ABSTRACT

History shows that education was originally held informally in the family and held informal in society. Furthermore, formal education was held also in school. Even as you are understandable, these days the world of education experienced rapid development is outstanding. Relationships Education and Economic Life very closed. In connection with the problems as questionable above, based on data obtained from various sources, Sudarja Adiwikarta (1988) concluded that a link is steady and positive between the degree of education with economic life, in the sense that the higher the degree of education the higher the degree of economic life. Education is an essential ingredient of prosperity is at once obvious and contentious. So in this research will analyze the relationship between education (number of school or facilities and school expenditure) and economic growth (GDP). In this research will focused on high school. The reason to choose education because education reflects the country development index especially also in the economic growth.This research will used quantitative research. Data collection method in this research is documentation. Data collection from 1990-2015 from World Bank for data Indonesia, Malaysia and Singapore. Technique analysis data used is normality test, regression model, and correlation analysis, also descriptive analysis. The decsriptive analysis method is a method that describe mean, minimum value, maximum value, and standard deviation.The result showed that there is relationship between education expenditure and GDP in Indonesia, Malaysia and Singapore, this can be seen from the significant value lower than 0,05 so the hypothesis accepted. Another result showed that there is relationship between number of high school and GDP in Indonesia. This can be seen from the significant value lower than 0,05 so the hypothesis accepted. Suggestion for further research is to add another variables that affecting GDP in Indonesia, Malaysia and Singapore, such as employment rate, inflation rate

Abstract. Cytochrome P450s (P450s) involved in insecticide resistance reduce the effi cacy of insecticide-based vector control by rendering vector control ineffective. They are recorded in many species of vectors and have various constitutive and insecticide induction profi les. In this study, the isolation and prediction of the structure of a P450 from a strain of Aedes aegypti originating from Malaysia is reported. Quantitative mRNA expression of this gene and a previously reported P450, CYP4H28v2, in the devel opmental stages of the mosquito after exposure to sub-lethal concentrations of insecticides is also reported. The isolated P450, CYP4H31v2, is an allelic variant of CYP4H31 and contains several conserved motifs of P450s. The secondary structure of the protein is mostly made up of alpha helices and random coils. The tertiary structure was generated using homology modeling and was of good quality based on structure validation using protein structure assessment tools. CYP4H28v2 and CYP4H31v2 were differentially expressed in the developmental stages of the vector, with a signifi cantly increased expression in adult males. The genes were signifi cantly over-expressed in larvae exposed to deltamethrin and permethrin for 6 h. In the DDT-treated larvae, only CYP4H31v2 was signifi cantly over-expressed after a 6 h exposure. Under-expression of the genes was predominant in larvae treated with the organophosphates malathion and temephos. Though the functions of these P450s are unknown, their response to induction by exposure to insecticides indicates the likely involvement of these genes in insecticide tolerance.

In higher education, assessment is a fundamental in measuring students’ 

learning and supporting teaching. The assessment of students’ English as a 

Foreign Language (EFL) writing can help in identifying students’ learning needs, 

progress and teaching. A number of studies have been conducted on 

assessment in the Libyan context; however, these studies have focussed on 

other aspects of EFL teaching and learning and not EFL writing assessment. 

The study, therefore, explores the assessment methods that EFL tutors use in 

assessing their students’ written work. It also aims to examine the factors that 

affect tutors’ choices of assessment methods and identify how students 

perceive the assessment methods concerning the process and product with 

relation to tutors’ thinking.  

To understand this topic from diverse perceptions, questionnaires were distributed to 12 tutors and 207 4th year students, and semi-structured 

interviews were conducted with the sample of 12 tutors and six students 

(purposive sampling). SPSS software was adopted as a means for 

questionnaire analysis, while grounded theory was selected to analyse the 

interview data.  

Both data collection instruments provide a range of interesting findings as tutors 

have experience in summative and formative assessment whereas self and 

peer assessment are not performed by all students. However, there are several 

factors that have a potential effect on the use of a variety of methods of 

assessment. Both tutors and student participants believe that summative 

assessment is a traditional method which has little effect on EFL writing skills. 

ii 

Concerning the process and product of assessment, students have a deficiency 

of receiving assessment criteria while tutors’ feedback is valued by all students 

and also grades are perceived as the main product of assessment by all 

participants. Further results indicate that all students agree that they have a lack 

of involvement in discussion group-assessment, feedback, criteria, standards, 

learning goals, self-grading and peer-grading. This is due to several factors that 

limited students being involved in such concepts in relation to assessment. For 

example, Libyan tutors still view assessment as being under their control, which 

restricted the opportunity for students to be involved in assessment. The key 

finding is the relationship between criteria, feedback and grades, as an 

example, without known criteria the students do not know what is being 

assessed, and the feedback is too broad because it covers every aspect of 

assessment.  

Therefore, a contribution to knowledge is made by adding and expanding the 

current body of knowledge about assessment methods used in the Libyan EFL 

context. This study is important because it offers critical interpretations of what 

methods are used to assess students’ written work in terms of the process and 

product, and the knowledge gained from this study could be used to improve 

the effectiveness and efficiency of assessment methods not only in the Libyan 

context but also other second language users (L2) learning context. 

Abstract — Big Data refers to data volumes in the range of Exabyte (1018) and beyond. Such volumes exceed the capacity of current on-line storage and processing systems. With characteristics like volume, velocity and variety big data throws challenges to the traditional IT establishments. Computer assisted innovation, real time data analytics, customer-centric business intelligence, industry wide decision making and transparency are possible advantages, to mention few, of Big Data. There are many issues with Big Data that warrant quality assessment methods. The issues are pertaining to storage and transport, management, and processing. This paper throws light into the present state of quality issues related to Big Data. It provides valuable insights that can be used to leverage Big Data science activities.

Keywords —Big Data, Quality assessment, stream processing, survey, Big Data frameworks.