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School types and service delivery education essay Free Essays

string(73) " of overcrowded urban homes, sometimes in the shadow of popular schools\." The modern school system of Sri-Lanka has its beginnings during the British colonial disposal. Schools were started by the denominational organic structures for the intent of proselytization. Later the authorities besides established schools for the instruction of the kids. We will write a custom essay sample on School types and service delivery education essay or any similar topic only for you Order Now The authorities schools provided direction in the national linguistic communications and there were besides bi-lingual schools ( common school ) where English was besides used. This created a double system of schools, authorities schools and denominational schools. There was besides another sort of dichotomy in that some of the denominational schools imparted English medium instruction bear downing fees from pupils which created an elitist group of schools as against the common schools supplying free instruction. As a consequence of the authorities, denominational organic structures, private organisations and persons set uping schools at that place was no planning in the location of schools. The grant of free instruction with the execution of Special Committee recommendations under the stewardship of Dr. C.W.W. Kannangara in 1945 and the return over of schools in 1960 reduced some of the unfairnesss that existed in the school system. During the last 50 old ages some grade of rationalisation has been achieved. But still there are broad differences and deficiency of uniformity in the school system. School Types and Service Delivery At present Sri- Lanka has a 13 twelvemonth span of schooling. Schools are classified on the footing of the educational phases available in the school and besides taking into consideration the class watercourse offered at senior secondary degree. The schools are classified by type as follows: Type 111 Schools: – Primary schools holding categories from Grade 1 to Rate 5 Type 11 Schools: – Junior schools holding categories from Grade 1 to Rate 11 1C Schools: – Senior Secondary schools holding categories from Grade 1 to Rate 13 or Rate 6 to 13 with lone Humanistic disciplines and Commerce watercourses at G.C.E. A.L 1AB Schools: – Senior Secondary schools holding categories from Grade 1 to Rate 13 or Rate 6 to Rate 13 with all 4 watercourses at G.C.E.A.L In finding the construction of the school system, one has to see the economic sciences of educational proviso. With the demographic passage, migration to urban countries and the growing of private schools, the registration of pupils in authorities schools is worsening and the figure of little schools has increased. The following table gives the distribution of authorities schools by size. Table – Government Schools by Type and Size of Student Population Type Size 1AB 1C 2 3 Entire lt ; 50 – 01 198 1334 1533 51- 100 – 05 611 787 1403 101 – 200 – 66 1419 459 1934 201 – 500 08 660 1620 183 2439 501 – 1000 106 826 295 112 1339 1001- 1500 162 256 45 28 491 1501 – 2000 142 49 08 06 205 gt ; 2000 263 20 08 01 292 Entire 681 1883 4204 2910 9678 Beginning: School Census 2007 About one tierce of the schools have an registration of less than 100 students on axial rotation while there are 292 schools with over 2000 students. The little schools are disadvantaged in many facets. Dearth of physical and human resources, hapless place background of students, deficiency of community support, unavailability to modern influences such as the media are factors which compromise the rule of equity enshrined in the Constitution. Equity in instruction starts with just entree to schooling. The Education Sector Development Framework and Programme of the Ministry of Education emphasizes, guaranting equity by enabling all kids to hold entree, to take part in and complete BASIC and secondary instruction. In order to guarantee just entree to primary instruction, the authorities has established a widely scattered web of schools throughout to state. Number of Government Schools by Functional Grade Span, 2006 Grade 1-5 Grade 1-8 Grade 1-11 Grade 1-13 Grade 6-11 Grade 6-13 Entire 2486 490 4199 2213 27 299 9714 Beginning: Annual School Census, Ministry of Education The policy of the authorities is to supply a primary school within 2 kilometers to every kid of the age scope 5 to 9 old ages and a secondary school within 4 kilometers to every kid of 10 to 16 age scope. Because of this policy a figure of schools with little categories are seen particularly in distant countries. Number of Government Schools by Size of Student Population, 2006 Number / Percentage of School with lt ; 50 Students 51-100 Students 101-200 Students 201-500 Students 501-1000 Students 1001-2500 Students gt ; 2500 Students Entire 1,549 1,392 1,966 2,514 1,340 817 136 9,714 16.0 % 14.3 % 20.2 % 25.9 % 13.8 % 8.4 % 1.4 % 100.0 % Beginning: Annual School Census, Ministry of Education The definition of a little school at nowadays is based on the exclusive standard of registration of pupils. Harmonizing to this standard a school holding less than 100 pupils is considered to be a little school. Under the programme â€Å" Rationalization of School Network † , in 1996, 356 little schools were reported to hold been closed, as they were presumed to be wasteful. The two chief standards for shutting schools were: Minimal registration ; and Availability of alternate educational installations within a prescribed distance. Low pupil registration was a characteristic of around 80 % of the schools that were closed. The research surveies have discovered some major grounds for the diminution in pupil registration in these schools. They are: The handiness of ‘better ‘ schools in the local environment and the aspirations of parents to direct their kids to these schools, if their household resources permitted it ( a ) the hapless direction of these little schools by Principals and the hapless quality instruction ( B ) the indifference of instruction functionaries, Principals and community leaders towards the public assistance and promotion of the kids in little schools and the attendant impairment of the quality of instruction provided in them The little schools are found tucked off in distant rural pockets, among the hills in the plantations, in new colony countries along the seashore and in the thick of overcrowded urban homes, sometimes in the shadow of popular schools. You read "School types and service delivery education essay" in category "Essay examples" These schools add up to about 3000 which is about one tierce of the entire figure of schools providing to primary school kids. These schools cater chiefly to kids of the poorest of the hapless. They have been neglected and forgotten and the parents of these schools are less demanding and prone to accept their batch. Inadequate resources portray the disregard and deficiency of concern. The stray nature of the little schools, unequal grasp of any good work done and deficiency of supervisory and consultative aid are issues in developing these schools. Small schools have to be reviewed in the context of their scenes and entirety of the job. The many-sided nature of the job calls for a many-sided attack. While acknowledging the demand to go on with little schools where there is a existent demand and presuming that rationalisation may take to the dropout of students, at least in countries where schooling installations are available within a sensible distance, some grade of rationalisation can be accomplished. Education Sector Development Framework and Programme ( MOE, 2006 ) analyses the wastage incurred by little schools. Harmonizing to School Census, there are 258 schools with less than 15 students with a instructor student ratio of 1: 04, 717 schools with less than 25 students with a ratio of 1: 07 and 1525 schools with less than 50 students with a ratio of 1: 11. It has to be noted that when the figure of students is less, the quality of instruction imparted in such schools is besides hapless. In order to run into this state of affairs a strategy of grouping schools in a geographical country as a school household should be explored. There is besides the issue of National Schools which are managed by the Central Ministry of Education. There are no recognized standards for upgrading a school to a degree of a National School. Of the 329 national schools at present, really few conform to the criterions laid down originally for placing national schools. The standard that would warrant a school to be a National School should be the fact that kids from all over the state are admitted to that school, that it is an all island school. Admission to such schools should entirely be on virtue. There can non be a primary subdivision in a National School as admittances to primary categories are done on the footing of the propinquity of the parent ‘s abode to the school. An extra standard would be the multi-ethnic composing of the school where kids of all communities are admitted and all three media are available which would advance national coherence. Sing the demand for advancing national integrity in the present context and the function instruction can play in advancing national harmoniousness, much idea should be given for the possibility of forming multiethnic schools in countries where the communities are multiethnic. In such schools all three linguistic communications can be used as media of direction and kids will turn up together as Sri -Lankans, while understanding their heritage and esteeming the civilization of other communities. Another issue is whether the authorities should hold a monopoly of instruction or in add-on to State proviso of instruction whether private-public partnerships should be encouraged. When the schools were taken over in 1960 merely a few class 1 schools remained as private and non fee-levying schools. There was a class of schools that were fee-levying and private, i.e. those who opted to maintain off from the free instruction strategy in 1951. Since 1980s, another class of private schools have sprung up and are known as â€Å" International Schools. † These schools are registered as concern organisations with the Registrar of Companies and conflict the commissariats of the Assisted Schools and Training Colleges ( Supplementary Provisions ) Act No. 8 of 1961 which stipulates that no individual other than the Director of Education can set up a school for kids between the ages of five and 14 old ages. Further, there is a misdemeanor of the Education Amendment Act of 1945 which stipulates that the primary instruction of kids should be provided in the female parent lingua ( Sinhala or Tamil ) . To acquire over these jobs, these schools have been registered as concern organisations with the Registrar of Companies. Earlier these schools prepared kids for foreign scrutinies and direction was provided in the English medium. Now some of these schools are supplying classs based on the local course of study and the pupils sit t he local GCE ( O/L ) and ( A/L ) scrutinies as private campaigners. Some International Schools appear to supply instruction get downing from Early Childhood Care and Development Stage ( ECCD ) up to Advanced Level and Degree degree scrutinies. From the Primary Level the medium of direction is in English. The demand for popular schools is of all time increasing and the parents with moderate degrees of income, who fail to acknowledge their kids to such schools are compelled to acknowledge their kids to International Schools sing the advantage of larning English every bit good. One of the chief aims of instruction is to bring forth a Sri Lankan citizen with a common set of values. The NEC has proposed Common National Objectives for General Education. The schools established by private organisations with net income doing aims can non be expected to carry through the common aims proposed by the National Education Commission. Further, the deficiency of encouragement to larn history and national civilizations in the course of study lead to the production of persons who do non value and respect national heritage and civilization. These schools appear to be popular among certain sections of society as indicated from the rapid growing of the figure of schools. Accurate statistics of this class of schools are non available but approximative figure may be around 300. The chief attractive force to these schools is the instruction in English medium. However, most of these schools do non hold even the basic installations required for a school. Most categories are housed in residential premises and there is in sufficient infinite for kids in the schoolrooms and equal airing. Other installations for athleticss and excess curricular activities are minimum. Hence, there is a turning demand that these schools be regulated by the authorities. Another class of schools working with authorities aid are the schools supplying instruction for kids with particular demands. There are 25 Assisted Schools tally for kids with particular demands. The prevailing doctrine of particular instruction is inclusion. As these kids have to be integrated to normal society, MOE has started incorporating pupils with particular demands in normal categories. In order to point these kids to the normal school particular instruction units have been established in about 1000 schools. However, particular schools are necessary for kids with terrible disabilities. Issues The dichotomy of schools at the clip of independency was reduced by free instruction, displacement to national linguistic communications as the medium of direction and the cardinal school system, but the blazing disparity continues doing the policy of equal instruction chance a farce. The location of schools, peculiarly the secondary schools is non good distributed as it has been done in an unplanned manner and about all non authorities schools were located in urban countries. The imbrication of the terminology of the ‘types ‘ of schools and the attendant confusion in execution of policies and programmes. The marginalisation and the disregard of little schools which are the chief avenues of educational chance to kids of deprived households, to carry through their right to instruction. The present categorization of schools deficiencies lucidity as a effect of ad-hoc alterations over the old ages, choosing few schools and resourcing them while the hapless schools were farther neglected obliging the pupils rush to urban schools, doing the hapless schools poorer and little schools smaller. The increasing force per unit area on big popular schools in urban Centres which are undergoing uncontrolled enlargement to run into the demand ensuing in overcrowded categories where acquisition and instruction may non be effectual. Schools that have started with cultural or spiritual background want to keep the same position and individuality without altering to a multi-ethnic and multi spiritual schools. International schools which are non legal and run as concern organisations do non conform to the educational jurisprudence and do non carry through the common aims determined by the National Education Commission. Proposals The school should be an establishment that fulfils the right of every kid to quality instruction that aims at developing a common set of values that identifies him/her as a Sri Lankan with dedication to Motherland while esteeming one ‘s ain individuality. The authorities should set up a construction with two types of schools, viz. , primary schools holding Grades 1 to 5 and secondary schools with Grades 6 to 11 or 6 to 13. Management, facilitation and rating of all public schools should be the duty of the Provincial Department of Education. Categorization of schools by different names ( National, Navodya etc. , ) should be discontinued. Education Division should be the unit to form the web of primary and secondary schools. Each secondary school should hold at least 5 primary feeder schools. The figure of schools in a division should be determined by the figure of school traveling age kids in the Division. In countries where schools are far apart and student Numberss are low, primary schools may carry on categories up to Rate 9 for a fixed period of clip. In order to guarantee continuity of instruction, a kid who is finishing the primary degree should be assured of a secondary school. Small Schools, which serve the small town community demands, should be encouraged to go on by supplying them with necessary support to develop as educationally feasible establishments. All really hard and hard schools should be upgraded with both human and physical resources to supply a quality instruction to make the mark of educating all kids likewise. Mechanisms should be developed to oversee and supervise little schools in order to guarantee criterions and to take prompt remedial actions when necessary. Primary subdivision ( Grades 1-5 ) of all bing 1AB and 1C schools should be delinked by 2015 and map as primary schools. State should do available a primary school within a radius of 2km and a secondary school within a radius of 5km. All primary and secondary schools should supply equal resources to guarantee para and equality of the quality of instruction provided by them. All unregistered Private schools including International schools should be registered with the Provincial Departments of Education. They should be regulated with norms for appropriate physical environment, necessary makings of instructors, medium of direction and a course of study constituent related to National Heritage and kid ‘s faith issued by the Central Ministry of Education. All Private and International Schools should be capable to supervising by the Ministry of Education and Provincial Ministries of Education. All Private and International Schools should run as non-profit organisations and all net incomes obtained should be ploughed back to the development of the school. All schools should follow a procedure of inclusive instruction for kids with particular instruction demands. However ‘Special Schools ‘ may go on for badly disabled kids who require particular intervention. Section 25 of the Assisted Schools and Training Colleges Act No. 8 of 1961 should be amended to let the enrollment of private and international schools. School Calendar and School Hours The school calendar for the twelvemonth is determined by the MOE and is unvarying for all schools. This is necessary because of the national vacations and the demand to co-occur school vacations with the scrutinies calendar. Suggestions have made that schools should hold holidaies taking into consideration the agriculture forms of the country as older school kids take portion in agricultural activities of the family. The provincial governments may be given the discretion to amend the school calendar to accommodate local demands without upseting the school vacations and public scrutinies. The figure of school yearss at present is about 200 a twelvemonth. School hours are 5 hours for the primary and 6 hours for the secondary. In the past secondary schools had two Sessionss forenoon and afternoon with a tiffin interruption. This is desirable as pupils can take portion in extra-curricular activities without taking clip from academic Sessionss. However due to jobs in conveyance, supplying a mid twenty-four hours repast and long distance that kids have to go dual Sessionss are non executable. Proposals The minimal figure of school yearss must be 200 yearss a twelvemonth. The states should be given the discretion to make up one’s mind on school footings taking into consideration the local demands. Classroom instruction clip per twenty-four hours should be 5 hours for the primary and 6 hours for the secondary. Admission of Children to School Admission of kids to schools is an issue that has been the topic of argument at national degree. The job is that a certain class of parents resort to all sorts of artifices to acquire their kids admitted to the so called esteemed schools. Harmonizing to the current strategy of admittances propinquity of the abode of the parents play a major portion in the choice procedure and parents resort to deceitful patterns to turn out their abode. Children are trained to express prevarications and references near to these schools fetch really high monetary values in the belongings minutess some of which are fake minutess. Even after such intense competition the bulk of the parents fail to acquire their kids admitted to the school of their pick. As a consequence of influence mongering the figure of kids in the categories has increased to unwieldy Numberss even traveling beyond 50 in certain cases. It is impossible to implement activity based, kid centred course of study in such big categories. I t is non desirable to follow any assessment standards at this degree for choice of pupils. In higher categories merit as found through an assessment procedure can be used for choice of pupils. Committees appointed to look in to this job have come out with assorted recommendations. Some of these are making off with primary subdivisions of esteemed schools or utilizing random choice procedures. However, the really influential yesteryear student anterooms have vitiated all these moves. Proposals Admission of Children to School Admission to Rate 1 Childs who complete 5 old ages of age by 31st January of the twelvemonth of admittance should be admitted to Rate 1. Admission to Rate 1 should be chiefly on the footing of propinquity to the school from the abode of the parents. The maximal figure of students admitted to a category on the above footing should be 35. Children should non be subjected to any kind of proving or rating for the intent of admittance to Rate 1. How to cite School types and service delivery education essay, Essay examples

The Reality of the Nacirema Essay Example For Students

The Reality of the Nacirema Essay Body Rituals among the Nacirema is a document written by Mr. Horace Miner. Miner was a graduate of the University of Chicago, with a degree in anthropology. Throughout his life, Miner was dedicated to his studies ranging in anthropology to sociology. He was very interested in the study of anthropology, but Miner disagreed with the way that other cultures were represented. He thought American anthropologists believed that the American culture was normal and, that the other studied cultures were misrepresented (Hoogland). Miner was convinced to prove otherwise. He wanted to prove to other anthropologists that to other cultures the American culture could be viewed as unusual. In Miners document, Body Rituals among the Nacirema, he spoke of what would be considered strange rituals performed by the people of the tribe. The people in which he was describing was actually the American culture, hence the name that Miner referred to them as the Nacerima.the backwards spelling of American. We will write a custom essay on The Reality of the Nacirema specifically for you for only $16.38 $13.9/page Order now Miner went on to discuss some of the rituals in which we as Americans perform on an every say basis. Rather than describing the rituals in ways that sounded accustom to Americans, Miner instead created a more primitive language. The reason Miner wrote the essay was to allow the Americans to read it, and lead them to believe that they are in fact reading about a culture elsewhere. Miner accomplished his goal well. Miner went on to describe the rituals performed by the Americans. He described our dentist visits, but rather referred to the doctor as a holy-mouth-man. The people visited the holy-mouth-man twice a year to prevent the decay in the mouth. There were medicine men that were visited when a patient was sick. The jobs of the men were to cure the sick and ailing, but it came with a price. There were listeners or witch-doctors, who were there to listen to people who were having difficulties, and needed to seek help. Miner described each of these rituals in full detail. The dentist was said to be a sort of torture. They were said to drill holes in the teeth, and stuff the patients mouths full of hog hairs. The medical doctors were described to have been dreaded by children. The children would refer to the latipso (backwards spelling of hospital) as a place of no return. They only treated those who had wealth and, were able to return the favor with a sort of gift. The listeners, or psychologists, were believed to be magical. They were described as to making people recall back to traumatizing events, including their own birth. Things such as pregnancy were describe my Miner as to being altered by the moon, and magical drugs and potions by the women. The women were described as performing rituals to make their large breasts smaller and their small breasts larger. The women with the larger breasts were often able to go to other villages and were paid by the men to simply look at their breasts. With Miner descriptions, the women of American were actually made look shallow. Miner had such a creative way of altering sentences to throw the reader completely off track. When it was revealed that we were actually reading about the American culture, I was shocked. Miners discussion of the Nacirema tribe was a statement of reverse psychology. Miner was simply creating a clear point. The intention of Horace Miner writing the document was to allow anthropologists to read about our very own American culture from a sort of reverse side. The anthropological audience was supposed to read the document and, believe that the tribe in which they were reading was different. In order to create this sort of illusion, Miner created a sort of language that in some ways threw the reader off track. While researching the intention of the document, I discovered that the reason for Miner to create such a story was to enable the intended audiences to view our society in a distant way, such as we view those studied afar. .udf41ec3a1c16ca17dcd81af20519a0df , .udf41ec3a1c16ca17dcd81af20519a0df .postImageUrl , .udf41ec3a1c16ca17dcd81af20519a0df .centered-text-area { min-height: 80px; position: relative; } .udf41ec3a1c16ca17dcd81af20519a0df , .udf41ec3a1c16ca17dcd81af20519a0df:hover , .udf41ec3a1c16ca17dcd81af20519a0df:visited , .udf41ec3a1c16ca17dcd81af20519a0df:active { border:0!important; } .udf41ec3a1c16ca17dcd81af20519a0df .clearfix:after { content: ""; display: table; clear: both; } .udf41ec3a1c16ca17dcd81af20519a0df { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udf41ec3a1c16ca17dcd81af20519a0df:active , .udf41ec3a1c16ca17dcd81af20519a0df:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udf41ec3a1c16ca17dcd81af20519a0df .centered-text-area { width: 100%; position: relative ; } .udf41ec3a1c16ca17dcd81af20519a0df .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udf41ec3a1c16ca17dcd81af20519a0df .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udf41ec3a1c16ca17dcd81af20519a0df .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udf41ec3a1c16ca17dcd81af20519a0df:hover .ctaButton { background-color: #34495E!important; } .udf41ec3a1c16ca17dcd81af20519a0df .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udf41ec3a1c16ca17dcd81af20519a0df .udf41ec3a1c16ca17dcd81af20519a0df-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udf41ec3a1c16ca17dcd81af20519a0df:after { content: ""; display: block; clear: both; } READ: Beloved 2 Essay It was Miners use of his primitive language (Jarrett Roth) that enabled us to believe that as an audience we were reading about another culture. In order to .

Cost Windows Vista and Vaio Fit Essay

Cost Windows Vista and Vaio Fit Essay Cost: Windows Vista and Vaio Fit Essay Costs and Benefits Bryant & Stratton College Today we will talk about the cost and benefits for getting new laptop’s for Election management bodies (EMBs). This packet will include the initial costs of purchasing new hardware and software, the hiring of consultants to set up the new system. Also the costs for maintenance and management costs to keep the laptop’s running. This will show you why we need new laptops. The process of getting new laptops is for the new technology that would replace the old ones we have had for 6 years now. The laptops that are used right now are Dell Latitude E6400 notebook pc with an operating system of 32-bit Windows Vista Business. This has a processor that is called Intel Pentium. It has a clock rate of 60 MHz- 200MHz. We will be upgrading to a VAIO FIT laptop from Sony that comes with the new 3rd generation Intel Core i5 dual processer and has a 64-bit Windows 8 business. The Dell Latitude E6400 that is used now has a lot of problems. One of them is the time it takes to open a prog ram and find the right info you need. It takes all most 2 minutes just to pull up all accounts for one customer. They are starting to freeze when more than 2 apps are open. This is a major problem because 80% of the time we need to have a lot more open to help the customer’s. If you continue to use these old computers you may lose data because they are all 90% full. The Dell Latitude E6400 has now wireless network. Now the VAIO FIT is a newer laptop that costs $549.00 and the ASUS X44L cost us $399.00. The new VAIO FIT comes with more space than what we have now. The VAIO FIT comes with 8GB and the Dell Latitude E6400 only has 2GB. The VAIO FIT has will help by speeding up time it take for a program to open because of the new processor speed of 1.80Ghz with Intel turbo boost technology up to 2.70GHz. It also a good battery life that goes up to 5 hours with a solid state drive that has 2GB dedicated to it. The VAIO FIT comes with HHD (Hybrid Hard Drive) this is one the magne tic-hard disk drives today and the flash memory is great. This gives you faster access to your data, also with a faster boot up time compared to standard hard drive. The VAIO FIT also comes with rapid wake this helps when the computer is left on. When it goes to sleep you will be able to resume in two seconds with data safe and secure. There is an extraordinary web camera that is built-in this comes with Exmor R@ CMOS Sensor technology. The benefits of applying this new laptop to EMBs are better customer service because they will not have to wait long to get the info they will need to help them. With bigger memory you will be able to save more info on the customer. One of the main benefits is the wireless network that comes with new VAIO FIT. This helps because if you have to travel outside of the work space and still needs computer to wrap up a sale. This saves time for both you in the customer. Some of the possible problems that may come with this will be the training of the emplo yees from Windows Vista to Windows 8. They will also need to learn how to find all the new files and where they are located in Windows 8. Here are some of the estimate costs that involved in getting this new laptop. The VAIO FIT cost $549.00 and we times that by 10 will cost us $5490.00. The cost for a WRT54GL Wireless-G Router is $49.99 we will need 4 one for each corners of the building. The price for this is $200.00 plus $100 for wire. There will be an ongoing fee for regular maintenance will be $400 a year. If there is a major technology fails there will be a charge of $100 an hour with max amount of $1000.00. Hiring a consultant to train all the workers and to install all computers and a wireless network will cost $3000.00. As of now we have major issues with the system that cost us $500.00 for each time they come out. Within the past 3 years there have been 10

What Is (and Isnt) on the AP Statistics Formula Sheet

What Is (and Isn't) on the AP Statistics Formula Sheet SAT / ACT Prep Online Guides and Tips If you're going to be taking the AP Statistics exam, you're in luck! During the test, you'll have access to a formula sheet that has many useful equations. However, you need to know exactly what's on the AP Statistics formula sheet and how to use it before test day in order for it to be helpful. In this guide, we go over everything you need to know about the AP Stats formula sheet. We'll explain the exact equations that it includes, show you what the formula sheet looks like, go over a few important equations it doesn't contain, and give you tips on how to get the most out of it. What's on the AP Statistics Formula Sheet? The AP Stats formula sheet is actually three pages of statistics formulas that you'll be given on test day. The formulas will be at the beginning of both the multiple-choice and free-response sections of the test, so you'll have access to them for the entire AP exam. That's great because that means you don't need to memorize any of these formulas! What's on this AP statistics cheat sheet? You can see exactly what the formula sheet will look like here as well as below. The formula sheet has three sections, and each section takes up one page. Below are screenshots of the formula sheet, along with a list of the equations it includes (ordered from the top of the sheet to the bottom of the last page). Descriptive Statistics Formulas Sample mean Sample standard deviation Pooled sample standard error Simple linear regression line Regression coefficient Regression slope intercept Sample correlation coefficient Regression coefficient Standard error of regression slope Probability Formulas Rule of addition Rule of multiplication Expected value of $X$ Variance of $X$ Binomial formula Mean of binomial distribution Standard deviation of binomial distribution Mean of sampling distribution of the proportion Standard deviation of sampling distribution of the proportion Mean of sampling distribution of the mean Standard deviation of the sampling distribution of the mean Inferential Statistics Formulas Standardized test statistic Confidence interval Standard deviation of sample mean Standard deviation of proportion Standard deviation of difference of sample means Standard deviation of difference of sample proportions Chi-square test statistic What Isn't on the AP Statistics Reference Sheet That You Should Know? The AP Statistics formula sheet contains pretty much all the equations you need to know for the exam, but there are some equations they've left out that may come in handy on test day. Below are the most important of these. Be sure to memorize them because they won't be listed on the AP Stats formula sheet! Descriptive Statistics Interquartile Range The interquartile range, or IQR, is the middle 50% of values when ordered from lowest to highest. The IQR is the difference between the 75th and 25th percentiles, or the first quartile subtracted from the third quartile. The IQR is used to show dispersion, and it can be a useful way to describe the data in boxplots, histograms, scatterplots, etc. The equation is IQR = Q3-Q1 You can also use IQR to determine if an outlier exists. A commonly used formula is if a data point is more than $\bo 1.5*$IQR above Q3 or below Q1, then it's an outlier. Residuals The residual (e) is the difference between the observed value of the dependent variable ($y$) and the predicted value ($Ã… ·$). It's used in regression analysis. Each data point has one residual. The formula looks like this: $\bi e \bo= \bi y \bo - \bi Ã… ·$ Both the sum of the residuals and the mean of the residuals are equal to zero, or $ÃŽ £ e = 0$ and $e = 0$. Probability Bayes' Theorem Bayes' theorem is useful for calculating conditional probabilities. You'll use conditional probability when trying to find the probability of an event given that another event has already occurred. Conditional probability questions usually follow a format similar to "Given $x$, what is the probability that $y$ occurs?" Use Bayes' theorem to solve them. Bayes' Theorem: $P(A | B) = {P(B | A) * P(A)}/{P(B)}$ Tips for Getting the Most out of the AP Stats Formula Sheet As you can see, the AP Statistics formula sheet can be very useful during the exam since it helps you avoid memorizing long lists of equations. There are some tips to getting the most out of it though, and we go over the three most important in this section. #1: Know How to Use the Formulas It seems like obvious advice, but it's very easy to take a glance at the AP Statistics cheat sheet and move on, knowing you'll have it with you on the test. However, test day is not when you want to be trying to understand what the different formulas mean or how to use them. If you go into the AP exam not sure of what's on the formula sheet, you'll lose tons of valuable time searching for the right equations and struggling with how to use them properly. Well before exam day, be sure to go through every formula on the sheet and make sure you understand it and know how to use it. The College Board includes each of these formulas because they think they're necessary for doing well on the AP Statistics exam, so you should trust them and make sure you know them! If you're not sure how to use some of the equations, here's a helpful site that goes over what each of the formulas is used for. #2: Know Calculator Shortcuts You're allowed a graphing calculator for the entire exam, and you should take advantage of some of the nifty things it does. Calculator shortcuts can save you precious time on the test by quickly solving certain AP Statistics equations and finding pieces of data. They also give you a way to check your work for some problems. Stanford has a handy list of calculator shortcuts you can use with your graphing calculator. There are two caveats though. First, don't become so dependent on your calculator that you forget how to solve the equations on your own or the logic behind them. Second, you should use calculator shortcuts primarily for the multiple-choice section of the test, where you just have to select the correct answer choice. For the free-response section of the exam, you'll need to show all the work you did for each question, and simply writing which shortcut you plugged into your calculator won't cut it. Use the shortcuts primarily to check your work on free response. #3: Take Practice Tests With the Formula Sheet Answering practice questions and taking practice tests using the AP Statistics formula sheet is also key to doing well on the exam. You should take several practice AP tests before the actual exam, and for each of them you should use the official AP Statistics formula sheet. Your teacher will also likely give you a copy of the formula sheet for your in-class exams, so you can get some practice in there too. If you need help finding practice tests, check out our guide specifically on where to find the best AP Statistics practice questions and tests. Summary: Using the AP Statistics Formula Sheet The AP Statistics reference sheet can be a big help during the exam, but only if you already know what's on it and how to use it. The formula sheet is actually three pages that contain useful equations in descriptive statistics, probability, and inferential statistics. While this AP Statistics cheat sheet doesn't contain everything you need to know, it does include many key AP Statistics equations that you'll need to use on the test. In order to get the most out of your AP Stats formula sheet, make sure you know all the formulas, pick up some useful calculator shortcuts, and be sure to take some practice tests with the AP Statistics reference sheet. What's Next? Looking for more AP Statistics prep? Check out our ultimate guide to the AP Statistics exam to learn everything you need to know to ace the test. How's your grasp on calculating significance? Brush up on your t-tests and how to calculate statistical significance here. Practice tests are key to preparing for AP Statistics. Our guide has links to all the best AP Stats practice tests so you can put your formula sheet to use! How many AP classes should you take? Get your answer based on your interests and your college goals. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

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