Dynamic Assessment And Intervention Of A Childs Performance

Dynamic Assessment and Intervention According to Gillam, Peà ±a, and Miller (1999) assessment of discourse is a challenging but important aspect of assessing language, highlighting that cultural and experiential differences may be a factor in a child’s performance. Simply, some children may not have been exposed to these types of narratives or been expected to generate them in their home environment. The authors suggest that good language learners usually learn the new forms or overcome the differences with extra classroom support; however, some children with poor discourse abilities may have more significant problems with learning language (Gilliam et al., 1999). Thus, part of the challenge in assessing discourse is distinguishing a†¦show more content†¦Thus, Dynamic Assessment has been recommended by Gillam et al., (1999) as a method to assess narratives. The general procedure for Dynamic Assessment is to establish a baseline using a formal or informal method, enga ge in a teaching phase, and then re-assess performance (test-teach-retest). Specifically for expository discourse Gillam et al. (1999) recommended an informal assessment using the Test of Problem Solving (TOPS) (Zachman, Barrett, Huisingh, Jorgensen, 1992), which was most recently revised in 2005 (Huisingh, Bowers, LoGiudice, 2005). TOPS is a standardized test for ages 6-12 in which a child views a picture depicting a problem and is then asked questions to evaluate the problem and generate/explain various solutions. It is designed to assess making inferences, sequencing, negative questions (why something would not occur), problem solving, predicting, and determining causes (Linguisystems, 2005). However, for the testing phases, rather than administering and scoring TOPS formally, Gillam et al., (1999) recommend a qualitative 6-point scale (0-5) rating the completeness, amount of information informative, and accuracy of a response, using even-numbered items for pre-testing, and th e odd numbered items for post-testing. For the

Octavian, Anthony and Cleopatra Propaganda and the ÂMyth...

Workshop 1 Octavian, Anthony and Cleopatra: Propaganda and the ‘Myth of Actium The creation and subsequent sustaining of the ‘Myth of Actium is one of the greatest examples of the use of mass propaganda in the ancient world. While scholars such as Murray question the impact that the re-instigation of games at Nikopolis and the extension of the temple of Apollo at Actium would have on the political situation in Rome, its emergence, however, seems to have occurred around 20 BC, a time at which Octavian Augustus has officially restored the Republic (27 BC) and resigned his position as consul, instead holding office as Tribune of the Plebs. The Augustan version of the battle of Actium is one that is displayed by the three passages.†¦show more content†¦Plutarchs account shows Antony represented as an Eastern King, having deserted his country of birth. This then shifts to a tragic hero, misled by Cleopatra. The image of Octavian is the one that receives the greatest transformation. While Murrays acceptance of the view that Syme and Zanker exaggerate the role that Actium plays in the political ideology and symbolic imagery of the Augustan Principate , this fails to take into account the myths birth later in the reign. While it is true that Actium played little part in cementing Octavians position other than as a military victory, its political ramifications are represented by the notion of a fourth foundation of Rome, as alluded to by Virgil. By his own admission, Octavian was not a great general, but literature fails to portray this. The most significant alteration to fact is seen on the Shield of Aeneas . Octavian is shown commanding his army, the Senate and People with him, defending the Republic and all that it stands for. This comes at a time when he controls Rome in all but name. The inscription from part of the victory monument at Nikopolis is a clear indication of the memory which Octavian wanted to remain. The monument, both a symbol Octavians victory and power and also a monument of political and religious propaganda was erected soon after the battle. Just as on the Shield of Aeneas, it suggests that Octavian was

Regulated Rivers and Storm Sewer Systems †MyAssignmenthelp.com

Question: Discuss about the Regulated Rivers and Storm Sewer Systems. Answer: Introduction: There has been a large rate of urbanization in the metropolitan areas especially in the vicinity of the river basins. The rapid rate has caused resource planners and hydrologists to come up with better models of analysis of the urban hydrology. The kinematic wave model is used for the channel and the overland flow routing in the precipitation-runoff modelling system in the Distributed Routing Rainfall Runoff Model. The development of the theory and application of kinematic wave is complex but it is not readily available in a given text. It is an approximation of the dynamic wave model as there are developments of the models and the difficulty involved in applying the solution techniques, the theory is described as a dynamic wave theory applied to water routing problems. The open channel flow stand-out as the most experienced kind of flow in the catchment modelling processes over the recent years. When there is no acceleration experienced in the flow of the water or runoff, the system is considered to be in steady flow. When there is a change in the velocity, the flow is not considered steady any more. It is important to consider the impact of the unsteady flows; therefore, it is added as variable when performing the analysis of a catchment area. Another type of flow is the uniform flow which follows where the slope of the water surface does not change with flow. A large water surface slope change is used to demonstrate the rapidly varied flow. A general description of the runoff is given by the shallow water equations which are valid for surface flow, gutter flow and the flow in the sewer systems. The shallow water equations are two partial differential equation that are resultant of the mass and momentum conservation laws. The shallow water equatio ns are derived as demonstrated in the illustration below, The process of the open flow for an unsteady flow is expressed in mathematical terms as is described by the St. Venant equations as, The kinematic approach is analyzed as a product of the stage or depth versus the discharge relationship. It uses the momentum equations to perform the analysis such that the wave occurs when the process terms are deemed negligible. Such denotation allows a designer or the hydrologist to assume that the bed slope is very close to the friction slope. Every catchment area needs to acknowledge the backwater effect and the same is included in the analysis. On the other hand, the discharge is described as a function of depth of flow only. The run off process occurs in the surfaces, gutters, and sewers as described by one continuity and momentum equation for the shallow water equations. (Lyngfelt Arnell, n.d.). To advance run-off hydrographs by analyzing the relationship between the kinematic approach and the pond model approach. To deliberate the differences and reasons for the differences between the kinematic approach and the pond model At the outlet of the catchment area, the flow is considered uniform, unidirectional and one that flows instantaneously from the outlet to the next point in the analysis. Catchment area 2.25ha (150m x 150m) Slope 2.25% Roughness 0.150 Rainfall event 90mm/h for 60 mins Losses Initial losses of 4.5 mm and continuing losses of 3mm/h The kinematic data set as well as the pond approach model dataset are as described in the attached spreadsheet. The above values were used to provide the base ground information of the site being modelled. The design of a wet pond is modelled using several parameters. the primary parameter is the area ration which is designed not to be less than 100 for maximum efficiency. It is given as, The two approaches are used in the hydrological analysis of water flow on the ground surfaces. This refers to the water that flows in stream canals or the overland flow that flows on the land surface. As indicated in the introduction section, the St. Venant equations are used for the two-dimensional analysis. It is crucial to note that the kinematic wave approach models use the highlighted set of equations while considering the impacts of gravity and resistance on flow. The analysis provides a platform for the analysis of the 1-1 relationship between the depth or the stage and the discharge. This is done using the equation below, Unfortunately, the kinematic approaches do not manage to denote the flow at the low land regions or the very high points of the catchment area as a result of intense precipitation on the hillslope. The kinematic approach model assumes that the friction slope may be approached by the land surface slope making other effective components of the friction slope negligible. The pond model seeks to cater for the caveat or shortcomings of the kinematic approaches. The pond approach seeks to review the surface runoff that enter the drainage system through gulley and manholes. The sewer flows surcharge from the manhole and the surface overland flow in one or two dimensions. Once the sinks are full water is passed on to the catchment within which that sink and its corresponding sink lies in. Water tends to appear as output in the same water that is identified from the hydrograph. In the reality substantial portion of the water appearing as the old water. The water that has entered the watershed from a previous event. The unit hydrograph theory is as demonstrated below, One is able to determine the inflection point of the flow on the catchment area when a hydrograph is plotted. The plot uses the semi-logs or log scales as the data being addressed is very large. The designer notes the time when the recession side follows the trendline. (Li, et al., n.d.). One may wish to know why they would implement the kinematic approach over any other approach in the catchment modelling. It provides an alternative routing for the flow of water over the land surface. Some sections of the land are more pervious than other hence the water flowing may slip into the land causing a loss. Some of the portions of the catchment area may not allow the smooth flow as they act as obstacles. It allows non-linear response devoid of complex solution procedures or very complicated analytics. The parameters in a model are actively adjusted to account for the complexity of the catchment area. Some of the parameters considered in this are the channel shape, the boundary roughness, the catchment area length and width, the channel or area slope as well as the nature of the flow surface. The kinematic wave approach is acknowledged as the limiting case of an infinite number of non-linear reservoirs. The slope differs in terms of the flow rate at a given point in time depending on the section of the catchment area being analyzed. It can be observed that the after the 23rd minute of the hydrological analysis, the slope has a negative gradient as compared to the previous time. This demonstrates a catchment area that has an uphill section. The water flows downwards until it reaches a point where it stalls as it tries to manage the upward movement. The kinematic approach studies the motion of the fluid flow. The fluid flow tends to move at the same speed at a given point in time. Conclusion In a nutshell, the kinematic approach model assumes that the friction slope may be approached by the land surface slope making other effective components of the friction slope negligible. The run-off process occurs in the surfaces, gutters, and sewers is described by one continuity and momentum equation for the shallow water equations. The kinematic wave approximation is defined by a set of differential equations and boundary conditions. The development of the theory and application of kinematic wave is complex but it is not readily available in a given text. It is an approximation of the dynamic wave model as there are developments of the models and the difficulty involved in applying the solution techniques. It describes a characteristic type of wave motion that can occur in the many simplistic flow problems. References Li, R-M, S., Stevens, D. B. M, A., n.d. Non-linear Kinematic Wave Approximation for Water Routing. Water Resources Research, 11(2). Lyngfelt, S. Arnell, V., n.d. A mathematical runoff model for simulation of storm water runoff in urban areas. Chalmers university of Technology, Urban Geohydrology Research Group, Volume 12. Sjoberg, A., n.d. Calculation of Unsteady Flows in Regulated Rivers and Storm Sewer Systems. Department of Hydraulics, Chalmers University of Technology, Volume 87.

Macbeth the Climax in Act Essay Example

Macbeth the Climax in Act Paper Therefore the challenge of holding onto the interest of the audience is presented. However, while this may be a challenge for a lesser playwright, for a master like Shakespeare the challenge of maintaining the mood and theme is much less. The theme of the play Is the downfall of Macbeth and the mood is dark and gloomy. Everything that happens, In this act especially, must maintain these ideas. In scene l, lines 92-101, the theme of the lay Is held up by the idea of things and people not being what they seem to be. In these lines Macbeth is talking to the murderers that he has hired to kill Banquet and Balance. He Is trying to find out what kind of men they really are and If they are capable of committing this deed. These lines support the theme of the play because Macbeth Is no longer able to trust people. Because he himself Is treacherous, he no longer Is able to trust others. In scene 2, dark Images are extremely Important In maintaining the mood of the play. One of the places that this can be seen Is lines 36-37. 0, full of scorpions Is my mind, dear well/ Thou knows that Banquet, and his Balance, lives. These lines show that Machetes mind is being tormented by the fact that those two men are a threat to him. Also, by using the word scorpions the dark and evil mood of the play are upheld. A second place in this scene where this happens is lines 53-55. Good things of day begin to droop and drowse, Whiles nights black agents to their preys do rouse. / Though marvelous at my words : but old t hee still. In the preceding lines the image of light fading away and dark taking over is used to uphold both the theme and mood. The light destroying the dark symbolizes the bad destroying the good inside of Macbeth as well in the rest of the country. By using words like nights black agents and droop and drowse Shakespeare further continues the dark images. The poet continues these images through scene IV. In lines 29-31, There the grown serpent lies; the worm thats fled/ Hath nature that in time will venom breed We will write a custom essay sample on Macbeth the Climax in Act specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Macbeth the Climax in Act specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Macbeth the Climax in Act specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The grown serpent that Macbeth refers to is Banquet and the worm thats fled is Balance. Macbeth is desperate to eliminate all of his challenges and is enraged that things did not go the way that he planned. This desperation adds to the ruin of Macbeth. The unnatural ruin of the main character is once again seen in lines 110-112, particularly when Macbeth says, And keep the natural ruby of you cheeks. When mine is blanched with fear. (lens 115-1 16) That statement presents the fact that fear now has a strong hold over his mind and sanity. There are also more references to dark consuming light. And overcome us like a summers cloud. (line 110) Essay II In order for this play to meet the characteristics of a tragedy Macbeth must be somehow viewed as a moral character otherwise his fate Is not tragic. At many points In the play his moral side almost seems non-existent, but In Act Ill, scene II, there Is a section where Machetes morality slips out once again. This section occurs In lines 15-26. These lines show that Macbeth does In fact feel sorrow and guilt for what he has done. Because of this he Isnt completely evil and does have potential for good. These lines tell the audience that his mind Is constantly plagued with remorse for what he has done. In the affliction of these terrible dreams/ That shake us malignly: netter De Walt e EAI J whom we, to gain our peace, nave sent to peace. He is afflicted with nightmares for what he has done and therefore feels guilt. If he were truly an immoral than he would not have these feelings. This affliction of Machetes shows his good side and keeps the elements of tragedy alive in the play.

Discuss the drawback of the jury system as it is implemented in the UK The WritePass Journal

Discuss the drawback of the jury system as it is implemented in the UK Introduction Discuss the drawback of the jury system as it is implemented in the UK : 1). It is arguable whether this demonstrates the ineffectiveness of jury systems but it is evident that the Germans do not agree with them. Jury trials were also abandoned in India following the case of K.M. Nanavati v State of Maharashtra [1962] Suppl 1 SCR 567 where it became clear that juror’s decisions were capable of being influenced by the media and the public. As put by Debroy; â€Å"the Nanavati case was responsible for abolition of jury trials in India and it was the last trial by jury† (2009: 1). It was also identified by Debroy that there is a correlation in India between the abolishment of jury trials and the prolonging of cases (2009: 2). In view of this, it cannot be said that jury trials should be completely abolished in the UK as cases may actually be prolonged as a result and there are various safeguards that have been implemented so as to ensure juries are not being influenced by the media and the public (Rackstraw, 2008: 726). Therefore, whilst jury systems do create difficulties, it cannot be said that they should be completely discarded as a result as they are still considered a vital p art of the justice system. Furthermore, if jury trials were abolished it is likely that this would result in prolonged trials as is the case in India. Furthermore, judges would also be capable of producing prejudicial decisions, which would ultimately contravene Article 6 of the ECHR which provides for a defendants rights to a fair trial. In a study that was conducted by Sturcke, it was found that; two in three jurors did not fully understand the legal directions and that more than one in 10 jurors carried out their own investigations online about a case (2010: 1). This study was based on 69,000 cases over a two-year period, which highlights the injustices that can actually be caused by a jury trial. This seems to provide a strong argument as to why jury trials should be abolished, however problems will still be caused by judge alone trials. In effect, it appears as though there ought to be a balance so that juries do remain, yet where cases are likely to be prejudiced a judge alone trial should be conducted. Essentially, this is what seems to be happening at present as jury trials are being discarded in serious and complex fraud cases, yet whether this scope should be broadened to allow for their elimination in other cases is likely. This will ensure that juries are maintained, on the one hand, whilst also enabling them to be discarded in cases which would be difficult for them to cope with. Whether this means that there will be an effective jury system in place, is however arguable. Conclusion Overall, there are many underlying difficulties which emerge from a trial by jury, yet it cannot be said that they should be completely eradicated. This is because judge alone trials will also have many drawbacks, which demonstrates the need for the jury system to be maintained. In order to prevent unfair outcomes from being produced, it is therefore necessary that a balance is attained which could be achieved by removing juries from serious and complex cases and those which would have a damaging effect on their ability to cope. Referencing Baksi, C., (2014) ‘Bias has ‘significant’ effect on verdicts, jury research says’ The Law Society Gazette, Available [Online] at: lawgazette.co.uk/practice/bias-has-significant-effect-on-verdicts-jury-research-says/5039295.article [23 April, 2014]. Debroy, B. Nanavati and Jury Trials, Law Resource India, (2009), Available [Online] at: http://indialawyers.wordpress.com/2009/12/26/nanavati-and-jury-trials/ [23 April, 2014]. Doran, S; McConville, M. and Wilson, G. The Handbook of the Criminal Justice Process, OUP Oxford, 1st Edition, (2002), p. 379. Elliott, C. and Quinn, F. (2010) English Legal System, Longman, 11th Edition. Gastil, J., and Weiser, P., (2006) ‘Jury Service as an Invitation to Citizenship: Accessing the Civic Value of Institutionalised Deliberation’ Legal Studies Research Paper, 06-32. Gastil, J., Deess, E., and Weiser, P., (2002) ‘Civic Awakening in the Jury Room: A Test of the Connection between Jury Deliberation and Political Participation’ Journal of Politics, Volume 64, No. 2, 585-595. Herzog, F. Philosophical and Social View of the Jury: Could it Have a Renaissance in Germany? (2012) Available [Online] at: www.cairn.info/load_pdf.php?ID_ARTICLE=RIDP_721_0553 [23 April, 2014]. Laville, S. Heathrow Robbery Trial Breaks with 400 Year Tradition of Trial by Jury, The Guardian, (10 January, 2010), Available [Online] at: guardian.co.uk/uk/2010/jan/10/heathrow-robbery-trial-jury-twomey [23 April, 2014]. Lesser, M. A. (2010) The Historical Development of the Jury System, Kessinger Publishing: London. Lloyd-Bostock, S. The Jubilee Line Jurors: does their experience strengthen the argument for judge-only trial in long and complex fraud cases? Criminal Law Review, Crim L.R. 255, (2007). Rackstraw, M., (2008) In the Balance New Law Journal, Volume 158, Issue 7322. Sanders, A. and Young, R. Criminal Justice, OUP Oxford, 3rd Edition, (2006). Stone, J., and Dennis, R., (2003) ‘Race and Ethnicity’ Comparative and Theoretical Approaches, 1-7. Sturke, J. Jurors ‘struggle’ to understand judges, study finds, The Guardian, (17 February, 2010), Available [Online] at: guardian.co.uk/uk/2010/feb/17/jurors-judges-legal-advice-report [23 April, 2014]. The Auld Report, Review of the Criminal Courts of England and Wales, Chapter 5, Juries, Available [Online] at: criminal-courts-review.org.uk/ccr-05.htm [23 April, 2014]. Thomas, C. and Balmer, N. Diversity and Fairness in the Jury System, The Ministry of Justice Research Series 2/07, (June, 2007), Available [Online] at:   justice.gov.uk/publications/docs/JuriesReport2-07-webVersion.pdf [23 April, 2014]. Zander, M., (2007) a Touch of Bias New Law Journal, Volume 157, Issue 7295. Cases Condron v UK (2000) 31 EHRR 1 Jubilee Line K.M. Nanavati v State of Maharashtra 1959

New to Old SAT Conversion - Official Formulas and Tools

New to Old SAT Conversion - Official Formulas and Tools SAT / ACT Prep Online Guides and Tips As of March 5, 2016, the new SAT is out. This means that those who took the old 2400-point SAT may want to know what their new 1600-point SAT score would have been, and vice versa. This information is critical for when you research and apply to scholarships and colleges that use a different version of the SAT than the one you took. Here, we give theofficial conversionsbetween old SAT and new SAT scores. These conversions come directly from the College Board, and we've made automatic conversion tools to make it easier for you! Converting from Old SAT to New SAT Do you have your old SAT score, including the scores for each section: Writing, Mathematics, and Critical Reading? If so,just plug your current numbers into the left hand side below, and your new total will pop out automatically on the right! Enter your old 2400 SAT here: Old Math (max 800) Old Reading(max 800) Old Writing (max 800) Get new 1600 SAT scores here: Old Total SAT (max 2400) New Math (max 800) New Reading + Writing (max 800) New Total SAT (max 1600) // 800) { $(this).val(800); } var m = parseInt($("#in_old_math").val()); var w = parseInt($("#in_old_writing").val()); var c = parseInt($("#in_old_critical").val()); var old_r = w + c var old_total = m + c + w; var new_m; var new_r; var new_total; if (isNaN(m)) { $("#out_new_math").val(''); } else { switch (m) { case 200:new_m = 200;break;case 210:new_m = 220;break;case 220:new_m = 230;break;case 230:new_m = 250;break;case 240:new_m = 260;break;case 250:new_m = 280;break;case 260:new_m = 300;break;case 270:new_m = 310;break;case 280:new_m = 330;break;case 290:new_m = 340;break;case 300:new_m = 350;break;case 310:new_m = 360;break;case 320:new_m = 360;break;case 330:new_m = 370;break;case 340:new_m = 380;break;case 350:new_m = 390;break;case 360:new_m = 400;break;case 370:new_m = 410;break;case 380:new_m = 420;break;case 390:new_m = 430;break;case 400:new_m = 440;break;case 410:new_m = 450;break;case 420:new_m = 460;break;case 430:new_m = 470;break;case 440:new_m = 480;break;case 450:new_m = 490;break;case 460:new_m = 500;break;case 470:new_m = 510;break;case 480:new_m = 510;break;case 490:new_m = 520;break;case 500:new_m = 530;break;case 510:new_m = 540;break;case 520:new_m = 550;break;case 530:new_m = 560;break;case 540:new_m = 570;break;case 550:new_m = 570;break;ca se 560:new_m = 580;break;case 570:new_m = 590;break;case 580:new_m = 600;break;case 590:new_m = 610;break;case 600:new_m = 620;break;case 610:new_m = 630;break;case 620:new_m = 640;break;case 630:new_m = 650;break;case 640:new_m = 660;break;case 650:new_m = 670;break;case 660:new_m = 690;break;case 670:new_m = 700;break;case 680:new_m = 710;break;case 690:new_m = 720;break;case 700:new_m = 730;break;case 710:new_m = 740;break;case 720:new_m = 750;break;case 730:new_m = 760;break;case 740:new_m = 760;break;case 750:new_m = 770;break;case 760:new_m = 780;break;case 770:new_m = 780;break;case 780:new_m = 790;break;case 790:new_m = 800;break;case 800:new_m = 800;break; } $("#out_new_math").val(new_m); } if (isNaN(old_r)) { $("#out_new_verbal").val(''); } else { switch (old_r) { case 400:new_r = 200;break;case 410:new_r = 210;break;case 420:new_r = 220;break;case 430:new_r = 230;break;case 440:new_r = 240;break;case 450:new_r = 260;break;case 460:new_r = 270;break;case 470:new_r = 280;break;case 480:new_r = 290;break;case 490:new_r = 300;break;case 500:new_r = 310;break;case 510:new_r = 310;break;case 520:new_r = 320;break;case 530:new_r = 320;break;case 540:new_r = 330;break;case 550:new_r = 330;break;case 560:new_r = 330;break;case 570:new_r = 340;break;case 580:new_r = 340;break;case 590:new_r = 350;break;case 600:new_r = 350;break;case 610:new_r = 360;break;case 620:new_r = 360;break;case 630:new_r = 360;break;case 640:new_r = 370;break;case 650:new_r = 370;break;case 660:new_r = 380;break;case 670:new_r = 380;break;case 680:new_r = 390;break;case 690:new_r = 390;break;case 700:new_r = 400;break;case 710:new_r = 400;break;case 720:new_r = 410;break;case 730:new_r = 410;break;case 740:new_r = 420;break;case 750:new_r = 420;break;ca se 760:new_r = 430;break;case 770:new_r = 430;break;case 780:new_r = 440;break;case 790:new_r = 440;break;case 800:new_r = 450;break;case 810:new_r = 450;break;case 820:new_r = 460;break;case 830:new_r = 460;break;case 840:new_r = 470;break;case 850:new_r = 480;break;case 860:new_r = 480;break;case 870:new_r = 490;break;case 880:new_r = 490;break;case 890:new_r = 500;break;case 900:new_r = 500;break;case 910:new_r = 510;break;case 920:new_r = 510;break;case 930:new_r = 520;break;case 940:new_r = 530;break;case 950:new_r = 530;break;case 960:new_r = 540;break;case 970:new_r = 540;break;case 980:new_r = 550;break;case 990:new_r = 550;break;case 1000:new_r = 560;break;case 1010:new_r = 560;break;case 1020:new_r = 570;break;case 1030:new_r = 570;break;case 1040:new_r = 580;break;case 1050:new_r = 580;break;case 1060:new_r = 590;break;case 1070:new_r = 590;break;case 1080:new_r = 600;break;case 1090:new_r = 600;break;case 1100:new_r = 610;break;case 1110:new_r = 610;break;case 1120:new_r = 620;break;case 1130:new_r = 620;break;case 1140:new_r = 630;break;case 1150:new_r = 630;break;case 1160:new_r = 640;break;case 1170:new_r = 640;break;case 1180:new_r = 650;break;case 1190:new_r = 650;break;case 1200:new_r = 650;break;case 1210:new_r = 660;break;case 1220:new_r = 660;break;case 1230:new_r = 670;break;case 1240:new_r = 670;break;case 1250:new_r = 680;break;case 1260:new_r = 680;break;case 1270:new_r = 680;break;case 1280:new_r = 690;break;case 1290:new_r = 690;break;case 1300:new_r = 700;break;case 1310:new_r = 700;break;case 1320:new_r = 700;break;case 1330:new_r = 710;break;case 1340:new_r = 710;break;case 1350:new_r = 710;break;case 1360:new_r = 720;break;case 1370:new_r = 720;break;case 1380:new_r = 730;break;case 1390:new_r = 730;break;case 1400:new_r = 730;break;case 1410:new_r = 740;break;case 1420:new_r = 740;break;case 1430:new_r = 740;break;case 1440:new_r = 750;break;case 1450:new_r = 750;break;case 1460:new_r = 750;break;case 1470:new_r = 760;break;case 1480:new_r = 760;break;case 1490:new_r = 760;break;case 1500:new_r = 770;break;case 1510:new_r = 770;break;case 1520:new_r = 770;break;case 1530:new_r = 780;break;case 1540:new_r = 780;break;case 1550:new_r = 780;break;case 1560:new_r = 790;break;case 1570:new_r = 790;break;case 1580:new_r = 800;break;case 1590:new_r = 800;break;case 1600:new_r = 800;break; } $("#out_new_verbal").val(new_r); } if (!isNaN(old_total)) { $("#out_old_total").val(old_total); switch (old_total) {case 600: new_total = 400; break; case 610: new_total = 410; break; case 620: new_total = 420; break; case 630: new_total = 430; break; case 640: new_total = 440; break; case 650: new_total = 450; break; case 660: new_total = 460; break; case 670: new_total = 470; break; case 680: new_total = 480; break; case 690: new_total = 490; break; case 700: new_total = 500; break; case 710: new_total = 510; break; case 720: new_total = 520; break; case 730: new_total = 530; break; case 740: new_total = 540; break; case 750: new_total = 550; break; case 760: new_total = 560; break; case 770: new_total = 580; break; case 780: new_total = 590; break; case 790: new_total = 600; break; case 800: new_total = 610; break; case 810: new_total = 620; break; case 820: new_total = 630; break; case 830: new_total = 640; break; case 840: new_total = 650; break; case 850: new_total = 660; break; case 860: new_total = 670; break; case 870: new_total = 680; break; case 880: new_total = 690; break; case 890: new_total = 690; break; case 900: new_total = 700; break; case 910: new_total = 710; break; case 920: new_total = 710; break; case 930: new_total = 720; break; case 940: new_total = 730; break; case 950: new_total = 730; break; case 960: new_total = 740; break; case 970: new_total = 740; break; case 980: new_total = 750; break; case 990: new_total = 760; break; case 1000: new_total = 760; break; case 1010: new_total = 770; break; case 1020: new_total = 780; break; case 1030: new_total = 780; break; case 1040: new_total = 790; break; case 1050: new_total = 800; break; case 1060: new_total = 800; break; case 1070: new_total = 810; break; case 1080: new_total = 810; break; case 1090: new_total = 820; break; case 1100: new_total = 830; break; case 1110: new_total = 830; break; case 1120: new_total = 840; break; case 1130: new_total = 850; break; case 1140: new_total = 850; break; case 1150: new_total = 860; break; case 1160: new_total = 870; break; case 1170: new_ total = 870; break; case 1180: new_total = 880; break; case 1190: new_total = 890; break; case 1200: new_total = 890; break; case 1210: new_total = 900; break; case 1220: new_total = 910; break; case 1230: new_total = 910; break; case 1240: new_total = 920; break; case 1250: new_total = 930; break; case 1260: new_total = 930; break; case 1270: new_total = 940; break; case 1280: new_total = 950; break; case 1290: new_total = 950; break; case 1300: new_total = 960; break; case 1310: new_total = 970; break; case 1320: new_total = 980; break; case 1330: new_total = 980; break; case 1340: new_total = 990; break; case 1350: new_total = 1000; break; case 1360: new_total = 1000; break; case 1370: new_total = 1010; break; case 1380: new_total = 1020; break; case 1390: new_total = 1020; break; case 1400: new_total = 1030; break; case 1410: new_total = 1030; break; case 1420: new_total = 1040; break; case 1430: new_total = 1050; break; case 1440: new_total = 1050; break; case 1450: new_total = 1060; break; case 1460: new_total = 1070; break; case 1470: new_total = 1070; break; case 1480: new_total = 1080; break; case 1490: new_total = 1090; break; case 1500: new_total = 1090; break; case 1510: new_total = 1100; break; case 1520: new_total = 1110; break; case 1530: new_total = 1110; break; case 1540: new_total = 1120; break; case 1550: new_total = 1120; break; case 1560: new_total = 1130; break; case 1570: new_total = 1140; break; case 1580: new_total = 1140; break; case 1590: new_total = 1150; break; case 1600: new_total = 1160; break; case 1610: new_total = 1160; break; case 1620: new_total = 1170; break; case 1630: new_total = 1180; break; case 1640: new_total = 1180; break; case 1650: new_total = 1190; break; case 1660: new_total = 1200; break; case 1670: new_total = 1200; break; case 1680: new_total = 1210; break; case 1690: new_total = 1210; break; case 1700: new_total = 1220; break; case 1710: new_total = 1230; break; case 1720: new_total = 1230; break; case 1730: new_total = 1240; break; case 1740: new_total = 1250; break; case 1750: new_total = 1250; break; case 1760: new_total = 1260; break; case 1770: new_total = 1270; break; case 1780: new_total = 1270; break; case 1790: new_total = 1280; break; case 1800: new_total = 1290; break; case 1810: new_total = 1290; break; case 1820: new_total = 1300; break; case 1830: new_total = 1300; break; case 1840: new_total = 1310; break; case 1850: new_total = 1320; break; case 1860: new_total = 1320; break; case 1870: new_total = 1330; break; case 1880: new_total = 1340; break; case 1890: new_total = 1340; break; case 1900: new_total = 1350; break; case 1910: new_total = 1350; break; case 1920: new_total = 1360; break; case 1930: new_total = 1370; break; case 1940: new_total = 1370; break; case 1950: new_total = 1380; break; case 1960: new_total = 1380; break; case 1970: new_total = 1390; break; case 1980: new_total = 1400; break; case 1990: new_total = 1400; break; case 2000: new_total = 1410; break; case 2010: new_total = 1410; break; case 2020: new_total = 1420; break; case 2030: new_total = 1430; break; case 2040: new_total = 1430; break; case 2050: new_total = 1440; break; case 2060: new_total = 1440; break; case 2070: new_total = 1450; break; case 2080: new_total = 1450; break; case 2090: new_total = 1460; break; case 2100: new_total = 1470; break; case 2110: new_total = 1470; break; case 2120: new_total = 1480; break; case 2130: new_total = 1480; break; case 2140: new_total = 1490; break; case 2150: new_total = 1490; break; case 2160: new_total = 1500; break; case 2170: new_total = 1500; break; case 2180: new_total = 1510; break; case 2190: new_total = 1510; break; case 2200: new_total = 1510; break; case 2210: new_total = 1520; break; case 2220: new_total = 1520; break; case 2230: new_total = 1530; break; case 2240: new_total = 1530; break; case 2250: new_total = 1540; break; case 2260: new_total = 1540; break; case 2270: new_total = 1550; break; case 2280: new_total = 15 50; break; case 2290: new_total = 1550; break; case 2300: new_total = 1560; break; case 2310: new_total = 1560; break; case 2320: new_total = 1570; break; case 2330: new_total = 1570; break; case 2340: new_total = 1580; break; case 2350: new_total = 1580; break; case 2360: new_total = 1590; break; case 2370: new_total = 1590; break; case 2380: new_total = 1590; break; case 2390: new_total = 1600; break; case 2400: new_total = 1600; break; } $("#out_new_total").val(new_total); var old_to_new_error_payload = "Why don't the section scores add up to the total score? Summing ".concat(new_m.toString()," and ",new_r.toString()," gives ",(new_m+new_r).toString(),", not ",new_total.toString(),"! The reason is that the College Board has one conversion table for individual sections (like Math to Math), and another for total to total conversion. They try to make each individual conversion as accurate as possible, which leads to some inconsistencies. You can read more here.Long story short? Don't worry about it. These are only meant to be estimates anyway. The two totals are ",Math.abs(new_total-new_r-new_m).toString()," points apart - just split the difference and use that value for what you need."); if (new_total != (new_r + new_m)) { document.getElementById("old_to_new_error").innerHTML = old_to_new_error_payload; } else { document.getElementById("old_to_new_error").innerHTML = ""; } } else { $("#out_old_total").val(''); $("#out_new_total").val(''); document.getElementById("old_to_new_error").innerHTML = ""; } }); }); // ]]> New 1600 SAT to Old 2400 SAT Conversion Tool Alternatively, if you want to input your New SAT scores and get old SAT scores back, here's how to do it: Enter your new 1600 SAT here: New Math (max 800) New Reading + Writing (max 800) Get old 2400 SAT scoreshere: New Total SAT (max 1600) Old Math (max 800) Old Reading + Writing (max 1600) Old Total SAT (max 2400) // 800) { $(this).val(800); } var new_m = parseInt($("#in_new_math").val()); var new_v = parseInt($("#in_new_verbal").val()); new_total = new_m + new_v var old_m; var old_v; var old_total; if (isNaN(new_m)) { $("#out_old_math").val(''); } else { switch (new_m) { case 200: old_m = 200; break; case 210: old_m = 200; break; case 220: old_m = 210; break; case 230: old_m = 220; break; case 240: old_m = 220; break; case 250: old_m = 230; break; case 260: old_m = 240; break; case 270: old_m = 240; break; case 280: old_m = 250; break; case 290: old_m = 260; break; case 300: old_m = 260; break; case 310: old_m = 270; break; case 320: old_m = 280; break; case 330: old_m = 280; break; case 340: old_m = 290; break; case 350: old_m = 300; break; case 360: old_m = 310; break; case 370: old_m = 330; break; case 380: old_m = 340; break; case 390: old_m = 350; break; case 400: old_m = 360; break; case 410: old_m = 370; break; case 420: old_m = 380; break; case 430: old_m = 390; break; case 440: old_m = 400; break; case 450: old_m = 410; break; case 460: old_m = 420; break; case 470: old_m = 430; break; case 480: old_m = 440; break; case 490: old_m = 450; break; case 500: old_m = 460; break; case 510: old_m = 470; break; case 520: old_ m = 490; break; case 530: old_m = 500; break; case 540: old_m = 510; break; case 550: old_m = 520; break; case 560: old_m = 530; break; case 570: old_m = 550; break; case 580: old_m = 560; break; case 590: old_m = 570; break; case 600: old_m = 580; break; case 610: old_m = 590; break; case 620: old_m = 600; break; case 630: old_m = 610; break; case 640: old_m = 620; break; case 650: old_m = 630; break; case 660: old_m = 640; break; case 670: old_m = 650; break; case 680: old_m = 650; break; case 690: old_m = 660; break; case 700: old_m = 670; break; case 710: old_m = 680; break; case 720: old_m = 690; break; case 730: old_m = 700; break; case 740: old_m = 710; break; case 750: old_m = 720; break; case 760: old_m = 740; break; case 770: old_m = 750; break; case 780: old_m = 760; break; case 790: old_m = 780; break; case 800: old_m = 800; break; } $("#out_old_math").val(old_m); } if (isNaN(new_v)) { $("#out_old_critical").val(''); } else { switch (new_v) { case 200:old_v = 400;break;case 210:old_v = 410;break;case 220:old_v = 420;break;case 230:old_v = 430;break;case 240:old_v = 440;break;case 250:old_v = 440;break;case 260:old_v = 450;break;case 270:old_v = 460;break;case 280:old_v = 470;break;case 290:old_v = 480;break;case 300:old_v = 490;break;case 310:old_v = 500;break;case 320:old_v = 520;break;case 330:old_v = 550;break;case 340:old_v = 570;break;case 350:old_v = 600;break;case 360:old_v = 620;break;case 370:old_v = 640;break;case 380:old_v = 660;break;case 390:old_v = 690;break;case 400:old_v = 710;break;case 410:old_v = 730;break;case 420:old_v = 750;break;case 430:old_v = 770;break;case 440:old_v = 790;break;case 450:old_v = 800;break;case 460:old_v = 820;break;case 470:old_v = 840;break;case 480:old_v = 860;break;case 490:old_v = 880;break;case 500:old_v = 890;break;case 510:old_v = 910;break;case 520:old_v = 930;break;case 530:old_v = 950;break;case 540:old_v = 970;break;case 550:old_v = 990;break;ca se 560:old_v = 1010;break;case 570:old_v = 1020;break;case 580:old_v = 1040;break;case 590:old_v = 1060;break;case 600:old_v = 1080;break;case 610:old_v = 1100;break;case 620:old_v = 1120;break;case 630:old_v = 1150;break;case 640:old_v = 1170;break;case 650:old_v = 1190;break;case 660:old_v = 1210;break;case 670:old_v = 1240;break;case 680:old_v = 1260;break;case 690:old_v = 1290;break;case 700:old_v = 1310;break;case 710:old_v = 1340;break;case 720:old_v = 1370;break;case 730:old_v = 1390;break;case 740:old_v = 1420;break;case 750:old_v = 1450;break;case 760:old_v = 1480;break;case 770:old_v = 1510;break;case 780:old_v = 1540;break;case 790:old_v = 1560;break;case 800:old_v = 1590;break; } $("#out_old_critical").val(old_v); } if (!isNaN(new_total)) { $("#out_new_total2").val(new_total); switch(new_total) { case 400: old_total = 600; break;case 410: old_total = 610; break;case 420: old_total = 620; break;case 430: old_total = 630; break;case 440: old_total = 640; break;case 450: old_total = 650; break;case 460: old_total = 660; break;case 470: old_total = 670; break;case 480: old_total = 680; break;case 490: old_total = 690; break;case 500: old_total = 700; break;case 510: old_total = 710; break;case 520: old_total = 720; break;case 530: old_total = 730; break;case 540: old_total = 730; break;case 550: old_total = 740; break;case 560: old_total = 750; break;case 570: old_total = 760; break;case 580: old_total = 770; break;case 590: old_total = 780; break;case 600: old_total = 790; break;case 610: old_total = 800; break;case 620: old_total = 810; break;case 630: old_total = 820; break;case 640: old_total = 830; break;case 650: old_total = 840; break;case 660: old_total = 850; break;case 670: old_total = 860; break;case 680: old_total = 870; break;case 690: old_total = 880; break;ca se 700: old_total = 900; break;case 710: old_total = 910; break;case 720: old_total = 930; break;case 730: old_total = 950; break;case 740: old_total = 960; break;case 750: old_total = 980; break;case 760: old_total = 990; break;case 770: old_total = 1010; break;case 780: old_total = 1030; break;case 790: old_total = 1040; break;case 800: old_total = 1060; break;case 810: old_total = 1070; break;case 820: old_total = 1090; break;case 830: old_total = 1110; break;case 840: old_total = 1120; break;case 850: old_total = 1140; break;case 860: old_total = 1150; break;case 870: old_total = 1170; break;case 880: old_total = 1180; break;case 890: old_total = 1200; break;case 900: old_total = 1210; break;case 910: old_total = 1220; break;case 920: old_total = 1240; break;case 930: old_total = 1250; break;case 940: old_total = 1270; break;case 950: old_total = 1280; break;case 960: old_total = 1300; break;case 970: old_total = 1310; break;case 980: old_total = 1330; break;case 990: old_total = 1340; break;case 1000: old_total = 1360; break;case 1010: old_total = 1370; break;case 1020: old_total = 1390; break;case 1030: old_total = 1400; break;case 1040: old_total = 1420; break;case 1050: old_total = 1430; break;case 1060: old_total = 1450; break;case 1070: old_total = 1460; break;case 1080: old_total = 1480; break;case 1090: old_total = 1490; break;case 1100: old_total = 1510; break;case 1110: old_total = 1530; break;case 1120: old_total = 1540; break;case 1130: old_total = 1560; break;case 1140: old_total = 1570; break;case 1150: old_total = 1590; break;case 1160: old_total = 1610; break;case 1170: old_total = 1620; break;case 1180: old_total = 1640; break;case 1190: old_total = 1650; break;case 1200: old_total = 1670; break;case 1210: old_total = 1680; break;case 1220: old_total = 1700; break;case 1230: old_total = 1710; break;case 1240: old_total = 1730; break;case 1250: old_total = 1750; break;case 1260: old_total = 1760; break;case 1270: old_total = 1780; break;cas e 1280: old_total = 1790; break;case 1290: old_total = 1810; break;case 1300: old_total = 1820; break;case 1310: old_total = 1840; break;case 1320: old_total = 1850; break;case 1330: old_total = 1870; break;case 1340: old_total = 1880; break;case 1350: old_total = 1900; break;case 1360: old_total = 1920; break;case 1370: old_total = 1930; break;case 1380: old_total = 1950; break;case 1390: old_total = 1970; break;case 1400: old_total = 1990; break;case 1410: old_total = 2000; break;case 1420: old_total = 2020; break;case 1430: old_total = 2040; break;case 1440: old_total = 2060; break;case 1450: old_total = 2080; break;case 1460: old_total = 2090; break;case 1470: old_total = 2110; break;case 1480: old_total = 2130; break;case 1490: old_total = 2150; break;case 1500: old_total = 2170; break;case 1510: old_total = 2190; break;case 1520: old_total = 2210; break;case 1530: old_total = 2230; break;case 1540: old_total = 2260; break;case 1550: old_total = 2280; break;case 1560: old_total = 2300; break;case 1570: old_total = 2330; break;case 1580: old_total = 2350; break;case 1590: old_total = 2370; break;case 1600: old_total = 2390; break; } $("#out_old_total2").val(old_total); var new_to_old_error_payload = "Why don't the old section scores add up to the old total score? Summing ".concat(old_m.toString()," and ",old_v.toString()," gives ",(old_m+old_v).toString(),", not ",old_total.toString(),"! The reason is that the College Board has one conversion table for individual sections (like Math to Math), and another for total to total conversion. They try to make each individual conversion as accurate as possible, which leads to some inconsistencies. You can read more here.Long story short? Don't worry about it. These are only meant to be estimates anyway. The two totals are ",Math.abs(old_total-old_m-old_v).toString()," points apart - just split the difference and use that value for what you need."); if (old_total != (old_v + old_m)) { document.getElementById("new_to_old_error").innerHTML = new_to_old_error_payload; } else { document.getElementById("new_to_old_error").innerHTML = ""; } } else { $("#out_old_total2").val(''); $("#out_new_total2").val(''); document.getElementById("new_to_old_error").innerHTML = ""; } }); }); // ]]> More Information About Converting Between Scores When You'll Want to Convert Between Scores On one hand, the new SAT and the old SAT are different tests. No single test captures all the information from other tests. Comparing your score on the two tests is, in some ways, like comparing your marathon speed with your 100-meter-sprint speed. While the two speeds are probably correlated, the tests are different, and no one test fully summarizes the other. On the other hand, scores from the two tests are indisputably related. They both aim to test similar concepts, they have similar functions as college admissions tests, and they both keep some of the same multiple-choice features. If you do well on one test, you'll tend to do well on the other. Therefore,it absolutely makes sense to talk about converting between one score and another. The concept we use in the conversion above is calledtheoretical equivalence. That is, if you were to perform as well on one test as the other, what would your total score and section scores be? This gives us a formula where the math section remains the same, and the verbal sections map onto each other. You can use this conversionif you're administering scholarships or admissions and want the same standards across the board. If you're intuitively used to thinking in terms of Old SAT scores, this conversion lets you understand New SAT scores better. However, you should be aware of one caveat if you are using conversion tables to predict test scores. The caveat is that you'll experience regression to the mean. If you did better than average on the old sat (above 1500), you'll do just a tad lower than on the new SAT than your conversion chart score. Likewise, if you did worse than average (less than 1500) on the old SAT, you'll do just a tad better on the new SAT. The reason for this is that new test doesn't test exactly the same things as the old test, and for the new subjects being tested, you are statistically more likely to do more average. Thus, you should expect your score to shrink towards the average. What To Do Next? Now you've converted between the two scores, one thing you should very seriously consider is taking the new SAT. Even if you have an old SAT score, and you've predicted your new SAT score according to the above conversion formula, you will likely perform somewhat differently when you take the real new SAT. This is a good thing because, with superscoring, you have two bites at the apple and more chances to improve. Likewise, if you took both the old SAT and the new SAT, and found that your old SAT converted to more than your actual new SAT score, this is a sign you just had bad luck on your new SAT. If you take it again, there is a good chance you'll scorehigher! FurtherReading Wondering how many times you should take the SAT? Check out our guide and learn the exact number that's best for you! Planning on taking the SAT? Learn thebest ways to study for the new version of the SAT. Have you taken the SAT more than once or are planning on taking it more than once? Superscoring can be a huge benefit for you! Learn what superscoring is,when it's used, and how it can help you with college admissions. //

Public Law Essay Example | Topics and Well Written Essays - 2000 words

Public Law - Essay Example Between the 19th and 21st centuries, various changes have taken place and have ended up reducing the powers and rights bestowed on the House of Commons for one reason or another. Their mandates and membership have in the past been disrupted, and rearranged to meet the changing needs of the government operations in the constitution, and for the benefit of the general society. So far, the trend in changes being campaigned for and implemented on the House of Lords seems to be very thorough, and with a driven motive, especially from the running government and House of commons, which could not only affect their powers, but injure the public affairs and general society, when the operations of the common house are left with minimal control. Roles of the House of Lords Legislative responsibilities: As a constituent body of the parliament, it plays a major role in the law making process. Actually, of all the roles the chamber is entitled to, law making that entails amending, revising, and eve n initiating legislatures remain a critical role, which the house spends most of its time in (Parliamentary Education Service, 2007). This is usually a shared responsibility with the House of Commons, allowing each house to bring in their opinion and contribute their ideologies in the development of the law. The end product of the proposed law after having been evaluated by both houses, stands a better chance of been effective once passed through for the crowns approval. This is because the potential problems and voids in the proposed law or bills would be exposed and catered for. Initially, the House of Lords exercised more powers in the legislature, but the passage of the Parliament Act of 1911limited its power, over the ordinary legislature (kkhsou.in, 2011). Like the House of Commons, it can also initiate bills, especially those concerned with the government operation and non money bills, though at a lower rate than the laws drafted from the other House. Similarly, it revises an d examines bills passed from the House of Commons, checking the proposals, making changes and improving bills through debates on amendments, which is not time limited, making them workable once approved. In its legislative function, the House of Lords power to veto a bill are not available, but they can reject it to cause delay, allow room for review by the Common House and government, or offer alternative amendments (The Great Britain Parliament et al, 2012). However, in the third time reject by the House of Lords, the Common House can push it ahead for the crowns approval, even without the consent of the House of Lords. Scrutinising government and its executives: It is a valuable role that helps keep the government executives and operations in the right track. Most of the government activities and decisions are challenged by the House of Lords, which probes into a wide range of policies and regulations. As an executive body, it has the powers to question ministers and elicit infor mation from the administration by submitting written questions, or asking them orally during the question time sessions in the House, raise issues of concern through debates about government activities and policies, and provide responses to the government statements (The Great Britain Parliament et al, s2012). The House has established committees that assist in scrutinising and monitoring the delegated powers to the executives and government. They