Background And Rationale Of The Study English Language Essay

Background And Rationale Of The Study English Language Essay Language assessment is an instrument for language teachers to identify the students strengths and weaknesses in language learning, to place the student into a program and to measure the use of English in four basic skills (reading, writing, listening, and speaking). The assessment can be done by such methods as tests, interviews, or observations. For language teachers, the tests provide evidence of the results of learning and instruction, and hence feedback on the effectiveness of the teaching program (Bachman Palmer, 1996, p. 8). The test results enable the students to develop their performance in language learning effectively. In addition, it is very important to select the most suitable language tests which respond to the specific goals of teaching. Language teachers should also understand the functions and the characteristics of the language tests thoroughly. Many practitioners and researchers in language testing (Bachman Palmer, 1996; Brown, 1996; Hughes, 2003; McNamara, 2000) categorize four kinds of language tests based on the test purposes and functions as follows: (1) Proficiency Tests are designed to measure general language skills, including speaking, listening, reading and writing. In addition, proficiency tests generally help teachers to set up entrance and exit standards for a curriculum (Brown, 1996, p. 9). For instance, the Test of English as a Foreign Language (TOEFL) and International English Language Testing System (IELTS) are currently used by many universities where English language proficiency is required. (2) Achievement Tests are aimed at the degree of learning or how much progress the students have made (McNamara, 2000). So achievement tests are directly relevant to the goals of learning and instruction. These tests can be given in the middle or at the end of the program (Hughes, 2003; McNamara, 2000). (3) Diagnostic Tests are established to analyze the students strengths and weaknesses in the learning process (Brown, 1996; Hughes, 2003). These tests are conducted at the beginning of the program (Brown, 1996). (4) Placement Tests are focused on screening the students to see whether they can study in a program and grouping the students in the same level of language proficiency (Hughes, 2003). Hence, the results of these tests will enable the teachers to accurately place the students entering any institution or program (Bachman Palmer, 1996). In addition to a clear understanding of the functions and the characteristics of language tests, language teachers have to understand the construction of those tests. There are two approaches which have an influence on test construction: the discrete-point approach and the integrative approach (Hughes, 2003). For the discrete-point approach, language teachers view each language component separately, measuring one language skill at a time, such as testing grammar or vocabulary (Brown, 1996; McNamara, 2000). In language testing, discrete-point tests emphasize language form rather than language use (McNamara, 2000). However, the discrete-point test results focusing on a single language component are inadequate to determine the students language proficiency (Jitendra Rohena-Diaz, 1996). As a consequence, Oller (1979) suggests that teachers should construct language tests using the integrative approach instead. In the integrative approach, the language teachers view language as a whole, emphasizing both productive and receptive skills (Brown, 1996; Hughes, 2003; McNamara, 2000). Integrative tests, such as cloze, dictation, writing an essay, and interview, can measure several skills simultaneously (Brown, 1996; Hughes, 2003). Moreover, integrative tests are suitable for assessing language proficiency and communicative skills (Brown, 1996; McNamara, 2000). McNamara (2000) contends that integrative tests take a lot of time to construct and score, as shown in Table 1. However, cloze tests are reported to be less time consuming, easier to score, and more reliable in measuring students English language proficiency (Oller, 1979). The cloze test was initiated by Taylor (1953, cited in Oller Conrad, 1971). Originally, there were two kinds of cloze tests: a rational cloze and a random cloze (see Example 1). The former refers to the deletion of specific types of words in a selected passage, such as prepositions or articles. The latter deals with a consistent deletion of every nth word, such as every fifth or seventh word. The students task is to fill in the deleted part in the cloze passage. Cloze tests can measure grammatical structure, written expression and vocabulary as well as reading comprehension (Steinman, 2002). In addition, some studies (Aitken, 1977; Oller Conrad, 1971; Oller, 1979; Stubbs Tucker, 1974) indicate that the cloze test is an effective instrument which is reliable and valid to measure English language proficiency. But the different deletion rates have an effect on the validity and the measurement of the cloze test (Alderson, 1979, 1980, 1983, 2000). Klein-Braley (1997) adds that the dele tion rates used in cloze tests require long passages. If a cloze test with the deletion of every fifth word provides 50 items, the text length should be at least 250 words (Oller, 1979). This problem has led to the development a new form of the cloze test which is called the C-Test. The C-Test, one of the new cloze tests, was constructed by Raatz and Klein-Braley (1981) in order to see if it could be more effective than the original cloze tests in measuring the students English language proficiency. The construction of the C-Test is based on the same principle as that of the cloze test; however, only the second half of every second word is deleted as can be seen in Example 2. In the C-Test, if the deleted word contains an even number of letters, the second half of this word will be deleted, such as exper i e n c e (10 letters). For a word with an odd number of letters, its larger part must be deleted, such as th e r e (5 letters). Moreover, many research studies indicate that the C-Test is more effective and more reliable than the original cloze (Connelly, 1997; DÃ ¶rnyei Katona, 1992; Klein-Braley, 1985, 1997), and yet, DÃ ¶rnyei and Katona (1992) report that the C-Test is too difficult for non-native students studying a target language such as English. As a result, Thongsa-nga (1998) adopted the original C-Test to make it suitable for Thai students studying English as a foreign language. Imitating the C-Test construction, Thongsa-nga (1998) proposed the New C-Test (the NC-Test) by deleting the second half of every third word in order to provide more clues for the non-native test takers, as can be seen in Example 2. According to the investigation of Thongsa-nga (1998), the NC-Test is employed as a proficiency test for non-native students at a secondary school level. The findings reveal that the NC-Test is reliable to assess the English language proficiency of these Thai Mathayomsuksa Six students. As far as this researcher has been able to establish, there has been no research investigating the use of the NC-Test for non-native university students in Thailand. So the present study is designed to examine the similarities and the differences in using the C-Test and the NC-Test in measuring the English language proficiency of first-yea r Thai undergraduate students. Another form of the cloze test, the Modified C-Test (the MC-Test), also known as the X-Test, was invented by Boonsathorn in 1987 (cited in Boonsathorn, 1990, p. 46). For the MC-Test, the first half of every second word is deleted (see Example 3). In the MC-Test, if the total number letters of the deleted word is an even number, the first half of this word will be deleted, such as d i s a gree (8 letters). For a word with an odd number of letters, its larger part will be deleted, such as o t h er. According to Boonsathorn (1987), the first half deletion in the MC-Test compares with the C-Test. His study reports that the MC-Test is more difficult and discriminates better than the C-Test. Some research findings show that the MC-Test has high reliability and validity and can be used with advanced students (KÃ ¶berl Sigott, 1996; Prapphal, 1994; Sigott KÃ ¶berl, 1993; Wonghiransombat, 1998). So the MC-Test should be further investigated to see its strengths and weaknesses in assessing English language skills. The MC-Test can be an alternative type for a better assessment of the English language proficiency of Thai undergraduate students, although the study of Sigott and KÃ ¶berl (1993) claims that the MC-Test is more difficult for non-native speakers. Wonghiransombat (1998) then proposed the New Modified C-Test (the NMC-Test) in order to make the original MC-Test appropriate for non-native students (p. 23). The construction of the NMC-Test is based on the same principle as the MC-Test; however, the first half of every third word is deleted to provide more clues as shown in Example 3. In addition, Wonghiransombat (1998) reports that the NMC-Test with the third starting point, or the third-word deletion, is easier and has better discrimination than the original MC-Test. Her study, the only research done in Thailand to examine the use of the MC-Test and the NMC-Test at the postgraduate level, also shows that the NMC-Test can be utilized to measure English language proficiency of Thai postgraduate students. Therefore, the present study is also aimed at examining the similarities and the differences in using the original MC-Test and the NMC-Test in measuring English language proficiency of the Thai undergraduate students. In addition to the construction of new language tests, language teachers should further investigate the students test-taking strategies in order to validate the language test and to examine what language abilities the test can measure (Cohen, 1994, 1998). Test-taking strategies can be defined as the processes that the test takers make use of in order to produce acceptable answers to questions and tasks, as well as the perceptions that they have about these questions and tasks before, during, and after responding to them (Cohen, 1998, p. 216). For instance, some students read an entire cloze passage before filling in the missing parts (Cohen, 1998). Moreover, the perceptions of language tests and test-taking strategies of the students with high- or low-language-ability are different (Cohen, 1984; Sasaki, 2000; Yamashita, 2003). As far as the present researcher has been able to determine, there has been no investigation in Thailand on cloze test-taking strategies. Therefore, cloze comp letion processes are also included in this study to examine the strategies used in taking the C-Test, the MC-Test, the NC-Test, and the NMC-Test for non-native undergraduate students. In conclusion, this research is aimed at comparing the new cloze formats (the NMC-Test and the NC-Test) with the older cloze formats (the MC-Test and the C-Test) and to examine the similarities and the differences in these four tests for Thai undergraduate students. Also, this study focuses on examining what test-taking strategies or procedures the students use while responding to the different types of cloze tests. 1.2 Purpose of the Study The present study aims to investigate the differences in the four types of the cloze tests by comparing the use of the MC-Test with that of NMC-Test, and the use of the C-Test with that of the NC-Test. In order to understand the cloze test-taking strategies, the study is also designed to find out to what extent undergraduate students use seven test-taking strategies while answering the different types of cloze tests. The strategies are based on the latest categorization of Sasaki (2000). The new cloze tests including the C-Test, the NC-Test, the MC-Test, and the NMC-Test were taken by first-year science students at Mahidol University in the first semester of academic year 2003. Therefore, the research questions are posed as follows: Does the NMC-Test yield different results from the original MC-Test in measuring students language proficiency? Does the NC-Test yield different results from the original C-Test in measuring students language proficiency? Does using every third-word deletion of the NMC-Test and the NC-Test affect the discrimination power of the test? What test-taking strategies do the first-year undergraduate students in the Faculty of Science at Mahidol University use while taking the C-Test, the MC-Test, the NMC-Test, and the NC-Test? 1.3 Significance of the Study This study is designed to compare the new cloze formats, including the original C-Test with the NC-Test, and the original MC-Test with the NMC-Test. The results of this study may provide an alternative way for language teachers to measure the English language proficiency of Thai undergraduate students learning EFL. Test-taking strategies are also studied to enable the language teachers to understand how effectively the students respond to the new types of cloze passage. 1.4 Scope and Limitation of the Study (1) The study is limited to first year science students at Mahidol University in the first semester of the academic year 2003. The results cannot be generalized to other students, at other university levels, and in other areas. (2) The study focuses on first-year science students with high- and low-language-ability based on the English Entrance Examination scores, which were reported by the coordinator of the science program. (3) Only exact word scoring is employed in this study. (4) It is assumed that all of the first-year science students have had some background knowledge of English up to Mathayomsuksa Six. 1.5 Definitions of Terms Cloze test refers to a test in which the entire words are rationally or randomly deleted and the student is asked to fill in the missing words (Boonsathorn, 1990, 2000; Wonghiransombat, 1998). C-Test is a test in which the second part or the second half of every second word is deleted and the students task is to fill in the deleted parts (Boonsathorn, 1990; Klein-Braley, 1985). New C-Test (NC-Test) is a test in which the second part or the second half of every third word is deleted and the student is required to fill in the missing parts (Thongsa-nga, 1998). New Modified C-Test (NMC-Test) is a test in which the first part or the first half of every third word is deleted and the students task is to fill in the missing parts (Wonghiransombat, 1998). Modified C-Test (MC-Test) is a test in which the first part or the first half of every second word is deleted and the student is required to fill in the deleted parts (Boonsathorn, 1990, 2000; Wonghiransombat, 1998). Readability refers to how easily written materials can be read and understood. Readability depends on many factors, including (a) the average length of sentences in a passage, (b) the number of new words a passage contains, and (c) the grammatical complexity of the language used. Procedures used for measuring readability are known as readability formulae (Richards, Platt, Platt, 1993, p. 306). Test-taking strategies are the processes that the test takers make use of in order to produce acceptable answers to questions and tasks, as well as the perceptions that they have about these questions and tasks before, during, and after responding to the test (Cohen, 1998, p. 216).

Factory Overhead Allocation Method

Overhead Allocation [pic] Overhead Allocation Overview In many businesses, the cost of overhead is substantially greater than direct costs, so the cost accountant must expend considerable attention on the proper method of allocating overhead to inventory. There are two types of overhead, which are administrative overhead and manufacturing overhead. Administrative overhead includes those costs not involved in the development or production of goods or services, such as the costs of front office administration and sales; this is essentially all overhead that is not included in manufacturing overhead.Manufacturing overhead is all of the costs that a factory incurs, other than direct costs. You need to allocate the costs of manufacturing overhead to any inventory items that are classified as work-in-process or finished goods. Overhead is not allocated to raw materials inventory, since the operations giving rise to overhead costs only impact work-in-process and finished goods inventory.The following items are usually included in manufacturing overhead: |Depreciation of factory equipment |Quality control and inspection | |Factory administration expenses |Rent, facility and equipment | |Indirect labor and production supervisory wages |Repair expenses | |Indirect materials and supplies |Rework labor, scrap and spoilage | |Maintenance, factory and production equipment |Taxes related to production assets | |Officer salaries related to production |Uncapitalized tools and equipment | |Production employees’ benefits |Utilities | Definition of ‘Applied Overhead'A type of overhead that is recorded under the cost-accounting method. Applied overhead is a fixed charged to a specific production job or department within a company. Applied overhead stands in contrast to general overhead, such as utilities or rent. Other forms of applied overhead include depreciation and insurance Definition of Actual Overhead: The actual overhead refers to the indirect manufacturing c osts actually occurring and recorded. These include the manufacturing costs of electricity, gas, water, rent, property tax, production supervisors, depreciation, repairs, maintenance, and more. The applied overhead refers to the indirect manufacturing costs that have been assigned to the goods manufactured.Manufacturing overhead is usually applied, assigned, or allocated by using a predetermined annual overhead rate. For example, a manufacturer might estimate that in its upcoming accounting year there will be $2,000,000 of manufacturing overhead and 40,000 machine hours. As a result, this manufacturer sets its predetermined annual overhead rate at $50 per machine hour. Since the future overhead costs and future number of machine hours were not known with certainty, and since the actual machine hours will not occur uniformly throughout the year, there will always be a difference between the actual overhead costs incurred and the amount of overhead applied to the manufactured goods.Ho pefully, the differences will be minimal at the end of the accounting year. APPLIED Overhead is computed using the predetermined overhead rate and is the amount of costs applied (or estimated) to be allocated (needed) for specific jobs. ACTUAL Overhead is found after the manufacturing process is complete which gives the actual amount of used/consumed resources (or total costs) that it needed to complete the job. The two amounts can then be compared afterward which is known as Under- or Overapplied Manufacturing Overhead. When Manufacturing Overhead has a DEBIT balance, overhead is said to be UNDERAPPLIED, meaning that the overhead applied to work in process or to the certain job is LESS than the overhead incurred.On the contrary, when manufacturing overhead has a CREDIT balance, overhead is OVERAPPLIED, meaning that the overhead assigned to work in process or to the certain job is GREATER than the overhead incurred. The typical procedure for allocating overhead is to accumulate all manufacturing overhead costs into one or more cost pools, and to then use an activity measure to apportion the overhead costs in the cost pools to inventory. Thus, the overhead allocation formula is: Cost pool / Total activity measure = Overhead allocation per unit You can allocate overhead costs by any reasonable measure, as long as it is consistently applied across reporting periods. Common bases of allocation are direct labor hours charged against a product, or the amount of machine hours used during the production of a product.The amount of allocation charged per unit is known as the overhead rate. The overhead rate can be expressed as a proportion, if both the numerator and denominator are in dollars. For example, ABC Company has total indirect costs of $100,000 and it decides to use the cost of its direct labor as the allocation measure. ABC incurs $50,000 of direct labor costs, so the overhead rate is calculated as: $100,000 Indirect costs $50,000 Direct labor The result is a n overhead rate of 2. 0. Alternatively, if the denominator is not in dollars, then the overhead rate is expressed as a cost per allocation unit. For example, ABC Company decides to change its allocation measure to hours of machine time used.ABC has 10,000 hours of machine time usage, so the overhead rate is now calculated as: $100,000 Indirect costs 10,000 Machine hours The result is an overhead rate of $10. 00 per machine hour. If the basis of allocation does not appear correct for certain types of overhead costs, it may make more sense to split the overhead into two or more overhead cost pools, and allocate each cost pool using a different basis of allocation. For example, if warehouse costs are more appropriately allocated based on the square footage consumed by various products, then store warehouse costs in a warehouse overhead cost pool, and allocate these costs based on square footage used.Thus, far we have assumed that only actual overhead costs incurred are allocated. Howev er, it is also possible to set up a standard overhead rate that you continue to use for multiple reporting periods, based on long-term expectations regarding how much overhead will be incurred and how many units will be produced. If the difference between actual overhead costs incurred and overhead allocated is small, you can charge the difference to the cost of goods sold. If the amount is material, then allocate the difference to both the cost of goods sold and inventory. Definition of ‘Cost Of Goods Sold – COGS' The direct costs attributable to the production of the goods sold by a company.This amount includes the cost of the materials used in creating the good along with the direct labor costs used to produce the good. It excludes indirect expenses such as distribution costs and sales force costs. COGS appears on the income statement and can be deducted from revenue to calculate a company's gross margin. Also referred to as â€Å"cost of sales. † Our consent over The Topic: To determine the cost of goods we have to determine the factory overhead. Cost of goods are included all the costs occurred during the production including direct and indirect material, labor and all the factory overhead costs. We use allocation method to determine the factory overhead costs.If we can’t determine the factory overhead costs we can’t find out the actual cost of the goods those are produced and the sale value we can’t determine correctly. Because cost of a good is consisted with factory overhead costs. Factory overhead expenses should be determined otherwise understated rate of a good can occur. Because if we can’t determine the factory overhead costs we can’t actually determine the cost of a good that is prepared for sale. Allocation methods are used to determine factory overhead costs. Organizations use Applied or Actual factory overhead allocation methods to determine the Factory overhead costs. Cost of goods are li ed with these factory overhead costs.So if we need to determine the amount in which we need to sale a good we need to determine it’s total manufacturing costs. Otherwise loss will occur. Conclusion: Cost of Goods sold is actually related with sales. And Allocation method is used to determine the factory overhead costs which is necessary to determine the costs o a good. We need to determine the factory overhead before the goods are sold. Because without calculating the factory overhead we can’t determine the costs of a good and can’t determine the amount in which we need to sale that good. That’s why we use Allocation method to determine the factory overhead better than charging or crediting the difference to COGS.

Effects of Rising Technology Essay

In the twenty first century, evolution and constant use of technology have greatly impacted humans, and their ways to approaching media. Many people believe that technology has improved the quality of life of the people at a great depth, while others see it as a force that has escaped from human control. Modern technology such as Internet, may help people solve problems or gather information faster than an ordinary human being is capable of. At the same time, it can also destroy one’s social life and interactions with humans if proper balance is not maintained. While people’s thoughts regarding the two sides are intriguing, the question is, are the negative effects gradually outnumbering the positive ones? In the essay â€Å"Is Google Making Us Stupid† written by Nicholas Carr, and â€Å"The Multitasking Generation† by Claudia Wallis, we are presented with ways in which technology affects the daily lifestyle of human being. Even though both authors perceive some of the beneficial uses of modern technology, they ultimately pinpoint the negative effects of it to a large extent. While the bad effects remain constant between both authors, they introduce different aspects of ways humans are being affected – Carr, emphasizing on how technology (Internet in this case) has drastically changed the way humans acquire and present information, and Wallis, focusing on how technology (Media Multitasking) deteriorates social interactions among humans. In today’s world, uses of technology have become far more efficient than ever, and it is only increasing. Internet itself alone, has marched onto becoming the modern power source of simplicity and efficiency. When one hears about ‘efficiency’, a concept of getting a lot done with less amount of time spent, triggers to his mind. In other words, saving time while getting the maximum work done is the key, and that is what Internet delivers to human. In â€Å"Is Google Making Us Stupid†, Carr expresses his convenience of using Internet to do his research, â€Å"Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes† (Carr 1-2). He acknowledges the fact that Internet makes his job as a writer easier, by saying that Internet is giving out information faster than before. The benefits are not only limited to easy access of Internet. The Internet is also taking over people’s daily life rather quickly as it can be programmed to perform certain functions of any information processing device. â€Å"It’s becoming our map, our clock, our printing press, and our typewriter, our calculator, and our telephone, and our radio and TV† (Carr 4), says Carr, as he refers to some of the devices used everyday, to explain the concept of Internet being a powerful computing system. Wallis, in the article â€Å"The Multitasking Generation†, also reflects on some positive effects of technology. Through the concept of â€Å"media multitasking†, or â€Å"listening to iTunes, watching a DVD and IMing friends all at the same time† (Wallis 3) to mention a few, Wallis refers to kids being able to absorb multiple tasks simultaneously, while possibly serving the kids with some benefits. One might be curious to ask how can technologies such as media be beneficial to children? Surprisingly, according to Wallis, â€Å"Piers†, the fourteen years old son in the Coxes family, â€Å"repairs the family computers and DVD player. † â€Å"Bronte†, Piers’ twin sister, â€Å"uses digital technology to compose elaborate photo collages and create a documentary of her father’s ongoing treatment for cancer† (Wallis 3). In the quote, Wallis expresses the fact that even children today, are aware of the beneficial power of technology, and they are quite capable of taking full advantage of it. While both authors present some of the positive effects of technology, as mentioned above, to us, each of them addresses different issues on how exactly uses of technology and technological improvements negatively impact human life. As people become addicted to the valuable web efficiency, it turns out that the Internet serves to be quite harmful towards human cognition in such that it diminishes the capacity of human concentration and contemplation. As Carr says in â€Å"Is Google Making Us Stupid†, â€Å"media supply the stuff of thought, but they also shape the process of thought† (Carr 2). In other words, Internet is controlling and changing the way we think or consume information and thus, flattering our own intelligence into â€Å"artificial intelligence† (Carr 8). People nowadays are so used to the information provided by the Internet that they do not rely on their own knowledge or think on their own like they used to prior to the advent of Internet. An instance that reflects this idea of self-manipulation is shown in Carr’s own statement, â€Å"Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski† (Carr 2). Even though Carr does not go onto to say that he is becoming vacuous, he believes that his mind is changing due to spending so much time on the web over the last several years. Before, he was very much engaged into reading and deep thinking, whereas now he does not have the patience to do so. Skimming seems to be the fast and efficient way to get over it. Carr’s notion demonstrates people’s inability to absorb any lengthy texts because of excessive access to media, indicating to the negative impacts that media have on humans. Although Wallis in â€Å"The Multitasking Generation† implies a similar concept of negative effects of technology on humans as Carr, Wallis follows a different aspect to address the issue. While multitasking allows activities to be done in parallel in an attempt to achieve the possible outcomes more efficiently, it is for the most part, both physically and mentally impossible to do multiple tasks at the same time with accuracy. To add that to a large extent, the way it affects humans is that it deteriorates people’s ability to interact with each other in the society. â€Å"The mental habit of dividing one’s attention into many small slices has significant implications for the way young people learn, reason, socialize†¦Ã¢â‚¬  (Wallis 3), indicates multitasking as the factor, which young generations today are not aware of, the fact that they are being transitioned to a darker side of the society. Even the parents confess, â€Å"we don’t get out together to have a social life† (Wallis 3), clearly expressing their feelings towards the changes that are being caused by advanced technology. And while people are shifting to these changes, society is being affected as a whole. As usage of modern technology is prospering, the simplicity and efficiency in life are also rising. However, as people move on, there will be many controversies over the excessive usages of technology in form of media. There will be more concerns on whether the negative effects will override the positive effects sometime in the future. As of now, both Carr and Wallis emphasize on the negative impacts of technology on humans; however, Carr conveys that technology negatively manipulates people’s way of thinking and absorbing information, while Wallis believes that technology reduces people’s ability to focus on certain tasks and interaction with others in the society.

The Baseline Theory, And Game Theory - 1102 Words

by Jon Von Neumann, although that development involved a number of many scholars who thought collectively way back in the 1950s (Hart, 2015). The model has further been taken global with such figures like Jean Tirole, who received global attention for the Nobel Memorial Prize award in 2011. The baseline theory, and game theory are applicable in business contexts as it did for Glasberg et al (2014) research case study. For the problem statement given above, game theory stands high applicable chances based on the idea that any business has to weigh the risks involved before considering a particular strategy (Blonski Spagnolo, 2015). Cloud computing is part of the technologies seen important in the contemporary business context. This, however, is accompanied by many risks and any organization has to determine such risks, and identify who loses and who gains in the undertaken risk. Envisioned Study3 The envisioned study is based on the same idea. For example, if the cloud computing technology violates the health care restrictions, then the organization will lose in the process. With relevant application of risk management strategies, it is possible to handle the risk in the most appropriate way such that whoever gains ends up gaining little. Apparently, Glasberg and his colleagues developed the idea of crisis management such that businesses may end up incurring little or no losses in case the risk takes a negative course (Blonski Spagnolo, 2015). The health care system isShow MoreRelatedRevised Curriculum for Project ALERT Essay examples870 Words   |  4 Pagesareas over the fall of 1997 to spring of 1999. The Project ALERT utilized three theories of behavioral change. The study was based on the social influence model of prevention. Project ALERT used the health belief model, which aimed at cognitive factors that influenced healthy behavior. Secondly, the social learning mode l, which emphasizes social norms as key components of behavior and lastly the self-efficacy theory of behavior change which focuses on the belief that one can accomplish task and goalsRead MoreEssay on Guns, Testosterone, and Aggression Article Review705 Words   |  3 Pages Echo Royal Psych 210 D1 The focus of this particular research paper was to prove or disprove the theory that testosterone levels would rise based on the presence of a toy gun. The independent variable consisted of a pellet gun identical to a Desert Eagle handgun for the experimental subjects and the Mouse Trap children’s game for the control subjects. The dependent variable was the amount of hot sauce each test subject placed into individual cups for the nextRead MoreThe University Of Texas At Arlington1023 Words   |  5 PagesArlington Fall 2015 CSE 5194 Assignment Critique on Non-cooperative, Semi-cooperative, and Cooperative Games-based Grid Resource Allocation (Samee Ullah Khan and Ishfaq Ahmad Department of Computer Science and Engineering University of Texas at Arlington, TX-76019, U.S.A. {sakhan, iahmad}@cse.uta.edu) Simranjeet Kaur UTA ID: 1001237306 Non-cooperative, Semi-cooperative, and Cooperative Games-based Grid Resource Allocation Straightforward access to large-scale distributed computational assetsRead MoreEssay on Racism in the NBA833 Words   |  4 Pagesalways come up when talking about pro basketball. Why are 2/3 of the NBA players black? And do black and white players have two different techniques for playing the game of basketball? Jeff Greenfield cites in his essay â€Å"The Black and White Truth about Basketball† theories from the book Foul by David Wolf. In today’s modern game of NBA basketball, over 2/3 of the players are black. Greenfield also cites that over the last two decades, no more than three white players have been among the tenRead MoreLocke And Rousseau s Influence On Education993 Words   |  4 PagesPreformationism are still scene in today’s society. â€Å"We often lapse into the same thinking today, as when we expect young children to sit still for hour, or when we assume that their thinking is the same as ours† (Crain 5). Clearly there was the need for new theories, which would better explain child development and education. This is where Locke and Rousseau come in. John Locke, a British philosopher, focused on the role of social environment and experiences in education. Locke believed that children’s mindsRead MoreMichael Jordan: The Early Years. Essay1159 Words   |  5 Pageswasnt the star in baseball he once was. He was still very good, but he had lost some of his focus. Later, in his high school career, he dropped baseball to pursue another interest. Basketball and Michael. When Michael was younger he adopted the game of basketball. Mike used to work with his father in the garage. While working with his father, Michael picked up the habit of sticking his tongue out in an intense situation. When Michael reached the ninth grade, he tried out for basketball. CoachRead MoreHow Violent Media Encourages The Behavior Of Adolescents1844 Words   |  8 PagesIn present day society, the realm of intense and violent video games along with their media counterparts is ever changing, and this transformation is leading to the most expressive and realistic viciousness a child can be exposed to without actually harming another human being. Furthermore, due to this tremendous level of ‘realisticness,’ the inquiry of whether or not the violence portrayed in these video games and television shows leads to an amplified level of aggression and other types of violentRead MoreThe Theory Of Leadership Theory1411 Words   |  6 Pagesleadership theory, there I said it, I’ve been holding it in an jesus does it feel great to get it out. Haha what I do believe in is awesome people, people who treat other people great and treat themselves and their business, foundation or institu tion great now that’s what I believe in. So in the sake of great leaders I will be taking on prompt number two and constructing my own theory by using 3 examples from the book and 6 sources that I will cite properly in an MLA format. The first theory that IRead MorePlaying against a Computer or a Human Research1596 Words   |  6 Pagesvaried. Several studies employing various interactive games have been conducted to uncover the neural basis involved in adopting an intentional stance. These studies followed a similar script according to which participants were led to believe that they are playing either against a human opponent or a computer. The first was a PET study by Gallagher et al. (2002) who asked volunteers to play a version of the ‘rock, paper, scissors’ game against a human opponent or a computer following simple rule-basedRead MoreExperimental And Quasi Experimental Research Design1582 Words   |  7 Pagesindicates the time series design, where a series of observations are developed over time. However, the development occurs without intervention and with intervention. In this method, the researcher employs multiple observations for establishing a baseline. It shows a level of the outcome of interest over time (Pickard, 2012). The researcher engages multiple observations during the intervention to show a change due to the implementation of the particular process in the research. The researcher withdraws