National Achievement Test Essay Example for Free

National Achievement Test Essay This study tried to analyze the Mathematics achievement of the second year high school students of Hermano Miguel Integrated School as revealed in the National Achievement Test (NAT). The relationship between the achievement in Mathematics and their profile was also determined. The results were utilized in developing and evaluating the proposed expanded remediation module. What is the profile of the students as regards age and gender? Gender. In terms of age, it can be seen from table 1 that out of 37 second year high school students used in the study, nine or 24. 32 percent are males and 28 or 75. 8 percent are females. It can be deduce that majority of the students are females. It may also be inferred that there is one male student for every 3 females as the males represents almost 1/3 of the population. Age. As can be viewed in table 2, there are 21 or 56. 76 percent who are 13 years old while 15 or 40. 54 percent are 14 years old. The mean age is 13. 38. this implies that generally, the students are in the normal age range of a second year high school student. How did the second year high school students perform in the National Achievement Test (NAT) in Mathematics? The National Achievement Test (NAT) is an examination given by the Department of Education to all second year high school students in the country. For school year 2009-2010, it was given last March 2010. In Hermano Miguel Integrated School. There were 37 all in all who took the said achievement test in Mathematics. Mathematics is divided into seven topics or areas. There are seven levels of mastery based on the raw scores that were set by the Department of Education. Performance as Regards Systems of Linear Equations and Inequalities. Most of the students numbering to 17 or 45. 5 percent had low mastery while two of them were described to have absolutely no mastery of the Linear Equations and Inequalities. Only 13 or 35. 14 percent scored 35 – 65 having received average mastery level. The mean score of the students in this area is 30. 22 equivalents to low mastery level. These data tend to show that generally, the students failed to master the necessary skills in solving linear equations and inequalities. When interviewed, the students said that they really have difficulties in understanding this particular lesson especially inequalities where symbols oftentimes confuse them. They also could not formulate accurately the required equations to the given word problems. The teachers also said that there are times when the students can solve equations but when a word problem is given, they could not make the appropriate equations. Performance as Regards Systems of Quadratic Equations. The students have low master in quadratic equations. This is revealed by the mean score of 33. 62. This means that the students have difficulties understanding this particular topic in Mathematics II. Analyzing further the result will reveal that three or 8. 1 percent have some understanding of this topic as they were described to be moving towards mastery. However, three of them were found to be absolutely no knowledge of quadratic equations. Most of the students obtained scores between 35 – 65 which indicates that they have average mastery. This means that some of them may have the ability to cope up with the lesson on quadratic equations. Performance as Regards Systems of Rational Algebraic Expressions. The students got a mean of 29. 73 in the area of Rational Algebraic Expressions. This indicates that generally they are of low mastery. This implies that the students could not understand well the lesson on rational algebraic expressions which is quite difficult since it involves letters that tend to be abstract to the students. More than half of the students or 51. 35 percent have low mastery level while three of them are totally ignorant of the topic since they scored only 0-4 equivalent to absolutely no mastery. Apparently, the students failed to master the skills in simplifying rational algebraic equations, performing operations on rational algebraic expressions, solving rational expressions and in solving problems involving ational algebraic expressions. As the students said, they are confused when symbols and not numbers are involved in the equation. Some of them believed that Algebra is too abstract. This is a challenge to the teachers to make problems real life so that the students could relate with it and see its importance to their life. With this, the students may become interested to learn Algebra. Performance as Regards Variations. It can be observed that the students are generally average learners in this topic as their scores fall in the average mastery level. This implies that a lot of them could understand the lesson on variations. It may also be inferred that they have averagely developed the competency on identifying relationship between two quantities in real life that are direct, direct square, inverse and joint; represent the relationship as equations that varies directly as the square of a given value; and solving problems on variations: direct, and inverse. It reveals that 16 or 43. 24 percent have average mastery of this topic while no one was found to have absolutely no knowledge of variations. The lowest score was between 5 – 14 which means very low mastery. Performance as Regards Integral Exponents. It is revealed also in this particular lesson the students’ mean score is 23. 49 which indicates that they have low master of integral exponents. This may mean that generally, the students could not perform well the operations of exponential expressions where the exponents are whole numbers and fractions that may be positive or negative. The students said that they could hardly understand integral exponents especially when it is applied in a word problem. There are 16 or 43. 24 percent who showed, low mastery while 13 or 35. 14 percent were found to be possessing absolutely no mastery as their scores fall between 0 – 4. On the other hand, two of them or 5. 41 percent are moving towards mastery as their scores belonged to 66 – 85 bracket. As displayed in the table, the average score is 19. 80 implying that generally the students showed low mastery of this lesson. More than majority (62. 16 percent) exhibited low mastery with six of them or 16. 22 percent showing absolutely no mastery. It may be inferred that the students are likely to fail in the test on radical expressions as they claimed that they tend to be confused when numbers and letters are involved in the equation. Some of them admitted that they do not favor much Mathematics especially Algebra that appears to be so abstract to them. Impliedly the students have not mastered fully the competencies on simplifying radical expressions, perform operations on radical expressions and solving radical equations that were tested in the National Achievement Test. Performance as Regards Searching for Patterns and Sequences. It can be seen in table 9 that the mean score of the students in this lesson or topic is 30. 30 that is tantamount to low mastery level. This implies that generally, the students have not developed the skills required in searching for patterns and sequences. The table also reveals that most of them showed average mastery and low mastery but one of them has absolutely no knowledge on how to solve a problem where patterns and sequences have to be identified. This may mean that the students failed to master the skills on finding the common differences and the nth term arithmetic geometry and in solving arithmetic and geometric problems. Comparison of Students’ Performance in the Areas of Mathematics 2. Table 10 presents that the students are generally of low mastery level in Mathematics as their over-all mean is 29. 88. This means that out of 100 items in the test, the students could only get almost 30 correct answers. This also implies that most of the students find it difficult to understand Algebra. This gives the teachers some challenges to make the learning of Algebra enjoyable by applying it to real life situations so that it will not appear to be too abstract to the learners. According to the recent Basic Education Review prepared by the Department of Education, the mean percentage scores revealed in the National Achievement Test from School year 2004-2008 is 59. 53% and the weakest among the five core subjects taken in the tests was Mathematics, with a 4-year average of 52. 59% (DepEd, 2009). Looking closely at the table, it can be observed that the students scored highest on the topic on â€Å"Variations†. This is the only topic where students may find it understandable to them as they were found to have average mastery level. On the other hand, they were found to be of low mastery level in all the other six areas of Mathematics 2. They scored lowest on the topics â€Å"Radical Expressions, Integral Exponents, and Rational Algebraic Expressions. † These are the topics that need to be given so much emphasis by the teacher when discussing them to the class. They need to make use of varied teaching strategies, varied exercises and detailed explanation. These are also the topics that were included in the proposed remediation module prepared by the researcher. What significant relationship exists between the students’ Mathematics achievement and their profile? Using Yates Correction Formula, the coefficient of correlation was determined. This helped in identifying the relationship between Mathematics achievement and profile that includes age and gender. The data are provided in table 11. Since the computed values of 1. 88 and 0. 00 are both less than the tabular value of 3. 841 then it can be said that at 0. 5 level no significant relationship exists between the students’ Mathematics achievement and age as well as gender. This means that the Mathematics performance of the students is independent of the age and gender. The null hypothesis therefore is accepted. This implies that regardless of age and gender, the students may or may not perform well in the class. It can also be said that the learning Mathematics is not due to age or gender but maybe due to other factors not covered in the study such as interest, teaching competency of the teachers and availability of instructional materials. What remediation module can be proposed? Based from the results of the two examinations, the researcher came up with the remediation module whose main objective is to help the students master the necessary Mathematics skills. The topics covered in the module were â€Å"Radical Expressions, Integral Exponents, and Rational Algebraic Expressions† as these are the ones where the students scored lower compared to other topics. The remediation module was then subjected to evaluation of the five Mathematics teachers form the same school. The complete module can be found in the succeeding pages. According to Liban (2006) school administration should provide supplementary materials for the teachers that would help enrich their socio-technological needs of the present time. Castanos-Agpaoa (2006) said that a module is a new teaching strategy for arranging learning experiences in education and it has been receiving much attention. The strategy of learning modules has become a part of all level of teaching. A learning module is a self-learning package dealing with one specific subject matter unit. It can be used in any setting convenient to the learner and may be completed at the learner’s own pace. It may be used individually or in small groups What is the assessment of the teachers of the proposed remediation module? As can be seen in table, the over-all rating given by the evaluators is 4. 95 which indicates that the proposed remediation module is an excellent material that can help the students improve their Mathematics performance. The evaluators rated the remediation module as excellent in all the criteria except on the criterion related to inclusion of objectives that are of psychomotor domain that was rated as very satisfactory. Conclusions In the light of the findings, the following conclusions were drawn: 1. In the second year, there are 3 females for every one male student. 2. The students are in the normal age of a second year high school. 3. The students can get only 30 correct answers out of 100 items. They are seemingly low in understanding Mathematics. 4. The students need to improve in the areas of Radical Expressions, Integral Exponents and in Rational Algebraic Expressions. 5. In the preparation of the remediation module topics on Radical Expressions, Integral Exponents and in Rational Algebraic Expressions. 6. The students’ ability to learn Mathematics is not directly affected by their age and gender. 7. The proposed remediation module meets excellently the evaluation criteria and therefore it can be used in the classroom. Recommendations Based from the findings and conclusions of the study, the following recommendations are hereby offered: 1. The home environment and parents are still important for the behaviors and choices of adolescents. Adolescents  who have a good relationship with their parents are less likely to engage in various risk behaviors, and on top of all there is a need for the respondents for closer guidance in terms of study habits by making follow-ups on daily lessons, accomplishing project and the like. 2. The respondents should be exposed to interesting and challenging learning activities in Mathematics to sustain their interest and momentum in studying Mathematics. 3. Mathematics teachers may use the proposed remediation module in order to help the students improve their Mathematics achievement. However, the module needs to be evaluated periodically to see its functionality and effectiveness. 4. The teachers may give more exercises in every lesson so that students can master the necessary compe tencies required in a particular topic or lesson. 5. Varied teaching strategies may be adapted by the teacher to see which one may work better in helping the students improve their Mathematics performance. 6. Topics for further study.

The Etiology of Autism Essay -- Disease, Disorders

In the United States, the Center for Disease Control and Prevention reports that between 1 in 80 and 1 in 240, for an average of 1 in 110 children have an autism spectrum disorder, â€Å"ASD† (Nirv, Shah 2011). According to the National Institute of Neurological Disorders and Stroke, up to six out of every 1,000 children may be diagnosed with some form of autism. In addition, boys are four times more likely than girls to have autism. This means that as many as 1.5 million Americans today are believed to have some form of autism. Unfortunately, the numbers appear to be increasing rapidly. Autism is a disability that frequently appears during the first three years of life. It is the result of a neurological disorder that affects the functioning of the brain and impacts the normal development of the brain in the areas of social interaction and communication skills (Bee & Boyd, 2009). It is the most prevalent developmental disorder to date. Autism is one of five disorders com ing under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by "severe and pervasive impairment in several areas of development," including social interaction and communications skills (Zager, 2006). The etiology of autism is a topic of controversial debate, while researchers strive to achieve a common objective. The goal is to identify the cause of autism to understand the complex interplay between environment and gene regulation (NCBI, 2009). Although individuals with autism have existed for many centuries it was not recognized and labeled until mid 20th century. Therefore, early detection, intervention and an individual educational plan are essentials for the progress of ASD. The etiology of ASD... ...teristics-of-autism Muhle R, Trentacoste SV, Rapin I.Pediatrics. 2004 May; 113(5):e472-86. Retrieved from: http://www.ncbi.nlm.nih.gov/pubmed/19774457 National Institute of Neurological Disorders and Stroke Autism Information Page. Retrieved from: http://www.ninds.nih.gov/disorders/autism/autism.htm Richards, S., Taylor, R., Smiley, L. 2009; Exceptional Students: Preparing Teachers for the 21st Century TARGET: Texas Guide for Effective Teaching Educational Implications Texas Statewide Leadership for Autism Training (March 2009). Retrieved from: http://www.txautism.net/docs/Guide/Introduction/EducationalImplications.pdf Autism Spectrum Disorders. Retrieved from:http://www.yourlittleprofessor.com/spectrum.html Bibliography on Iodine and Autism. Retrieved from: http://gingerjens.blogspot.com/p/bibliography-on-iodine-and-autism.html

Driving Force of Globalisation Essay

An NIC stands for a Newly Industrialised Country. It is a term used to describe a country that has moved away from an agriculture-based economy and into a more industrialised, urban economy. These countries have a high growth rate. Current NICs include China, India, Brazil, Malaysia, Mexico, South Africa, Philippines, Thailand and Turkey. The average growth rate between these countries is approximately 7.64% compared to the world average of 3.7% (2011). The average Gross Domestic Product (GDP) per capita for these NICs is US$10,769 compared to the world average GDP per capita of US$12,000. GDP is a useful indicator of development and a great measure for comparing differences between countries, therefore allowing a clear differentiation between countries that are Highly Industrialised Countries (HICs), Newly Industrialised Countries (NICs) or Low Industrialised Countries (LICs). The Human Development Index (HDI) is another strong indicator of development, it includes a combination of statistics: life expectancy, education and income. The average HDI of these NICs is approximately 0.6874. The world average HDI is 0.862. India is now an NIC, as the IT services boom has transformed the country’s economy, which is now growing at more than 9% per year, the same rate as China. India’s HIC is 0.547(2011 estimate). Since China opened up its markets to the West in the 1980s, the city of Shanghai has transformed into a booming metropolis consisting of about 21 million people. Shanghai accounts for 30% of China’s foreign exports and attracts 25% of all foreign investment into the country. The GDP of Shanghai alone is US450 billion! China’s HDI is 0.867 (2011 estimate). Globalisation is the stage of processes and impacts that occur at a global scale, usually economic systems, but it can include physical systems (global warming) and socio-cultural systems (fashion, music, film industry). Globalisation can be measured using the Globalisation Index, which tracks and assess changes in the 4 key components of global integration. Another measure of globalisation is the KOF Index of Globalisation. This calculates the overall index of globalisation and sub-indices referring to actual economic flows, economic restrictions, data on information flows, data on personal contact and data on cultural proximity. NICs have been and continue to be the driving force of globalisation. Manufacturing tends to occur mainly in industrialised countries. Globally, manufacturing output continues to increase and most manufacturing still occurs in industrialised countries. Although relative contribution of manufacturing to most industrialised countries economies has declined, manufacturing remains fundamental to all economies. Many of the new industrialised countries are dramatically increasing their manufacturing output, by establishing their unique multi-nationals and implement manufacturing plants in developed countries. An example of a country doing this is South Korea. NICs have a variety of advantages over fully developed countries, as they are able to benefit from cheap labour costs, lower business taxes, cheaper land and fewer environmental controls. Multi-nationals are hugely responsible for a large majority of the rise in globalisation, for example; the introduction of Trans-national companies (TNCs). These multi-nationals have huge benefits, i.e. they have generated millions of new jobs in NICs, however; they have also lead to social, political and economic problems within a country, as well as between countries. For example, Uganda, a very poor country with a GDP per capita of just $1,300 (2011), has been forced to lower its prices of exporting coffee, which is what its economy relies on. Coffee prices have fallen by 70% since 1997, costing exporters in developing countries $8 billion in lost foreign-exchange earnings. This divides the gap between the rich and the poor, as the richer countries will benefit from trading, while the poorer countries, such as Uganda, will loose out in gaining money on exports, therefore making them poorer. TNCs dominate industrial production including manufacturing and services, therefore further dividing the gap between the rich and the poor, and being the main leader of globalisation as a consequence. TNCs work to meet the demand for its good from HICs. For example, Toyota, like many other TNCs undertakes much of its manufacturing in LICs in order to meet the high and constant demand from HICs. Manufacturing in LICs is preferred as it provides these large companies with cheap labour. Toyota was recorded as the fifth largest TNC in 2010. It has 51 overseas manufacturing companies in 26 countries and regions, it has Design and Research and Development centres in the USA, Japan, Belgium, the UK, France, Thailand and Australia, and its headquarters are in Japan. Globalisation inevitably increases pressure to liberalise trade and to eliminate tariffs and non-trade barriers. Liberalisation of trade within OPEC clearly resulted in China (an NIC) for example, gaining a comparative advantage over the US (MIC) in the manufacture of machinery products. Globalisation has also been a resulting factor for the dramatic increase in technology. Bangalore, in the Silicon Valley of India is experiencing a remarkable IT boom, that is transforming the prospects of India’s economy. The internet is the fastest growing tool of communications. It took just 4 years for the internet to reach 50 million years, in contrast to the 38 years it took for radio and 13 years for television. However, the bulk of internet traffic is between and within North America, Western Europe and, to a limited extent, East Asia i.e. HICs and NICs. In Asia, Japan accounts for the major share of internet traffic, which is the reason for why this country has become an NIC, where as most other countries in Asia are LICs. A number of charismatic new Indian companies are now challenging the multinationals for global leadership in this area, including TCS (TATA Consultancy Services), Infosys and WIPRO (the current global leader in technology). The IT services boom has helped to transform the Indian economy, which is now growing at more than 9% a year, comparable to China. The new-found affluence of the young workers in the IT sector has led to a change in attitudes to wealth and consumption in the country. More and more young people are increasingly being able to afford such luxuries, for example cars and home ownership. On the other hand, NICs are not necessarily the driving force to globalisation. The reason for this is that these countries have only been able to develop due to the richer western countries. These MICs have the money to buy up land in poorer countries, as part of land colonization in order to meet the demand of these MICs. Many of the new industrializing countries (NICs) are dramatically increasing their manufacturing output, however this is only as a result of industrialised countries becoming established in the NICS. The core periphery is a theory to explain the process by which some countries become wealthy and others become poor, subsequently increasing the divide between them. The patterns of trade that emerges from the 1500s onwards created a wealthy ‘core’ of European countries. The nations who supply these rich European countries remained poor and on the edge, known as the periphery. The Global core regions include North America, Europe and Japan. This core owns and consumes 80% of global goods and services, earns the highest incomes, makes most decisions about the global economy, e.g. what goods are produced, and provides most global investment. Therefore, richer countries control trade, and so have control of LICs to meet their large demand, subsequently being the driving force of globalisation. Trade has been the engine of globalisation, with world wide trade in manufactures goods increasing more than 100 times (from $9.5 billion to $12 trillion) in the last 50 years. This has outpaced the overall growth of the global economy. Since 1960, increased trade has been made easier by international agreements to lower tariff and non-tariff barriers on export of manufactured goods, especially to rich countries. Those countries which have managed to increase their role in the world trading system (through implementing TNCs) by targeting exports to rich countries – such as Japan, Korea and now China. All these countries have seen a dramatic increase in their standard of living. In conclusion, I strongly believe that NICs have been the driving force to globalisation. Moving to a more industrialised, urban economy will help any country to perform better in the global market, helping it to gain a higher growth rate and GDP. Having a higher HDI in a country will also help those countries to receive higher standards of living and an enhanced quality of life. Globalisation occurs as factor of change to economic, physical and socio-cultural systems, which all have large global influences. HICs have therefore, increasingly been the cause for globalisation, as they develop from an agriculture-based economy into an industrialised, urban economy.

Case Study The Healthcare Industry Essay - 1493 Words

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In order to comply with industry-wide regulatory standards mandated by Health Insurance Portability and Accountability Act (HIPAA), Sarbanes-Oxley Act (SOX), and Payment Card Industry Data Security Standard (PCI DSS), ABC Healthcare put in place policies and procedures that addresses data security, storage security, and payment security requirements to enhance security. Healthcare Sector Trends Based on recent trends with growth in the healthcare industry security systems, I would recommend that ABC Healthcare implement mobile device encryption (smartphones/tablet), mobile devices management system, two-factor authentication and digital signature system in order to enhance security. 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