Confused By Your New SAT Score 2 Controversies, Explained

Confused By Your New SAT Score 2 Controversies, Explained SAT / ACT Prep Online Guides and Tips With the launch of the redesigned SAT in March of 2016, a new era was born in standardized testing. While the College Board was hopeful that there would be no issues with the new test or its familiar scoring system (maximum score of 800 per section), unfortunately there have been scoring issues that are confusing and upsetting students. Furthermore, the College Board has managed to irk its arch nemesis, the ACT. In this article, I’ll break down these controversies and explain what they mean for you. The New Scores Are Inflated The biggest issue with the new scores seems to be that scores on the redesigned SAT are slightly higher compared to those from the old SAT. For example, a 1300 on the new SAT corresponds to a 1230 on the Math and Critical Reading sections of the old test. A 730 on the new Math section is equivalent to a 700 on the old one. Here’s a chart comparing the old combined SAT scores to the new ones. New SAT scores were multiplied by 3/2, so all scores could be out of 2400. Basically, this chart reveals what the new SAT scores equate to on the same scale as the old SAT. At almost every point along the curve, the new SAT score is roughly 80 points higher than you would expect from the old SAT. After students got back their scores from the first administration of the new SAT, many were very happy with their scores until they learned that their scores were not as good as they thought. His score wasn't as good as he thought. Why Are the Scores Higher? We believe that the scores on the new test are higher because of the elimination of the penalty for wrong answers. The College Board didn’t compensate for the higher raw scores that inevitably result from no guessing penalty and one fewer answer choice. Other than at the lowest score levels, the same percentage score equates to roughly the same scaled score. If you got 60% of the questions right on the old SAT Math, you would receive the same scaled score (out of 800) that you would receive if you got 60% of the questions correct on the new SAT Math. For example, from the chart you'll be able to see that getting 40% of right answers on the new and old SAT would get you a score of a little less than 500. However, because there’s no penalty for guessing and one fewer answer choice, students will get a greater percentage of questions right on the new test, if the tests are equally difficult. Most likely, this was a deliberate decision by the College Board. But why? There are a few possible reasons. The College Board may have wanted scores to be higher to raise satisfaction with the test. The redesign was motivated in part because the SAT was losing market share to the ACT. If students start to get higher scores on the SAT, that could motivate more students to opt to take the SAT vs. the ACT. Also, more states are adopting the SAT as a mandatory state test. Because all students in certain states will be taking the SAT as opposed to just college-bound students, scores from the old test and new test may become more equal over time. In addition to inflated scores, there's another scoring controversy that involves converting new SAT scores to ACT scores. Are the Concordance Tables Accurate? In early May, the College Board released concordance tables that allow students to convert old SAT scores to new SAT scores. These tables also allow you to convert old and new SAT scores to ACT scores. You can use our conversion tools that are based on these tables. While the ACT and College Board previously collaborated in 2006 to create a concordance table so students could convert old SAT scores to ACT scores and vice versa, the two groups didn’t work together on the recently released table that enables conversion of the new SAT scores to ACT scores. The CEO of the ACT, Marten Roorda, claimed that because the College Board didn’t collaborate with ACT on the table that the College Board’s table can’t be accurate. Furthermore, he stated that these tables are likely not to be accurate because they were released after only one test, and the old tables were created after a year’s worth of tests. Concordance tables are created using equipercentiling, which means that a 75th percentile score on one test is equivalent to a 75th percentile score on another. A 90th percentile score on the ACT is equivalent to a 90th percentile score on the new SAT. Roorda argued that there can’t be accurate percentile scores on the new SAT because there had only been one administration of the test when the tables were released, and the students who took the first test may not be representative of students as a whole. He claimed that a year’s worth of tests and data was needed before the College Board could effectively equipercentile. The College Board’s senior vice president for research, Jack Buckley, responded by stating that the concordance tables aren’t only based on the March 2016 SAT. There were â€Å"two large-scale national concordance studies in December 2014 and December 2015.† The College Board stands by its concordance tables. He also said that they had reached out to ACT to collaborate on the new concordance tables and that the College Board looks forward to working with ACT in the future. What Do These Controversies Mean for You? The squabbles between the ACT and the College Board won’t have much impact on you, but you should be aware that the new SAT scores are slightly inflated. Because there’s no better alternative, college admissions officers will likely use the College Board’s concordance tables, and you should do the same. If you take the SAT and the ACT, or if you’ve taken the old SAT and new SAT, you should send your best scores based on the concordance tables to colleges, if you have the option of selecting which scores to send. Also, if you’re trying to determine your target score for the SAT, use the concordance tables to convert old SAT scores to new ones. Colleges haven’t released their standardized test scores for the new SAT yet. We recommend that you strive to get a 75th percentile score for any college you want to attend. Use the concordance table to convert a school’s 75th percentile score on the old test to an equivalent score on the new one. What's Next? Are you planning on taking the new SAT? Find out what students who've taken the test thought about it. Did you know the essay on the new SAT is optional? Learn if you should take the essay. Did you get a high score on the old SAT? Read this post to find out if you should take the new SAT. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Types of Columns and Architectures Classical Order

Types of Columns and Architectures Classical Order If your architect suggests a Classical order for your new porch columns, theres no need to return a blank stare. Its a good idea. An Order of Architecture is a set of rules or principles for designing buildings - similar to todays building code. Five Classical orders, three Greek and two Roman, comprise the types of columns we use even in todays architecture. In Western-based architecture, anything called classical means its from the civilizations of ancient Greece and Rome. A Classical order of architecture is the approach to building design established in Greece and Rome during what we now call the Classical period of architecture, from roughly 500 B.C. to 500 A.D. Greece became a province of Rome in 146 B.C. which is why these two Western civilizations are grouped together as Classical. During this time period, temples and important public buildings were constructed according to five distinct orders, each using a defined pedestal, type of column (base, shaft, and capital), and a different style entablature above the column. The Classical orders grew in popularity during the Renaissance era when architects such as Giacomo barozzi of Vignola wrote about them and used the design. In Architecture the word Order signifies a composition (in the same style) of a pedestal, a column, and an entablature, together with their ornamentation. Order means a perfect and regular disposition of all the parts of a beautiful composition; in a word, order is the opposite of confusion. - Giacomo da Vignola, 1563 Heres a brief overview of what the orders are and how they came to be written down. The Greek Orders of Architecture When studying an era-by-era timeline of ancient Greece, the height of Greek civilization was known as Classical Greece, from about 500 B.C. The inventive ancient Greeks developed three architecture orders using three distinct column styles. The earliest known stone column is from the Doric order, named for architecture first seen in the Dorian area of western Greece. Not to be outdone, the builders in the eastern Greece area of Ionia developed their own column style, which is known as the Ionic order. Classical orders are not unique to each area, but they were named for the part of Greece where they were first observed. The most ornate Grecian order, the latest developed and perhaps the most well-known by todays observer is the Corinthian order, first seen in the central area of Greece called Corinth. The Roman Orders of Architecture The Classical architecture of ancient Greece influenced the building designs of the Roman Empire. The Greek orders of architecture were continued in Italian architecture, and Roman architects also added their own variations by imitating two Greek column styles. The Tuscan order, first seen in the Tuscany area of Italy, is characterized by its grand simplicity - even more streamlined than the Grecian Doric. The capital and shaft of the Composite order of Roman architecture can be easily confused with the Greek Corinthean column, but the top entablature is much different. Rediscovering the Classical Orders The Classical orders of architecture might have become lost to history if it were not for the writings of early scholars and architects. The Roman architect Marcus Vitruvius, who lived during the first century B.C., documented the three Greek orders and the Tuscan order in his famous treatise De Architectura, or Ten Books on Architecture. Architecture depends on what Vitruvius calls propriety - that perfection of style which comes when a work is authoritatively constructed on approved principles. That perfection can be prescribed, and the Greeks prescribed certain architectural orders to honor the different Greek gods and goddesses. The temples of Minerva, Mars, and Hercules, will be Doric, since the virile strength of these gods makes daintiness entirely inappropriate to their houses. In temples to Venus, Flora, Proserpine, Spring-Water, and the Nymphs, the Corinthian order will be found to have peculiar significance, because these are delicate divinities and so its rather slender outlines, its flowers, leaves, and ornamental volutes will lend propriety where it is due. The construction of temples of the Ionic order to Juno, Diana, Father Bacchus, and the other gods of that kind, will be in keeping with the middle position which they hold; for the building of such will be an appropriate combination of the severity of the Doric and the delicacy of the Corinthian. - Vitruvius, Book I In Book III, Vitruvius writes prescriptively about symmetry and proportion  - how thick the column shafts should be and the proportional heights of columns when arranged for a temple. All the members which are to be above the capitals of the columns, that is, architraves, friezes, coronae, tympana, gables, and acroteria, should be inclined to the front a twelfth part of their own height...Each column should have twenty-four flutes... After the specifications, Vitruvius explains why - the visual impact of the specification. Writing specifications for his Emperor to enforce, Vitruvius wrote what many consider the first architecture textbook. The High Renaissance of the 15th and 16th centuries renewed interest in Greek and Roman architecture, and this is when Vitruvian beauty was translated - literally and figuratively. More than 1,500 years after Vitruvius wrote De Architectura, it was translated from Latin and Greek into Italian. More importantly, perhaps, the Italian Renaissance architect Giacomo da Vignola wrote an important treatise in which he more thoroughly described all five classical orders of architecture. Published in 1563, Vignolas treatise, The Five Orders of Architecture, became a guide for builders throughout western Europe. The Renaissance masters translated Classical architecture into a new type of architecture, in the manner of Classical designs, just as todays new classical or neoclassical styles are not strictly Classical orders of architecture. Even if the dimensions and proportions are not exactly followed, Classical orders make an architectural statement whenever they are used. How we design our temples is not far off from ancient times. Knowing how Vitruvius used columns can inform what columns we use today  - even on our porches.   Sources The Ten Books on Architecture by Vitruvius Pollio, Translated by Morris Hicky Morgan, Harvard University Press, 1914, Book I, Chapter II, Paragraph 5; Book III, Chapter V, paragraphs 13-14 The Five Orders of Architecture by Giacomo barozzi of Vignola, translated by Tommaso Juglaris and Warren Locke, 1889, p. 5

The climate change. Carbon Tax in Australia Essay

The climate change. Carbon Tax in Australia - Essay Example It is supposed to affect most of the Australian industries along with the household people. Carbon tax has been proposed with the view of associating cost with carbon emission and encouraging people to make use renewable sources of energy. An IMC plan has been set out to promote this new carbon tax in Australia. The target audience has been identified to be the Australian households and the industries in Australia. Relevant communication objectives have also been developed focusing more on the awareness amongst people about carbon tax and its implications and thereby helping to create a brand image of the same. Creative strategies towards the achievement of each of the communication objectives have also been developed. Media plan have been formulated and is considered to be the key of the effectiveness of this IMC plan. A proper media mix has been taken into consideration to enable effective communication with the specific target audiences. The climate change as a consequence of glob al warming is an important environmental issue in today’s world. The earth’s temperature has been rising at an alarming rate in the recent years. All the nations in the world are concerned about it, and Australia is no exception. The government of Australia has come up with the proposal of implementation of a new environmental tax, namely carbon tax. ... This study discusses the development an Integrated Marketing Communication (IMC) plan so as to promote carbon tax, its implications, and advantages associated with it. A proper segmental analysis along with the formulation of specific communication objectives has been included in this study. Creative strategies to achieve the communication objectives have also been included in this study. Lastly, a proper media plan has been developed for creating an effective communication with the target audience. 2. Segment Analysis The key principle behind IMC is the knowledge of customers. This knowledge is made possible through proper segmentation of target audience or customer in order to identify them (Duncan 204). Segmentation of customers is usually done on the basis of certain parameters like geographic, psychographic, demographic, and behavioural characteristics. This study is about developing an IMC plan for the promotion of the proposed carbon tax by the government of Australia. Hence t he first primary task in developing such plan would be the proper segmentation of a target audience. Carbon tax is designed to be imposed on those adding to the carbon emission in the atmosphere. Carbon emission occurs mainly from two sources: from the production of goods, which results in carbon emission, or from the consumption of goods and services, which results in the emission of carbon into the atmosphere. Hence the Australian economy can be thought of as two broad segments, namely the Australian households and the companies in Australia that are involved in consuming and producing energy from sources that cause carbon emission. Australian households

Ladybug Cell Phones, Phase I Essay Example | Topics and Well Written Essays - 1500 words

Ladybug Cell Phones, Phase I - Essay Example Market opportunity analysis is also effective in determining the cost implication of whichever direction the company opts to adopt in its market strategies. Companies require help in determining whether they have necessary tools available to them to facilitate the provision of adequate services to their consumers. In essence, the analysis of market opportunity ensures that an organization finds out its most cost effective return on investment. This allows the organization to operate and participate in markets that provide the highest possible value of return on investment. This ultimately ensures short and long term business profitability and sustainability. The consumption of cell phones is continuing to grow exponentially within the senior citizens market both within the country, as well as across the globe. The market for cell phones across the globe continues to increase as the world shifts from the traditional to modern systems. This includes ways of performing functions such as communicating through letters to a new technologically advanced system of operation. Technological advancements continue to occur in the world pushing people to adopt the latest and trendiest ways of communicating and keeping in touch. Senior citizens have not been left behind in their need to maintain communication with their families and friends. Ladybug will particularly appeal to the senior citizens who seek easy ways of maintaining communication with their friends and families. It will also appeal to customers who seek cell phones that entail the least amount of technological difficulties. Notably, senior citizens prefer cell phones, which encompass as little hustle as possible, particularly with regard to the ease of use and cost implications. Evidently, senior citizens are not trend setters thus do not appreciate high product costs in light of noteworthy cell phone features. On the contrary,

Physical Activity And Academic Performance

Physical Activity And Academic Performance The recommendations for participating in physical activity for children is 60 minutes per day, or more. Physical education is insufficient for children nowadays (Carlson, et. al., 2008). Children can benefit a great deal from physical activity; the beneficial effect comes in many forms. For example, physical activity is considered good for cardiovascular health, musculoskeletal health, blood pressure, among other forms (Strong, et. al., 2005). Depression is a common disease, and gets more serious with adolescents. A research by Turner, Thompson, Huber, and Arif (2012) where depression symptoms score was divided into quartiles for analyses, showed that nearly three fourth of the students were in the third or fourth quartiles, which is too many students. Depression is the most common problem of psychological problems (Davey, 2008). The beneficial effect of physical activity for both psychological and physical well-being is well established. Accumulative evidence also suggests that phys ical activity improves cognitive performance (Singh, Uijtdewilligen, Twisk, Mechelen, Chinapaw, 2012). This review will critically examine the effect of physical activity on academic performance and further more whether the effect is mediated by depression. The review is divided into four sections where in the first one the relationship between physical activity and academic performance will be discussed, in the second section the relationship between physical activity and depression will be discussed. In the third section the relationship between depression and academic performance will be discussed and the fourth and final section will be about future directions. Physical activity and academic performance Several reviews have indicated that physical activity is related to improved academic performance but the strength of the relationship varies between studies (Singh, Uijtdewilligen, Twisk, Mechelen, Chinapaw, 2012; Trudeau, Shephard, 2008; Biddle, Asare, 2011). For example a review made by Biddle and Asare (2011) showed that physical activity can have a positive effect on cognitive functions, the behaviour in the classroom and academic achievement in children but the association is often weak and not entirely consistant. Harrison and Narayan (2003) did a cross-sectional research about adolescent ´s participation in sports and other activities. Their results were that if adolescents participated in sports or other extracurricular activities they were more likely to do their homework and have a positive attitude towards school and teachers. However, Tremblay, Inman and Willms (2000) also did a cross-sectional research on 12 year old children to see whether physical activity did in crease academic achievement in mathematics and reading. The participants answered a questionnaire about their physical activity and academic climate. The results showed a very weak but significant association between physical activity and academic achievement in both mathematics and reading. Similar results were in a research by Carlson et. al. (2008), but they did a longitudinal and cross-sectional research on children in kindergarten until they were in 5th grade and weak but significant association was also found in the result of this research. The only association between time spent on physical education and academic performance was with the group of girls who spent the most time in physical education (70 300 minutes per week) and the girls who spent the lowest time in physical education (0 35 minutes per week). No association was found in boys. The differences in gender could be because boys have higher levels of fitness than girls at baseline and that boys need to have more s timulus than is provided in physical education. Cross-sectional studies give an example that there is a relationship between two variables but their weaknesses is that it can ´t say which variable causes the other. Intervention studies can say much more about the relationship between the variables. By using an intervention, Davis et. al. (2011) found out that the more exercise obesity children performed the better cognitive function they had. They put 171 obese children into three randomized groups, low dose exercise, high dose and control group. Low dose group had 20 minutes of exercise each day after school and 20 minutes of sedentary activities such as board games for 3 months. High dose group had two 20 minutes bout of exercise each school day. The children ´s academic achievement was measured by using Woodcock-Johnson Tests of Achievement III. The results showed that the high dose exercise group had more improved cognitive performance than the other two groups and low dose exercise group had better cognitive performance than the control group. These results show ´s that the more exercise obese children have the better cognitive function they will have. All these research find a positive relationship between physical activity and academic performance but the association is sometimes week and sometimes strong. But the researches are different and that could cause the different results. The strength of the relationship between these two variables could differ because of the different age of the participants. Increased physical activity could have much more effect on academic performance in adolescent than in children. Also the self-described physical activity and grades from participants could not be true so the association could differ because of that. Cross-sectional data is a limitation because it says only that there is a relationship between the variables but not what variable causes the other variable, but it can indicate that there is a relationship. Intervention studies provide stronger evidence that physical activity may lead to improved academic performance. But because there was only one intervention study then that is a li mitation. More intervention studies need to be done to provide a stronger evidence of the relationship between those two variables. There need to be more intervention studies for more than just obese children. In spite of these limitations the results indicate that there is a relationship between these two variables. Other, little is known about the re mechanism whereby physical activity affects academic performance. Independent line of researches raises the possibility that the impact of physical activity on academic performance may be mediated by other variables, for example depression. Physical activity and depression Physical activity has often been associated with depression, in other words depression has shown to decrease with more physical activity (Mata, Thompson, Jaeggi, Buschkuehl, Jonides, Gotlib, 2012; Toker, Biron, 2012). A review of reviews was conducted to find out the relationship between physical activity and depression in children and adolescents (Biddle, Asare, 2011). There were 5 reviews which were reviewed concerning physical activity and depression. The results showed that physical activity seems to have a negative effect on depression, but the intervention designs do not have enough quality and many of the reviews have cross-sectional researches which can deviate the relationship or it will not show whether physical activity affect depression or the other way around. A cross-sectional research that was conducted to find risk factors for depression in adolescents showed that the adolescents who were depressed were less likely to engage in physical activity than the adolescent s who was not depressed (Diego, Sanders, Field, 2001). But cross-sectional studies do not show the cause of the variables so it does not say whether depression causes less physical activity or physical activity causes less depression symptoms. Gallegos-Carrillo et. al. (2012) did a longitudinal research of 1047 Mexican adults, both male and female, who were free of depression between the years of 1998 2000. The participant ´s lifestyle and health were assessed, that is how much physical activity they had. The participants were divided into 3 groups after how much physical activity they performed each week, that is light, moderate or vigorous. After 6 years the participants was assessed again to see whether physical activity would prevent depressive symptoms. The results showed that the vigorous physical activity participants performed they had lower risks of developing depressive symptoms. The limitations in this research were that there was only one follow up after 6 years and that the participants had to fill out a questionnaire about how much physical activity they had. Another longitudinal research showed that leisure-time physical activity reduced depression symptoms only in women after both two and four years follow up but this was not found in men (Wang, DesMeules, Luo, Dai, Lagace, Morrison, 2011). But the long term effect on leisure-time physical activity and the changes of physical activity and marital status on the risk of evolving depression was the reason for this research. No participant had a depression at the baseline of the research. Similar results were also in a longitudinal research about adolescent girls because the sexes have found to be different in depression and physical activity (Jerstad, Boutelle, Ness, Stice, 2010). In that research, girls aged 11-15 years old reviewed a list of physical activity and crossed in a box for an activity that they had done more than 10 times for the past year and they answered a questionnaire for d epression symptoms. This was done once a year for a 6 years period. The results showed that there was a relationship between regular basis of physical activity and depression. If the girls were involved in physical activity it reduced the likelihood of having depression symptoms in the future. Because the research was only about adolescents girls the results can ´t be generalized to other groups. A research by Alosco et. al. (2012) points out that there is a relationship between depression and physical activity in older adults with heart failure. They did their longitudinal research on older people with heart failure. For baseline measure the older adults wore an accelerometer for 7 days and did an assessment to measure their fitness and answered a questionnaire concerning depression. All of those researches show that there is a relationship between physical activity and depression. There is a limitation is that there is no intervention study, because intervention studies provide stronger evidence than cross-sectional and longitudinal for the relationship between physical activity and depression. Cross-sectional studies is not good enough because they can ´t indicate the affect, which variable predicts what. The self-report of depressive symptoms and physical activity is a limitation in the longitudinal study ´s because it is not reliable; the participants could for example exaggerate how much time they spent in physical activity and decrease the depressive symptoms. Depression and academic performance In a cross-sectional research that conducted a stepwise regression on risk factors for depression in adolescents, how much time the adolescents spent on their homework and their report of their grades explained 13% of the variance of depression symptoms (Diego, Sanders, Field, 2001). They were explaining the relationship between academic performance and depression. A cross-sectional research was done with data from student responses National college health assessment from 2008 to study the relation between depressive symptoms and academic performance (Turner, Thompson, Huber, Arif, 2012). The depressive symptoms were divided into a quartile. The results showed that students who had the lowest level of depressive symptoms were least likely to report having C, D, or F for grades but the students who fell into the second quartile were most likely to report having an average grades of C, D or F. For better explanation, the students who had moderate symptoms of depression were more like ly than those who had milder or more severe to have worse academic performance. Pelkonen, Marttunen, Aro (2003) were also researching the risk for depression by a longitudinal study in Finland and their results indicated the relationship between poor academic performance and depressive symptoms. The data was collected when the participants were 16 years old and researched the risk factors for depression at the age of 22. Chen, Rubin and Li (1995) showed in a 2 year longitudinal research that depression has been related to academic performance, according to them depressed children in China had more academic achievement problems than children that were not depressed. Another longitudinal analysis research which was performed in Los Angeles, which 243 adolescents participated in, showed that if the adolescent perceived themselves as a victim it caused psychological adjustment such as depression and loneliness which caused lower grades in school (Juvonen, Nishina, Graham, 2000). That is similar to the findings of Schwartz, Gorman, Nakamoto, Toblin (2005) which did a longitudinal investigation which focused on the relationship between victimization of 9 year old children and academic achievement over a 1 year period. The participants were 240 from 12 classrooms. The results showed that the children who perceived themselves as a victim in the peer group, they had lower academic achievement than the children who did not perceive themselves as a victim, but the results showed evidence that this relation was mediated by depressive symptoms. Shahar, Henrich, Winokur, Blatt, Kuperminc, Leadbeater (2006) did a research about the relation between personality factor, self-criticism and depression on academic achievement in adolescents. This was a one year longitudinal study where 460 students in sixth and seventh grade participated in. They answered a questionnaire to measure their self-criticism and depression and their grades were obtained from their report cards. The ir findings were the first to certificate relation between depression and a personality aspect of defencelessness in predicting academic achievement. The results showed that interaction between adolescent self-criticism and depression predicted a decrease in one ´s average grade. A longitudinal research was done by Lehtinen, Raikkonen, Heinonen, Raitakari, Keltikangas-Jarvinen (2006) where the purpose was to find out whether the grades in school at the age of 9, 12 and 15 was associated with depressive symptoms 12 to 21 years later or at the ages of 21 to 37. Because there had been found difference between sexes both in depression and grades, the sexes were measured separately. The results were that lower grades in 12 and 15 year old girls was associated with depression 12 and/or 17 years later, grades seemed not to have any other association with later depression. Because it seems that some researches will mean that depression has an effect on academic performance while other po int out that academic performance has an effect on depression Hishinuma, Chang, McArdle, and Hamagami (2012) did a longitudinal research to put in a model called Longitudinal bivariate dynamic latent change model, which can be used to transmit the hidden scores from one variable to another over time. The results indicate that depression causes lower grades in adolescents but not that lower grades cause depression. There is a relationship between depression and academic performance according to previous researches. The cross-sectional researches do not have much reliability because they only indicate that there is a relationship between depression and academic performance but they can ´t say much more about the relationship. Longitudinal researches are better than cross-sectional but intervention researches are the best of describing the relationship but there is no intervention research so that is a major limitation. Summary and future directions As reviewed above there is a relationship between physical activity and academic performance but this evidence is not strong and most of the studies have been correlational. But as also reviewed above there is a relationship between physical activity and depression and also between depression and academic performance but this evidence is also not strong because there are only correlational study ´s. Future studies should examine if interventions if aimed at increasing physical activity also improve academic performance. They should also examine potential mechanism whereby physical activity affects academic performance. The literature review above suggests that physical activity is associated with less depression and that depression is associated with worse academic performance. These findings raise the possibility that the relationship between physical activity and academic performance may be mediated by the beneficial effects of physical activity on depression. The model below will explain that there is a relationship between physical activity and academic performance, but if depression in the individual is taken into account there will not be a relationship between these two variables because it is mediated by depression. Depression Academic performance Physical activity Figure : Depression as a mediator between physical activity and academic performance. If this model is right, then it will suggest that for adolescents to get higher grades they can increase the physical activity and by doing so decreasing depression and finally get higher grades in school.

Unit 201- Child and Young Person Development

Unit 201- Child and young person development 3. 1 Identify the transitions experienced by most children and young people 3. 2 Identify transitions that only some children and young people may experience e. g. bereavement 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Most children and young people will experience the following transitions: * Starting Nursery or reception * Going from part time to full time education * Going from infant to junior to secondary school * Starting to arrive or leave school alone Starting puberty * Exams * Starting college or higher education Some Children and young people may experience the following transitions: * Divorce * New partners * Step siblings * New siblings * New pets * Family members dying * Pets dying * Contracting, or recovering from, illness * Going into care * Moving house and changing schools * Abuse * Moving countries * Older siblings moving out of home * Injuries * Bec oming disabled * Becoming a carer All of these things will have an effect on a child or young person’s development and behaviour. Ways that a child’s development or behaviour could be affected include: * Being traumatised- A child may block an event from memory and in rare cases, can block out the whole world. This can lead to psychologically becoming blind, deaf and mute. * Becoming attention seeking- If a child has experienced a transition that means they get less attention they may act out in ways they would not normally act, breaking things, shouting, swearing etc because they crave attention and know they will get a reaction from adults * Uncharacteristic behaviour- using actions and language they would not normally use, not always to get attention. Children and young people may be looking for an escape, or a way into a new social circle. * Being anxious or nervous- Change in routine can affect a child because disrupting their normal day to day life brings in uncertainties, things they cannot control and new people who they do not yet trust. * Becoming withdrawn- children can often become withdrawn after any kind of transition, they can be found sitting alone, playing alone, and are less responsive, if they respond at all. It is important to try to get the child to interact with other children as well as adults. * Self harm- Not to be confused with attention seeking, if a child has had a dramatic transition, they may turn to self harm to help them feel better. Most people who self harm are never found out, because they do not want to be found out. This usually only happens in extreme situations, and is very unlikely to happen to anyone younger than 12. It is important to report any concerns about a child that may be self harming.

The Effect Of Educational Inequality - 1332 Words

The Effects of Educational Inequality Introduction Education is an institution that was originally put in place to allow individuals the equal opportunity to achieve their dreams. It was intended to provide the same level and quality of education regardless of the individual’s gender, race, or socioeconomic class. Over the years, it has changed into a system that provides some with opportunities while placing others at a disadvantage. Those that are given the advantages typically have high socioeconomic status. The individuals that fall into this category, have the means to pay for college, attend well known secondary and post-secondary schools, and typically obtain jobs with higher wages. While those that are at a disadvantage typically†¦show more content†¦School segregation can be described as the separation of students in schools based on their racial/ethnic background. For example, students from the minority ethnic group, such as African American, Native American, and Latin, would attend a school that is most lik ely in the city and students from majority ethnic group, such as Caucasian, would attend another school that is most likely in the suburbs. According to Logan, Minca and Adar (2012), the issue of separating students based on racial/ethnic background is important because it places minorities in disadvantaged schools. These school are typically characterized by having inexperienced staff and administrators, and having test scores that land in the 30th percentile (Logan et al., 2012). This can also have an impact on the opportunities that student’s have to learn the course content. It can include the use of tutors, and after school homework clubs. Schmidt, Burroughs, Zoido and Houang (2015) explored the link between socioeconomic status and opportunity to learn. They found that there is a positive correlation between socioeconomic status and the opportunity to learn and that the more opportunities a student has to learn, the better the outcome (Schmidt et al., 2015) Gamoran, Ba rfels, and Collares, A.C. (2016) also found that opportunity to learn is impacted by the racial composition of the institution. They found that schools that are composed of mainly Caucasian students have moreShow MoreRelatedHow Does Social Inequality Effect A Child s Educational Achievement?2145 Words   |  9 Pages How does social inequality effect a child’s educational achievement in England? Introduction There have been many different theories, debates and discussions regarding the relationship between educational achievement and social class of children. I will be discussing these points of views using a range of resources to support my statement. 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