies, olive-groves and doves are well known symbols for peace, especially in Christianity. Therefore he tells god that humankind can learn way more about â€Å"live and love† (Wilde, l. 3) by experiencing a peaceful and happy environment rather than â€Å"red flame and thundering† (Wilde, l. 4), a metaphorical term for punishment, torture and war and a reference to hell. The second stanza also works with symbolism. Considering that the bird is a symbol for freedom, but is still somewhat determined to rest and let go, the â€Å"One who had no place of rest† (Wilde, l. 7), meaning god, is called restless and bustling. The image that dominates the first two stanzas is the spring. It stands for the beginning and tells the addressee to rest and not place terror and punishment on mankind. The sestet on the other hand begins with the words â€Å"Come rather on some autumn afternoon† (Wilde, l. 9). That autumn afternoon is a metaphorical expression in contrast to the spring from the first stanza. It stands for a point that is very near to the actual end. In the sestet he describes the late autumn afternoon throughout positively. The speaker is talking about red and brown leaves (Wilde, l. 10), about â€Å"the splendid fulness of the moon† (Wilde, l. 2) and about â€Å"rows of golden sheaves† (Wilde, l. 13). By using warm colors to describe the landscape and pointing out the gorgeous full moon he creates a romantic and peaceful atmosphere. And it is then, that he says to god: â€Å"And reap Thy harvest: we have waited long. † (Wilde, l. 14). Like in the first verse of the sonnet there is a break after the second foot, this time created t hrough a colon after â€Å"harvest†. The last verse makes clear that it is now time for god to look at what he has created and achieved and to take it, because it is now time. Furthermore the last two stanzas are connected by a run-on line and they are a rhetorical device in themselves. The last stanza is a parallelism to the third stanza considering the similarities in form, expression, rhyme scheme, meter (iambic pentameter), vocabulary and the imagery used. The main theme of those two stanzas is the description of the autumn afternoon, mentioned. On the on hand the poem illustrates the contrast between â€Å"red flame and thundering† and a peaceful, love-filled life. On the other hand it shows the journey of man or mankind from the beginning (spring) to the evening of one’s life (autumn afternoon). Oscar Wilde, who was a very famous representative for a movement called aestheticism, which values aesthetic principles over social or moral themes, provides with this sonnet a lot of beautiful symbols, sensuous imagery and suggestion without any didactic purpose. Therefore this sonnet says that life should be more like art; colorful, happy and never cruel or sad. Bibliography Wilde, Oscar. â€Å"Sonnet on hearing the Dies Irae Sung in the Sistine Chapel†. Sloan, John. 2003. Oscar Wilde. Oxford: Oxford University Press.

The Most Serious Social Problem In My Mind Essays -

The Most Serious Social Problem In My Mind In Spite of the great achievements that China has achieved in the recent years, our country is still a developing country, which is facing many serious social problems. The most serious of all is overpopulation, for it has a passive influence on the national economy, education and environment. First and foremost, overpopulation is the main obstacle of the economic development in China. The limited natural resources in China can hardly support the excessively large population. Developing of our national economy, especially industry, needs great amount of natural resources, such as land, water, oil, coal, gas and iron. However, the natural resources are limited and decline very quickly when a large population exploits them everyday. Take fresh water as an example, in 1990, 58% of Chinese cities (http://www.cass.net.cn/y_sjr/y_cn_sjr_334.htm) were suffered from the insufficiency of water. It not only birngs great disadvantages to people's daily life, but also has a passive influence on the economic development. Released by Chinese Academy of Social Sciences, the economic lost caused by the insufficiency of water is 250 billion RMB per year, including 230 billion lost of industrial value of output and 20 billion agricultural lost. As a result, the insufficiency of natural reso urces somewhat slows down the economic development in china. Second, overpopulation leads to the result of a rather low SOL( Standard of Living) in China. SOL means GDP per person, and it is an important index of the real national economic status. Although China makes great economic achievements and improvements every year, the economic achievements is not that glorious when divided by the large denominator of population. By the end of 1999, released by the State Familiy Planning Commission of China, China's total population is 1,259,090,000. Though the GDP in China grew about 7% (SFPCC statics) in 1999, it was only enough to provide the newborn babies (19,090,000 -SFPCC statics) with food and clothes, while could rarely be used for the further development of the national economy. As a result, overpopulation has a passive influence on improving people's standard of living. Besides the passive influence on economy, overpopulation is also regarded as the major obstacle for improving the educational condition in China, which weakens China's competitive power in the world. With the increasing population, our society needs more teachers and facilities. However, since ours is a developing country, the fund for education is not enough in China. In many places, especially in the countryside, there are not enough teaching facilities. Consequently, the youngsters in those places cannot get good education. Even in large cities of China where educational system are relatively complete, the teaching facilities are still not pleasant enough, which can be seen from the violent competition in all kinds of entrance examinations. Education is the basis of the development of science and technology, and the competition between nations in today's world lies somewhat in the competition of science and technology. The poor educational situation that overpopulation brings abou t hampers the China's science and technology from developing too some degree and weakens China's competitive power in the world. Last but not the least, overpopulaiton has a negative influence on the environment. The case in China now is the densely-populate cities, excessively-cut forests and seriously-polluted rivers. Overpopulation is an important reason for the environmental pollution. Some people say that the sky now is not as blue as that before. In my mind, overpopulation should be part of its reason. The environment now in China can hardly support the excessively large population , and the negative influence of overpopulation on the environment is quite obvious. Some people may argue that overpopulation is not the most serious social problem compared with some other issues, such as pollution and corruption. Actually, this opinion is not correct. National economy is the basis of improving people's SOL and is also the basis of current international competition, education is the basis of the future international competition, and the environment is the basis of the existence of all creatures, while now they all relate closely to the overpopulation issue in china. What kinds of other issues can be more important than all those above? Also, this issue should be discussed based on each country's background. China has a

What is a Good ACT Aspire Score For a Freshman

What is a Good ACT Aspire Score For a Freshman SAT / ACT Prep Online Guides and Tips It’s tempting to compare the ACT Aspire test to the PSAT, but in reality they are quite different in their goals and purpose. The PSAT is meant to be practice for the real SAT, and doing well on it can qualify you for theNational Merit Scholarship. On the other hand, the ACT Aspire is a test for 3rd to 10th gradersthat is meant todetermine whether students are measuring up toCommon Core standards. Just like the real ACT, the ACT Aspire covers English, Math, Reading, Science, and Writing. But the format of this test, the structure of the questions, and the way the test is scored are all very different from the ACT. So how do you know what ACT Aspire score you should aim for in your freshman year of high school? Or if you already got your results, how can you tell where you stand compared to your peers? In this article, I’ll talk about how the ACT Aspire is scored, give you some different ways to think about what a good ACT Aspire score is for a 9th grader, and demonstrate several tools to use when thinking about your specific score. How is the ACT Aspire Test Scored? Scoring is slightly different for the different grades that take this test, so I will speak specifically about how ACT Aspire is scored when you take in high school. Right now,scores can range between 400 and 460 for each subject, depending on your grade level. This means that while the lowest possible score is 400 no matter what grade you're in, the maximum possible score goes up with each year that you take the test. In 10th grade, the last year the ACT Aspire is given, the maximum score is 460. In grades 8–10, your results will include a composite score, which is just the average of the scores you got on the English, Math, Reading, and Science sections of the test. Meanwhile, the Writing section is scored separately. Your results will also come with a few other measurements: one for language arts, one for STEM, and one that evaluations your reading comprehension. To get a sense of what all of this will look like, you can check out a sample score report. What’s a Good Freshman Score on ACT Aspire? What you consider a good score depends very much on what your goal for that score is. I will go through some possibilities of what the ACT Aspire score can show you, and discuss what constitutes a good score in each of those cases. Comparing Yourself to Yourself Because ACT Aspire is given to everyone from 3rd graders to 10th graders, after a few years, you will be able to see how well you’re doing on this test compared to all the other times you’ve taken it. The idea is that in each subject area, your scores should increase from year to year. So part of figuring out a good freshman score is tracking your progress to make sure that you are improving from one year to the next. At the same time, your scores should also be hitting the benchmarks set out by ACT. The benchmarks are basically the minimum scores that you need to get to show that you are performing at grade level. The point of these minimum scores is to show you, your teachers, and your parents whether you are on track for college readiness, and whether there are specific subjects where you could benefit from academic support. Here is a table of the ACT Aspire benchmarks for each subject: So for example, this table shows that on the math portion of the ACT Aspire, you can get a score anywhere between 400 and 460. If you get at least 428 as a freshman, you’re considered to be learningat grade level. Comparing Yourself to YourPeers Another thing that nation-wide tests like the ACT Aspire are supposed to do is give you a sense of where how your level ofacademic preparation compares to your peers. ACT Aspire publishes data about how students taking the test scored, so we can go through the data to see how you can tell where you stand when compared toother 9th graders who took the test at the same time as you. Some have it easier than others when comparing themselves to their peers. Using Composite Scores for Comparison One way to see how you stack up is through your composite score – the average of yourindividual subject scores (minus Writing). This number is a very quick way to see your relative ranking overall, without taking into consideration whether you are better or worse that some subjects than others. Here isthe range of composite scores for 8th, 9th, and 10th graders from the last year the ACT Aspire was administered: Grade Min 25% Rank 50% Rank 75% Rank 90% Rank 95% Rank Max 8 406 414 418 423 428 432 435 9 408 414 418 423 430 435 438 10 409 415 419 426 433 438 440 This table gives us a breakdown ofhow students scoredon the test.The "Min" and "Max" columns show the lowest and highest scores earned on this test. The "% Rank" columns show the score you'd need to reachthe given percentile, i.e. the score at which you'd be scoringhigher than that percent of other students. So, for example, 9th graders earned composite scores anywhere between 408 and 438 (that’s the minimum and maximum score columns). If you got at least 414, you did better than 25% of the 9th graders taking the test, which would put you in the 25th percentile of scorers. Meanwhile, if you got a 435, you fall into the top 5%, since you scored better than 95% of students. What can we learn from this table? For 9th graders, 418 was the medianscore - 49% of students did better, and 50% did worse. What's a good freshman composite score for ACT Aspire? Let’s assume that a good score is roughly at or above the 75th percentile – meaning, scoring higher than 75% of your peers. This means that a good composite score for the ACT Aspire for freshmen is 423 or higher. The mix everything together approach: great for paella, less useful for test scores. Using Individual Test Sections forComparison The composite score is a good tool for very quick analysis. But another, probably more useful, way of comparing yourself to your peers is to dive into each section of the test individually. Not only is this a more precise ranking system, but it also helps you figure out which subjects are your strengths, and which you need to work on more, or maybe even get some outside help. Now, let's investigate the test sections one by one. We can look at exactly what percentile you fall into depending on yourscore. ACT Aspire 9th Grade English Percentiles Score % Rank Score % Rank Score % Rank Score % Rank 400 1 415 13 430 57 445 96 401 1 416 15 431 61 446 97 402 1 417 16 432 65 447 98 403 1 418 19 433 68 448 99 404 1 419 22 434 71 449 99 405 1 420 25 435 74 450 99 406 1 421 28 436 77 451 99 407 2 422 30 437 80 452 99 408 2 423 33 438 82 453 99 409 3 424 37 439 84 454 99 410 4 425 40 440 87 455 99 411 5 426 43 441 89 456 100 412 7 427 47 442 91 413 8 428 50 443 93 414 10 429 54 444 94 One thing to look at right away is that you don’t need to get all the questions right in order to fall into the top 1% of students. Although the exact number will change slightly from year to year, on this version of the ACT Aspire anyone who got above 448 on the English section did better than 99% of test takers. The benchmark English section score of 426 would put you at the 43rd percentile, meaning you scored better than 43% of your peers. Keeping our assumption that a good score on this test is on or above the 75th percentile, we can see that getting 435 or higher puts you in at least the 74th percentile, making this a good score. ACT Aspire 9th Grade ReadingPercentiles Score % Rank Score % Rank Score % Rank Score % Rank 400 1 411 11 422 57 433 95 401 1 412 15 423 61 434 97 402 1 413 16 424 62 435 99 403 1 414 21 425 66 436 99 404 1 415 26 426 71 437 99 405 1 416 30 427 75 438 99 406 1 417 34 428 80 439 99 407 2 418 39 429 84 440 99 408 4 419 43 430 89 441 99 409 4 420 47 431 89 442 100 410 8 421 52 432 92 You can see a similar thing about the Reading section results – quite a few of the top scores would put you in the top 1% of people taking the test. Also, notice how big a difference in the percentile rankings just one point makes. If you earned 428, you are in the top 20%, but if you earned 429, you are in the top 16%. The Reading benchmark that ACT, Inc. determined is 425, or better than 66% of test takers. A good score on the Reading section – a score around the 75th percentile – is 427. ACT Aspire 9th Grade MathPercentiles Score % Rank Score % Rank Score % Rank Score %Rank 400 1 416 18 432 82 448 99 401 1 417 23 433 84 449 99 402 1 418 28 434 88 450 99 403 1 419 32 435 90 451 99 404 1 420 37 436 92 452 99 405 1 421 39 437 93 453 99 406 1 422 44 438 95 454 99 407 1 423 49 439 96 455 99 408 1 424 53 440 97 456 99 409 2 425 58 441 98 457 99 410 2 426 61 442 98 458 99 411 4 427 65 443 99 459 99 412 6 428 69 444 99 460 100 413 8 429 72 445 99 414 11 430 75 446 99 415 14 431 79 447 99 The math section yielded a really very big spread people in the top percentile – anyone who scored above 443 did better than 99% of their peers. The ACT Aspire benchmark for this section is 428, or the 69th percentile. Meanwhile, a good score in the 75th percentile is 430. ACT Aspire 9th Grade SciencePercentiles Score % Rank Score % Rank Score % Rank Score % Rank 400 1 413 7 426 59 439 97 401 1 414 11 427 63 440 98 402 1 415 16 428 67 441 99 403 1 416 17 429 70 442 99 404 1 417 22 430 76 443 99 405 1 418 24 431 79 444 99 406 1 419 29 432 82 445 99 407 1 420 35 433 84 446 99 408 2 421 40 434 87 447 99 409 2 422 45 435 91 448 99 410 4 423 46 436 92 449 100 411 4 424 50 437 94 412 7 425 54 438 96 The benchmark for ACT Aspire Science is 430, which the same as the good score we’ve been discussing, since it falls into the 76th percentile of test takers Incidentally, if you’ve been following along with the visual data presentation in these tables, you’re actually getting in somegood practice for both the ACT Aspire Science section and the real ACT Science section as well! ACT Aspire 9th Grade WritingPercentiles Score % Rank Score % Rank Score % Rank Score % Rank 408 1 419 26 430 76 441 99 409 1 420 31 431 76 442 99 410 5 421 31 432 88 443 99 411 5 422 35 433 88 444 99 412 7 423 35 434 95 445 99 413 7 424 47 435 95 446 99 414 9 425 47 436 96 447 99 415 9 426 65 437 96 448 100 416 13 427 65 438 97 417 13 428 71 439 97 418 26 429 71 440 99 The Writing section is scored separately and a little bit differently from the rest of the ACT Aspire sections. For one thing, you can see here that the lowest score on this section isn’t 400 like it is for all the other sections, but 408. Here, the benchmark score from ACT is 428, or better than 71% of everyone taking the test in that year. Meanwhile, a good score on Writing is at least 430, which is in the 76th percentile. Does the ACT Aspire Predict Your Future ACT Score? One of the reasons you may be wondering how well you did on theACT Aspire is that you want some kind of assurance or prediction that you’ll do well on the real ACT when you take it junior or senior year. The truth is thatACT Aspire is not a particularly great predictor of your future accomplishments– at least as far as your ACT scores are concerned.But this is actually fantastic news! First of all, it means that the ACT Aspire really does what it’s supposed to do – it shows you where you are now and where you need to improve. And second,it means that dramatic improvement is possible because, as a freshman, you have 2 or even 3 years in which to do it! The ACT Aspire is the weathervane of tests: it's really good at telling you what's happening now, but not really able to predict the future. How ACT Aspire and ACT Scores Compare ACT published a spreadsheet with score data on 50 10th grade students – what they got on each ACT Aspire section, and what they went on to get on the actual ACT when they took it in 11th grade. While it's true that this data is about sophomores rather than freshman, it's still useful to check out what it can tell us. The spreadsheet itself is rather unwieldy, so I've created a couple of graphs to more easily point out the salient bits of information. First, let's talk about the overall trends that the ACT's data shows. In general, the higher your score on the ACT Aspire, the more likely you are to get a higher score on the real ACT itself. Here is a graph that shows this tendency by taking individual scores and smoothing them out into trendlines: However, this is only part of the story. Another way to parse this data is to look more closely at an individual subject. For example, here is a scatterplot graph of a piece of the same data, comparing how 10th gradersdid on Aspire Math and how they ended up doing on ACT Math. The way the scatterplotgraph works is this: Each blue diamond point representsone student Ifyou gostraight down from the diamond, you can see what this student got on ACT Aspire Math If you gostraight left, you can see what this same student got onACTMath: What can we learn from this more zoomed-in approach? On the one hand, as the scores from Aspire Math increase (x-axis), the scores on ACT Math also tend to get somewhat higher as a group (y-axis). In other words, the swarm of diamonds goes upward as we go from left to right. This what accounts for the way the Math trendline appears on the graph above this one. On the other hand,we can see that your Aspire score is by no means destiny, no matter where in the score range students fall. For example, the 3 students who got434 on ACT Aspire Math (just above the sophomore "good" score in the 72nd percentile), ended up getting ACT scores between17 (approximately in the bottom 30%) to 26 (approximately in the top 15%). What Does This Mean in Terms of a Good Score? I think the best way to think about your scores if you’re worried about eventually taking the ACT is to: First, make sure you’re meeting your 9th grade benchmarks. That’s a pretty good indicator that you’re on track with your learning. Next, think about your ACT Aspire section scores. If there is one section (or several sections) that you are scoring significantly worse in, then this is the time to get extra help with these academic subjects. Should You Study For the ACT Aspire? It’s certainly a very good idea to get some exposure to the test itself. In order for any test to be an accurate reflection of your knowledge and abilities, you shouldn’t be penalized just for being unfamiliar with the test’s format and structure. To that end, you should definitely read ourdetailed breakdown of what the ACT Aspire is like and the kinds of questions you’ll face on it. You should also get a sense of what taking the ACT Aspire will be like from their sample questions and computer test simulator. Go to theACT Aspire exemplar page, where you’ll find a link to the simulator and login information for all test sections and grade levels. But honestly, beyond getting a basic sense of what you’ll see on test day, I don’t think it makes a lot of sense to study for the ACT Aspire. For one thing, this isn’t like the PSAT – no scholarships or awards are resting on the score you get. Also, the point of the test is to see whether you are where you should be in your learning. If you study specifically for the test, you could throw off these results – which would be a problem if you actually need help in a specific test area. Finally, the ACT Aspire isn’t just a diagnostic test for individual students. It’s also supposed to measure how each classroom is doing as a whole. Imagine, for example, that the ACT Aspire results come back and every single kid in your class bombed the Writing section. This will tell your teacher and school administrators that they really need to beef up the school’s writing program. And this in turn will benefit you down the road, when you learn how to write college-level work. If you are really very worried about your future testing results, you’re better off justtaking a practice ACT instead. It’ll more accurately show you how you’d score if you took the ACT now. One possible thing to do instead of studying for the ACT Aspire. The Bottom Line The ACT Aspire tests the same 5 sections as the ACT, but is structured, formatted, and scored very differently. You’ll get scores for each of the sections individually, as well as a composite score that averages English, Reading, Math, and Science. What is a good ACT Aspire score depends on what you are trying to determine. A good score for personal progress is a score that’s higher than your previous score and one that meets ACT Aspire benchmarks. A good score when comparing yourself to your peers is around the 75th percentile – the actual number is different for each ACT Aspire section. ACT Aspire is not very good at predicting ACT scores. Instead, it shows you subject areas where you need extra help. There is no need to study for the ACT Aspire, though it would be a good idea to get familiar with the test format by checking out their sample questions. What’s Next? Should you start preparing for the ACT as a 9th grader? We have some advice. Did you take me up on my suggestion to try out a practice ACT test? Now, read aboutwhat your score 9th grade ACT score means. Thinking about taking the PSAT as a 9th grader as well? Check out ourguide to the pros and cons of this decision and our discussion onwhat is a good PSAT score for a freshman. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Parametric and Nonparametric Methods in Statistics

Parametric and Nonparametric Methods in Statistics There are a few divisions of topics in statistics. One division that quickly comes to mind is the differentiation between descriptive and inferential statistics. There are other ways that we can separate out the discipline of statistics. One of these ways is to classify statistical methods as either parametric or nonparametric. We will find out what the difference is between parametric methods and nonparametric methods.  The way that we will do this is to compare different instances of these types of methods. Parametric Methods Methods are classified by what we know about the population we are studying.  Parametric methods are typically the first methods studied in an introductory statistics course. The basic idea is that there is a set of fixed parameters that determine a probability model. Parametric methods are often those for which we know that the population is approximately normal, or we can approximate using a normal distribution after we invoke the central limit theorem.  There are two parameters for a normal distribution: the mean and the standard deviation. Ultimately the classification of a method as parametric depends upon the assumptions that are made about a population. A few parametric methods include: Confidence interval for a population mean, with known standard deviation.Confidence interval for a population mean, with unknown standard deviation.Confidence interval for a population variance.Confidence interval for the difference of two means, with unknown standard deviation. Nonparametric Methods To contrast with parametric methods, we will define nonparametric methods. These are statistical techniques for which we do not have to make any assumption of parameters for the population we are studying. Indeed, the methods do not have any dependence on the population of interest. The set of parameters is no longer fixed, and neither is the distribution that we use.  It is for this reason that nonparametric methods are also referred to as distribution-free methods. Nonparametric methods are growing in popularity and influence for a number of reasons. The main reason is that we are not constrained as much as when we use a parametric method.  We do not need to make as many assumptions about the population that we are working with as what we have to make with a parametric method. Many of these nonparametric methods are easy to apply and to understand. A few nonparametric methods include: Sign test for population meanBootstrapping techniquesU test for two independent meansSpearman correlation test Comparison There are multiple ways to use statistics to find a confidence interval about a mean.  A parametric method would involve the calculation of a margin of error with a formula, and the estimation of the population mean with a sample mean.  A nonparametric method to calculate a confidence mean would involve the use of bootstrapping. Why do we need both parametric and nonparametric methods for this type of problem? Many times parametric methods are more efficient than the corresponding nonparametric methods. Although this difference in efficiency is typically not that much of an issue, there are instances where we do need to consider which method is more efficient.

Computer System Crash Assignment Example | Topics and Well Written Essays - 250 words

Computer System Crash - Assignment Example If this occurs, and the computer user has stored information on their machine’s hard drive, but has not backed it up in any other way, the consequences can clearly be serious. In some cases data is recoverable from the hard drive when it has been removed from the computer, but this is not always possible. A student might lose all of their research data for an assignment, project or dissertation; a business person might lose data vital to the day-to-day running of their commercial operations. It is true that more recent operating systems, including Linux, and newer versions of Windows, are more likely to recover after a crash, when the machine’s hard drive has been scanned, errors have been repaired, and the system rebooted. Even if this all goes smoothly, data which was unsaved at the time of the crash may not be recoverable. However, there are several means by which data can secured, so that even if it cannot be recovered after a system crash, it can be accessed on a different machine. The most popular forms of external storage are USB mass storage devices, and external hard drives. The latter are usually able to store as much data as a PC, but the device can be connected and disconnected from a computer, and so data backed up using such devices will be safe in the event of a