Stanine Score Example

Stanine scores are a way to rescale raw scores into a nine point scale. This nine point scale provides an easy way to compare individuals without worrying about small differences in raw score. Stanine scores are typically used with standardized testing and are often reported on the results along with raw scores. Example Data We will see an example of how to calculate stanine scores for a sample data set. There are 100 scores in the table below that are from a population that is normally distributed with a mean of 400 and a standard deviation of 25.   The scores have been ranked in ascending order as 351 380 392 407 421 351 381 394 408 421 353 384 395 408 422 354 385 397 409 423 356 385 398 410 425 356 385 398 410 425 360 385 399 410 426 362 386 401 410 426 364 386 401 411 427 365 387 401 412 430 365 387 401 412 431 366 387 403 412 433 368 387 403 413 436 370 388 403 413 440 370 388 403 413 441 371 390 404 414 445 372 390 404 415 449 372 390 405 417 452 376 390 406 418 452 377 391 406 420 455 Calculation of Stanine Scores We will see how to determine which raw scores become which stanine scores. The first 4% of ranked scores (raw scores 351-354) will be given a stanine score of 1.The next 7% of ranked scores (raw scores 356-365) will be given a stanine score of 2.The next 12% of ranked scores (raw scores 366-384) will be given a stanine score of 3.The next 17% of ranked scores  (raw scores 385-391) will be given a stanine score of 4.The middle 20% of ranked scores (raw scores 392-406) will be given a stanine score of 5.The next 17% of ranked scores (raw scores 407-415) will be given a stanine score of 6.The next 12% of ranked scores (raw scores 417-427) will be given a stanine score of 7.The next 7% of ranked scores (raw scores 430-445) will be given a stanine score of 8.The next 4% of ranked scores (raw scores 449-455) will be given a stanine score of 9. Now that the scores have been converted to a nine point scale, we can easily interpret them.   A score of 5 is the midpoint and is the average score.   Each point in the scale is 0.5 standard deviations away from the mean.

Clusters and the New Economics of Competition - 7437 Words

Clusters and the new economics of competition Harvard Business Review; Boston; Nov/Dec 1998; Michael E. Porter; Volume: 76 Issue: 6 Start Page: 77-90 ISSN: 00178012 Abstract: Todays economic map of the world is dominated by what are called clusters: critical masses - in one place - of unusual competitive success in particular fields. Clusters are not unique, however; they are highly typical - and therein lies a paradox: the enduring competitive advantages in a global economy lie increasingly in local things - knowledge, relationships, motivation - that distant rivals cannot match. Untangling the paradox of location in a global economy reveals a number of key insights about how companies continually create competitive†¦show more content†¦Clusters affect competitiveness within countries as well as across national borders. Therefore, they lead to new agendas for all business executives not just those who compete globally. More broadly, clusters represent a new way of thinking about location, challenging much of the conventional wisdom about how companies should be configured, how institutions such as universities can contribute to competitive succe ss, and how governments can promote economic development and prosperity. What Is a Cluster? Clusters are geographic concentrations of interconnected companies and institutions in a particular field. Clusters encompass an array of linked industries and other entities important to competition. They include, for example, suppliers of specialized inputs such as components, machinery, and services, and providers of specialized infrastructure. Clusters also often extend downstream to channels and customers and laterally to manufacturers of complementary products and to companies in industries related by skills, technologies, or common inputs. Finally, many clusters include governmental and other institutions - such as universities, standards-setting agencies, think tanks, vocational training providers, and trade associations - that provide specialized training, education, information, research, and technical support. The California wine cluster is a good example. It includes 680 commercialShow MoreRelatedLogistics Of Logistics And Transportation1304 Words   |  6 PagesRole of Logistics and Transportation Kevin D. Walden Park University Ms. O’Quinn 29 November 2014 Logistics contributes to and moves the entire economy. Economic developments in recent years have led to the creation of complex company networks and systems of goods flow – in the process, the globalization of procurement, production and sales as well as the division of labor have increased. In addition, the complexity of international logistics systems in many sectors has grown as a resultRead MoreBelgium : The Country Of The European Union And A Country With Limited Resources1467 Words   |  6 Pagescapital, Brussels is the political hub of the European Union and a country with limited resources, it is one of the most flourishing countries in the world. The country has a population of 10.7 million people and a GDP per capita of US $35,238. The competition policy is set by the European Union; its budget deficit attained a high of 4.3% GDP in 2010. DETERMINANTS OF BELGUIM COMPETITIVENESS In 2010, based on a number of determinants, Belgium as the 16th most competitive country in the world. Being aRead MoreFinland1427 Words   |  6 PagesCompetitiveness: Firms, Clusters, and Economic Development Submission of Assignment Student : Mas Wigrantoro Roes Setiyadi NPM : 8605210299 Program : S3 – Ilmu Manajemen – Pasca FEUI Date of Submission : September 13, 2005 Case: Finland and Nokia Assignment: 1. How was Finland able to move from a sleepy economy to one of the most competitive nations in the world by the end of the 1990s? 2. How was Finland able to become a world-leading nation in mobile communications? Why did this cluster emerge ratherRead MoreThe Silicon Success Formul Bunching Up Firms And The Involvement Of Universities1627 Words   |  7 Pagesof public universities and top technology firms in Silicon Valley raises a lot of interesting questions as to the local economic development within that region. The massive agglomeration economies and positive externalities from public institutions to private business has aid rapid expansion of Silicon Valley for the past 50 years. Technology is constantly growing in the new millennia, as people use smartphones to manage bank accounts or data is managed and secured by the cloud. Silicon ValleyRead MoreHigh Tech Firm Performance as a Factor of Agglomeration1014 Words   |  4 PagesContrary to widely-held assumptions, Folta, Cooper, and Baik (2006) discovered that the economic benefits of high tech firm agglomeration reached a point when the diseconomies of agglomeration began to dominate. Based on their analysis of metropolitan statistical areas (MSAs) in the United States, this threshold was reached in clusters with about 65 firms. They concluded that at this tipping point, increased competition for innovators increased the likelihood of these individual leaving to start theirRead MoreEssay On Credit Advancements963 Words   |  4 PagesThese problems include severe competitions, advanced technology, modern management methods etc. Hence the strength and weakness can be studied by comparative analysis in the entire banking system. The researcher has tried to analyse the gaps in sector on banking advances issues. This is where we define in detail what we will attempt to investigate in this study: †¢ The concept of loans and advances at banks, their attitude towards it and their perception of what cluster is. †¢ What does the practicalRead MoreItalian Cluster Carrera Essay1212 Words   |  5 Pagesin the government organization which is responsible for the development for the local clusters. Research facilities, financial institutions, educational bodies/institutes also have their contribution to this development initiative. They have also been a driving force in the identification and development of specific association that is responsible for the detection and solution of the challenges that these cluster groups are facing while doing the business. Improvement Initiatives: Endeavors to knowRead MoreSummary Creating Shared Value1264 Words   |  6 Pagesidentify unknown customer needs and expand the total pool of economic and social value. In the introduction the authors explain that the problem of the contemporary, narrowed capitalistic conception is the reduced trust that people have in business, which is seen as the reason for all kinds of environmental, societal and economic problems. In this neoclassical view, social responsibility is seen by businesses as a constraint in economic success which arises costs; conducting business as usual wasRead MoreSummary Creating Shared Value1280 Words   |  6 Pagesidentify unknown customer needs and expand the total pool of economic and social value. In the introduction the authors explain that the problem of the contemporary, narrowed capitalistic conception is the reduced trust that people have in business, which is seen as the reason for all kinds of environmental, societal and economic problems. In this neoclassical view, social responsibility is seen by businesses as a constraint in economic success which arises costs; conducting business as usual wasRead MoreThe Determinants Of The National Business Environment Essay1116 Words   |  5 Pagesworld among 138 countries ranked in 2016 (World Economic Forum, 2015-2016) Initially China ‘inhereted’ different factor conditions, such as geographic location (Pacific Ocean coastline) with its diversity of landscaped and climate, the country size and large population, and its plentiful natural resources such as forests, minerals, plantation, water, etc. China is famous for its cheap and skilled labor which helped to power Chinese emerging economic growth for past decades . According to China Labour

German Literature Essay Example For Students

German Literature Essay The Problem of Language in All Quiet on the Western FrontFor it is no easy undertaking, I say,to describe the bottom of the Universe;nor is it for tongues that only babble childs play. (The Inferno, XXXII, 7-9.)Erich Maria Remarques All Quiet on the Western Front, a novelset in World War I, centers around the changes wrought by the war on oneyoung German soldier. During his time in the war, Remarques protagonist,Paul Baumer, changes from a rather innocent Romantic to a hardened andsomewhat caustic veteran. More importantly, during the course of thismetamorphosis, Baumer disaffiliates himself from those societaliconsparents, elders, school, religionthat had been the foundation ofhis pre-enlistment days. This rejection comes about as a result ofBaumers realization that the pre-enlistment society simply does notunderstand the reality of the Great War. His new society, then, becomesthe Company, his fellow trench soldiers, because that is a group which doesunderstand the truth as Baumer has experienced it. Remarque demonstrates Baumers disaffiliation from thetraditional by emphasizing the language of Baumers pre- andpost-enlistment societies. Baumer either can not, or chooses not to,communicate truthfully with those representatives of his pre-enlistment andinnocent days. Further, he is repulsed by the banal and meaninglesslanguage that is used by members of that society. As he becomes alienatedfrom his former, traditional, society, Baumer simultaneously is able tocommunicate effectively only with his military comrades. Since the novelis told from the first person point of view, the reader can see how thewords Baumer speaks are at variance with his true feelings. In his prefaceto the novel, Remarque maintains that a generation of men weredestroyed by the war (Remarque, All Quiet Preface). Indeed, in All Quieton the Western Front, the meaning of language itself is, to a great extent,destroyed. Early in the novel, Baumer notes how his elders had been facilewith words prior to his enlistment. Specifically, teachers and parents hadused words, passionately at times, to persuade him and other young men toenlist in the war effort. After relating the tale of a teacher whoexhorted his students to enlist, Baumer states that teachers always carrytheir feelings ready in their waistcoat pockets, and trot them out by thehour (Remarque, All Quiet I. 15). Baumer admits that he, and others, werefooled by this rhetorical trickery. Parents, too, were not averse to usingwords to shame their sons into enlisting. At that time even ones parentswere ready with the word coward' (Remarque, All Quiet I. 15). Remembering those days, Baumer asserts that, as a result of his warexperiences, he has learned how shallow the use of these words was. Indeed, early in his enlistment, Baumer comprehends that although authorityfigurestaught that duty to ones country is the greatestthing, we already knew that death-throes are stronger. But for all that, we were no mutineers, no deserters,no cowardsthey were very free with these expressions. We loved our country as much as they; we wentcourageously into every action; but also wedistinguished the false from true, we had suddenlylearned to see. (Remarque, All Quiet I. 17)What Baumer and his comrades have learned is that the words and expressionsused by the pillars of society do not reflect the reality of war and ofones participation in it. As the novel progresses, Baumer himself useswords in a similarly false fashion. A number of instances of Baumers own misuse of language occurduring an important episode in the novela period of leave when he visitshis home town. This leave is disastrous for Baumer because he realizesthat he can not communicate with the people on the home front because ofhis military experiences and their limited, or nonexistent, understandingof the war. When he first enters his house, for example, Baumer isoverwhelmed at being home. His joy and relief are such that he cannotspeak; he can only weep (Remarque, All Quiet VII. 140). When he and hismother greet each other, he realizes immediately that he has nothing to sayto her: We say very little and I am thankful that she asks nothing(Remarque, All Quiet VII. 141). But finally she does speak to him andasks, Was it very bad out there, Paul?' (Remarque, All Quiet VII. 143). Here, when he answers, he lies, ostensibly to protect her from hearing ofthe chaotic conditions from which he has just returned. He thinks tohimself,Mother, what should I answer to that! You wouldnot understand, you could never realize it. And younever shall realize it. Was it bad, you ask.You,Mother,I shake my head and say: No, Mother, notso very. There are always a lot of us together so itisnt so bad.(Remarque, All Quiet VII. 143)Even in trying to protect her, by using words that are false, Baumercreates a separation between his mother and himself. Clearly, as Baumersees it, such knowledge is not for the uninitiated. On another level,however, Baumer cannot respond to his mothers question: he understandsthat the experiences he has had are so overwhelming that a civilianlanguage, or any language at all, would be ineffective in describing them. Trying to replicate the experience and horrors of the war via words isimpossible, Baumer realizes, and so he lies. Any attempt at telling thetruth would, in fact, trivialize its reality. During the course of his leave, Baumer also sees his father. The fact that he does not wish to speak with his parent (i.e., use few orno words at all) shows Baumers movement away from the traditionalinstitution of the family. Baumer reports that his father is curiousabout the war in a way that I find stupid and distressing; I no longerhave any real contact with him (Remarque, All Quiet VII. 146). Inconsidering the demands of his father to discuss the war, Baumer, onceagain, realizes the impossibility, and, in this case, even the danger, oftrying to relate the reality of the war via language. There is nothing he likes more than just hearingabout it. I realize he does not know that a mancannot talk of such things; I would do it willingly,but it is too dangerous for me to put these thingsinto words. I am afraid they might then becomegigantic and I be no longer able to master them. (Remarque, All Quiet VII. 146)Again, Baumer notes the impossibility of making the experience of warmeaningful within a verbal context: the war is too big, the wordsdescribing it would have to be correspondingly immense and, with theirsymbolic size, might become uncontrollable and, hence, meaningless. Sir Gawain And The Green Knight EssayThe scene is a simple one. After Baumer and Katczinsky havestolen a goose, in a small deserted lean-to they eat it together. We sit opposite one another, Kat and I,two soldiers in shabby coats, cooking a goose inthe middle of the night. We dont talk much, butI believe we have a more complete communion withone another than even lovers have The greasedrips from our hands, in our hearts we are closeto one another we sit with a goose between usand feel in unison, are so intimate that we donot even speak. (Remarque, All Quiet V. 87)These elemental and primitive activities of getting and then eating foodbring about a communion, a feeling in unison, between the two men thatclearly cannot be found in theword-heavy environment of Baumers home town. Perhaps Remarque wants tomake the point that true communication can occur only in action, or insilence, or almost accidentally. At any rate, Baumer demonstrates towardthe end of his life that even he is not immune from verbal duplicity of akind that was used on him to get him to enlist. Soon after he hears the comforting words of his comrades (seeabove), Baumer is caught in another shell hole during the bombardment. Here, he is forced to kill a Frenchman who jumps into it while attackingthe German lines. Baumer is horrified at his action. He notes, This isthe first time I have killed with my hands, whom I can see close at hand,whose death is my doing (Remarque, All Quiet IX. 193). That is, the war,and his part in it, have become much more personalized because now he canactually see the face of his enemy. In his grief, Baumer takes the deadmans pocket-book from him so that he can find out the deceaseds name andfamily situation. Realizing that the man he killed is no monster, that, infact, he had a family, and is evidently very much like himself, Baumerbegins to make promises to the corpse. He indicates that he will write tohis family and goes so far as to promise the corpse that he, Baumer, willtake his place on earth: I have killed the printer, Gerard Duval. Imust be a printer' (Remarque, All Quiet IX. 197). More importantly,Baumer renounces his status as soldier by apologizing to the corpse for killing him. Comrade, I did not want to kill you You wereonly an idea to me before, an abstraction that livedin my mind and called forth its appropriate response. It was that abstraction I stabbed Forgive me,comrade. We always see it too late. Why do theynever tell us that you are poor devils like us, thatyour mothers are just as anxious as ours, and that wehave the same fear of death, and the same dying andthe same agonyForgive me, comrade; how could yoube my enemy? If we threw away these rifles and thisuniform you could be my brother just like Kat (Remarque, All Quiet IX. 195)In addition to the obvious brotherhood of nations sentiment that appears inBaumers eulogy, it is interesting to note that Baumer sees that Duvalcould have been even closerlike Katczinsky, a member of Baumers innercircle of Second Company. All of the sentiments, all of the words, that Baumerarticulates to Duval are admirable, but they are absolutely false. As time passes, as he spends more time with the corpse of Duvalin the shell-hole, Baumer realizes that he will not fulfill the variouspromises he has made. He cannot write to Duvals family; it would bebeyond impropriety to do so. Moreover, Baumer renounces his brotherhoodsentiments: Today you, tomorrow me (Remarque, All Quiet IX. 197). Soon,Baumer admits, I think no more of the dead man, he is of no consequence tome now (Remarque, All Quiet IX. 198). And later, to hedge his bets incase there happens to be justice in the universe, Baumer states, Nowmerely to avert any ill-luck, I babble mechanically: I will fulfilleverything, fulfill everything I have promised you butalready I know that I shall not do so (Remarque, All Quiet IX. 198). Remarques point in this episode is clear: no one is exemptfrom the perversion of language vis-a-vis the war. Even Paul Baumer, whohad been disgusted by the meaninglessness of language as demonstrated inhis home town, himself uses words and language that are meaningless. Oncehe is reunited with his comrades after the shell hole episode, Baumeradmits it was mere drivelling nonsense that I talked out there in theshell-hole (Remarque, All Quiet IX. 199). Why does Baumer do it? Whydoes he employ the same types of vacuous words and sentiments that hiselders and teachers had used and for which he has no respect? It was onlybecause I had to lie One assumes that this double meaning is apparent onlyin English. there with him so long After all, war is war (Remarque,All Quiet IX. 200). Ultimately, that is all that Paul Baumer and the reader areleft with: war is war. It cannot be defined; it cannot even be discussedwith any accuracy. It has no sense and, in fact, is the embodiment of alack of any kind of meaning. In All Quiet on the Western Front, ErichMaria Remarque shows the disorder created by the war. This disorderaffects such elemental societal institutions as the family, the schools,and the church. Moreover, the war is so chaotic that it infects the basicabilities, not the least of which is verbal, of humanity itself. Byshowing how the First World War deleteriously affects the syntax oflanguage, Remarque is able to demonstrate how the war irreparably altersthe order of the world itself. WORK CITEDRemarque, Erich Maria. All Quiet on the Western Front. New York: Ballantine Books, 1984. Words/ Pages : 4,568 / 24

Kung Essays - Abrahamic Mythology, Curses, Evil Eye, Eye, Folklore

Kung Fu As a six year old child, fighting like a Ninja was a necessary step in growing up. Since most of my six year old friends had hit this stage at about the same time as myself, we would fight each other like Ninjas. We would fight almost every day. At school, at home, on the playground, even on the gymnastic mats outside the gymnasium, where our story begins. Now after fighting day after day, we became tired of attacking each other with pretend punching and kicking. So, because I was the braniac of the group, I suggested we look for sticks shaped like swords and spears to throw at each other. Oh, and don`t forget to pick up lots of rocks to use as throwing stars, I yelled to everyone as we spread out through the large soccer field in search of our weapons. After a few minutes, we gathered back on the mats for our ultimate battle. Now we were real fighters, armed with dangerous weapons. We were bad. Hyung-Chai yelled one child, as he smacked another boy in the back of the head with a stick no thinner than his own arm. A loud Thwack was heard, followed by more cries and the swinging of weapons. Most children ran away with mild scrapes but finally the black Ninja (Michael Scott) and I were all who remained. Now I was pumped, throwing jump kicks and shouting gibberish Ninja words to intimidate my opponent. No one could catch me. I was invincible. I was Ki... Thwack. Stunned yet still conscious, I lay on my back, paralyzed by the fact that I had been defeated. Then, I tasted the blood in my mouth. And all went black. I slowly, cautiously, walked towards the mirror, my arms outstretched, inching my feet across the linoleum floor and blindly groping for objects that might be hidden inside the darkness of the small, stuffy room. Suddenly, a strange face appeared in the mirror. But it didn`t look like me. Sure it had my face, but it had one mutant eye that was glowing fluorescent purple. I stared at it... and the grotesque eye stared back at me. I waved to it... and the figure waved back to me. Astonished and scared, I slowly backed away from the savage face. The evil eye followed me, stared at me, laughed at me... Alright, that`s enough excitement for today, Spencer. With a flash, the lights came back on, blinding my eyes and jolting me back to reality, and safety. Im sorry Spencer, but I`m going to have to put a bandage over that eye of yours, said Dr. Kosh. Now remember, the gel on your eye will only last a few hours, so don`t try to take the bandage off to look at it again. Eye injuries can be very dangerous, you're lucky you were not hit harder or you might be blind. O.K. Dr. Kosh, I said. How long to I have to keep the bandage on? Only a few days Spencer. Now go outside and don`t get into anymore fights. I walked out of his office and into the lobby where my mother was waiting. Together we walked outside into the hot summer sun.