Saturday, December 28, 2019

Oral and Verbal Commonly Confused Words

The adjective oral means pertaining to speech or to the mouth. The adjective verbal means pertaining to words, whether written or spoken (though verbal is sometimes treated as a synonym for oral). See the usage notes below. In traditional grammar, the noun verbal refers to a verb form that functions as a noun or a modifier rather than as a verb. Examples of Oral and Verbal Elizabeth Coelho: Oral language has existed much longer than written language, and most people speak more often than they read or write. Joyce Antler: Although candidates with defective foreign speech were likely to be screened out early on by teacher training programs, even well-spoken Jewish immigrant girls frequently failed the oral exam. William Pride and O.C. Ferrell: Copy is the verbal portion of an advertisement and may include headlines, sub-headlines, body copy, and signature. David Lehman: Jargon is the verbal sleight of hand that makes the old hat seem newly fashionable. Henry Hitchings: [A]ll language is verbal, but only speech is oral. Bryan A. Garner: The misuse of verbal for oral has a long history and is still common. Nevertheless, the distinction is worth fighting for, especially in legal prose... Because verbal is always used in reference to words, verbal definition is redundant, as there can be no definition without words... Similarly, verbal is redundant in such phrases as verbal promise, verbal denial, verbal affirmation, and verbal criticism, as these activities usually cannot occur without words. Practice Exercise Test your knowledge of the difference between oral and verbal by filling in the correct word. (a) Like Corso, Ray had spent his time in jail reading, writing poetry, and educating himself. His poetry was designed to be the _____ equivalent of jazz. (Bill Morgan, The Typewriter Is Holy: The Complete, Uncensored History of the Beat Generation, 2010)(b) It would be unlawful for an employer to administer a written employment test to an individual who has informed the employer, prior to the administration of the test, that he is dyslexic and unable to read. In such a case, the employer should reasonably accommodate the applicants disability by administering an _____ test as an alternative. (Margaret P. Spencer, The Americans With Disabilities Act: Description and Analysis. Human Resource Management and the Americans With Disabilities Act, 1995) Answers to Practice Exercises (a) Like Corso, Ray had spent his time in jail reading, writing poetry, and educating himself. His poetry was designed to be the  verbal  equivalent of jazz. (Bill Morgan,  The Typewriter Is Holy: The Complete, Uncensored History of the Beat Generation, 2010)(b) It would be unlawful for an employer to administer a written employment test to an individual who has informed the employer, prior to the administration of the test, that he is dyslexic and unable to read. In such a case, the employer should reasonably accommodate the applicants disability by administering an  oral  test as an alternative. (Margaret P. Spencer, The Americans With Disabilities Act: Description and Analysis.  Human Resource Management and the Americans With Disabilities Act, 1995)

Friday, December 20, 2019

Senator Rand Paul Plans to Sue the President by Charlie Savage Article

Essays on Senator Rand Paul Plans to Sue the President by Charlie Savage Article The paper "Senator Rand Paul Plans to Sue the President by Charlie Savage" is a delightful example of an article on politics. Senator Rand feature as one of the latest politicians to join an increasing crowd of Tea Party activists in opposition to calling surveillance programs by the US federal governmental agencies. The call surveillance program, which was brought into effect by the Foreign Intelligence Court, is a program that collects phone-call records in America. The leading governmental actors involved in implementing the program are the National Security Agency (NSA) and the Federal Bureau of Investigation (FBI). Both actors play a significant role in conducting national and international intelligence collection as a means of securing America from domestic and external acts of aggression and terrorism.   Apart from the two agencies mentioned above, there are other non-governmental stakeholders including the Foreign Intelligence Surveillance Court. This court comprises of a 15-judge bench mandated to handle cases revolving around international intelligence programs. In 2006, this non-governmental actor authorized the use of Call Surveillance by the American federal government. Based on the article, it is undeniable that the senator’s case falls under the larger issue of freedom restriction and extra-judicial killings. Similar to Rand’s case, all other stakeholders making the increasing plaintiffs team are concerned about the legality of conducting targeted drone killings, especially when call surveillance features as the basis of justifying such actions.Conventionally, every story contains multiple sides. The plaintiff opposing implementation of call surveillance program claims that the federal government is stepping out of its constitutional mandates. Rand Paul argues t hat the program is unconstitutional and violates certain clauses of the laws, especially the Fourth Amendment. On the contrary, the defendant, in this case, Obama’s administration, claims that the program is legal based on the previous ruling by the Foreign Intelligence Surveillance Court. With respect to the stages of policy processes, the call surveillance program is currently in the implementation step. This is based on the fact that the FBI and NSA are currently using the program in conducting its investigations, both at domestic and international levels. The Justice Department has already issued orders directing phone companies to record all phone calls. After reading the news article, I am of the opinion that the call surveillance program violates the fundamental rights of American citizens. The fact that the Justice Department has appealed the earlier ruling by the Supreme Court indicates that recording of phone calls lies contrary to certain inherent amendments in the American constitution. In this regard, it is undeniable that there are no missing facts about the case because all plaintiffs are presenting their arguments from similar perspectives.

Thursday, December 12, 2019

George Eliot History And Style Essay Research free essay sample

George Eliot: History And Style Essay, Research Paper One of the most dumbfounding facts about George Eliot is that? he? is really a adult female, whose existent name is Marian Evans. She was born during the epoch of Victorian literature, and she grew up with a broad assortment of people, including her household, who have all played an influential function in her life. Besides people and her household, her love life was besides a really influential factor in her manner of authorship and the content of her plants. This can be seen in plants like Adam Bede, The Mill on the Floss, Middlemarch, and Scenes of Clerical Life. These plants reflect her Victorian manner and influence on society. George Eliot, a composing pen name, was born on November 22, 1818 under the name Marian Evans. She was born the youngest kid of three with her male parent, Robert Evans, and her female parent, known as Mrs. We will write a custom essay sample on George Eliot History And Style Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Evans ( Haight nine ) . She lived and was born in the town of Warwickshire, which was the topographic point where all of her early novels got the scene and quaint appeal of Warwickshire ( Longford 61 ) . While turning up, Eliot lived with her older brother, sister, and her male parent. Bing the youngest kid she ever felt like the 3rd wheel in the household, but she was really near to her household. As a kid? She was, in fact, like most kids, sometimes unhappy and sometimes happy, but both with more I ntensity than most children. ? ? She was a adult female on the expansive graduated table in the devising? ( Scribner? s 1 ) . While turning up and up until her decease, George Eliot was influenced by many different people ( Longford 62 ) . Her brother, Isaac, was a large influence to Eliot. He was her large brother and she looked up to him as a male parent figure and a brother, he helped her to turn up and experience the demand to desire to travel to school ( Scribner? s 1 ) . When Eliot went to school at the age of 19, she became aquatinted with a adult female named Maria Lewis. Maria Lewis was a great friend to Eliot and a great influence on her every bit good ( Haight 20 ) . Lewis was really spiritual, and? goodness was ever to be her prevailing involvement in life? ( Scribner? s 2 ) . These were the thoughts that Eliot was foremost introduced to in her authorship ( Scribner? s 2 ) . Religion presented a certain bitterness in her life. Religion being the biggest influence her male parent and Lewis had on her plants, which she would subsequently compose about the negative affects of faith, the complete an tonym of what her male parent and Lewis had taught her ( Scribner? s 1 ) . When Eliot? s female parent died when she was 16, Lewis acted as a female parent figure to Eliot, and therefore Lewis? s positions in life were reflected into her Victorian manner and plants. While go toing school in Coventry, Eliot met a married twosome, the Brays, ? who were to be lo

Wednesday, December 4, 2019

Flexible Pavement Design And Comparision - Myassignmenthelp.Com

Question: Discuss about the Flexible Pavement Design And Comparision. Answer: Executive Summary Pavement designs are able to happen in many forms considering the pavement uses. Comparing the different is essential to ensure that the different design parameters are met according to pavement use. This project will be able to offer comparison factors of the flexible pavement design with other alternative pavements (Jackson, Puccinelli Mahoney, 2014). This will be done through the use of Indian Roads Congress 37-2012, which is able to specify the design procedures for the flexible roads based on the CBR values. The main finding should be able to indicate different CBR values. The use of the roads determines the requirement of the different design parameters where CBR is the main design parameter for the flexible pavements. Introduction Pavements are classified in different categories according to the materials used. Major two pavement classifications are Asphalt (flexible) pavement and concrete (rigid) pavement. The flexible pavements have different layers, which vary in width during the design period. Additionally, other pavement designs also has different layers but not as in the flexible pavements. There are clear differences, which are attained and experienced when the design of these pavements is happening. The major layers include subgrade, sub-base, base and binder and/or surface (Kazda Caves, 2015). Determining the different CBR values of the different layers is able to offer the main difference in the design of the pavements. The flexible pavements do deflect upon loading and therefore the name. Each layer of the pavements is able to carry certain load, which they pass to the other below. Moreover, the rigid pavement has little deflect upon loading due to the high modulus of elasticity (Liu, 2016). Weight distribution and CBR values are key design factors, which offer major differences on the pavements. This proposal will be able to define the procedure of analyzing different pavements options ion terms of their design and compare with the flexible pavements design. The IRC 37-2012 will offer the basis of the CBR for the subgrade and the effectiveness of this key experiment. Additionally, the design of the pavement will be based on th IIT PAVE. State-of-the-art/Literature Review The designs of pavements have been critical to different economies. Different design parameters have to be treated differently to enhance their main aim. The use of the pavements set up the design procedure for the pavements (National research council (U.S.), et al., 2016). The combinations of the traffic factors and materials properties have been critical in defining the differences of the pavement designs. Treatments of the pavement materials, together with the layer widths are critical parameters, which are attained in the designs. In India, there are different classifications of pavements, which are done by the categories of the pavements and the authorities who manage them (National research council (U.S.), 2014b). Some of the key classification includes national Highways (NH), State Highways (SH), Major District Roads (MDR), Other District Roads (ODR) and Village Roads (VR). The pavements have different widths of the layers. Some of these classifications are able to consist of the flexible pavements while others may exist as rigid or semi rigid pavements. Moreover, there are different combinations of designs of traffic and material properties in the design of the pavements in order to meet the specific requirements of the pavements. Each combination is able to lead to different design thickness of the layers (Kazmee Tutumluer, 2015). Some of the combinations, which are able to lead to differences in different types of pavements include; Both Granular Base and Granular sub-base Combination of Cementitious Base and Cementitious Sub-base of aggregate interlayer for crack relief. Cementitious base and sub-base which has SAMI at the interface of base and the bituminous layer. Foamed bitumen/bitumen emulsion treated RAP Cementitious base and granular sub-base with crack relief layer of aggregate layer above the cementitious base. During the design of the pavements, the design allows the transfer of the stresses with the top layer carrying the most stress and subgrade the least. The amount of the stress is able to depend on the design of the pavements, whether flexible or rigid (National research council (U.S.), 2015). The determinant factors are the wheel loads which dictate the thickness of the layer. In the design procedure for the flexible pavements, the process is aimed at providing the appropriate layer thickness and composition (Chinese-European pavement design, 2016). The main design factors, which are able to indicate the diff erences in pavement design, are the stresses due to the traffic load and temperature variations. The key layer, which is much focused on any pavement design, is the subgrade layer. The strength of the pavement is able to depend on this layer and the CBR is usually carried on the layer. The CBR factors are able to offer the key difference on the design of the pavement (National r esearch council (U.S.), et al., 2014). The layer is done with relation to the design life which the pavement is expected to last. Generally, the rigid pavements are meant to last for more than thirty years while the flexible pavements are designed to last for between ten and twenty years (National research council (U.S.), 2014a). This design life is able to offer the design factors and thickness of the layer considering the different traffic loadings on the sections. In addition, the materials states are key in the design of the pavements. Since the different pavements are able to have different materials, their state are able to determine the design procedure and therefore able to bring out a difference. Some of the key pavement designs, requires special treatment of the materials used in order to meet the specific needs of the pavement type (Hu, Zhou Scullion, 2014). In addition, the design parameters are able to dictate the arrangement of the different materials. For instance, granular base and subbase are used for some key flexible pavements (Hamdi, 2015). Using different materials on these layers are able to bring out another key design parameter. In addition, the change of materials on the subgrade layer is able to lead to change in the CBR values for the pavements. Research Question, Aim/Objectives and Sub-goals The main research question, which will be addressed on this proposal, is the key differences which are able to exist in the design of the pavements. More specifically, the research proposal will address what are the key differences in the CBR values for the different layers of flexible pavement design against other pavement designs? In addition, the proposal will look at the differences in design strength, which the different pavements are able to bear for them to last for the specified design life. Objectives The objectives of this proposal will be able to compare different design processes for the pavement design. This will helps to make conclusion on which design process is better to achieve the best results. In order to attain this objective, the researcher will perform several experiments on different pavement designs to identify the differences clearly. The experiments will help to identify the CBR values and the required thickness of the specific layers of both the pavements under consideration. Methodology Several methodologies will be applied on the research proposal in order to achieve the set objectives. Data and material collection will be done in advance. Then the process of design and laboratory test will proceed. Lastly, the project will involve on comparative analysis of the different results of the pavement designs. An analysis of the RAP bitumen emulsion mix will be carried out through compaction to achieve maximum density which will only be at optimum fluid content. Moreover, the compaction tests will be carried out at different fluid content in order to arrive at the optimum fluid content. The major basis for this process will be on Manual 14 The design and Use of Granular Emulsion Mixes which will be defining the mix design. In addition, the users will be able to adopt other methods of mix design given in Cold Mix Recycling and Asphalt cold Mix Manual (MS-14). The bitumen will be used in order to achieve the required minimum strength. Water will be critical in the process and 1.5 to 2.5 per cent water will be added to the RAP mixes. This will be to cater for the rapid evaporation of water from the RAP mixes considering the hot weather. This will be to aid the attaining of maximum compaction and strength gain. Additionally after laying of RAP mix, the top layer of the pavement will be able to stand the construction traffic due to loss of water on hot sunny days. Soil testing will be done to determine the different layers which can be designed. Experimental Setting Experimental set up will be done on the laboratory to achieve the results needed. One of the key experiment, which will be carried out on this project, will be the CBR test. The CBR experimental process will be key in the determination of the layer thickness. In addition, the CBR experiment setting will help to evaluate the strength of a subgrade soil, sub base and base course material. This process will be key in the design of thickness for highways and airfield pavement. Another key experimental set up which will be done will be the moisture content measurement in the laboratory. Optimum moisture content is defined as the water content at which the soil attains the highest density when compacted by a specific amount of energy. Therefore, it is very important to know the OMC, and in this project, the main aim will be to arrive at a standard level, which may serve as a guide and a basis of comparison for field compaction. Through the project, the standard proctor test of compaction w as carried out on the soil in the lab. IIT PAVE software will be used in the design process for the different pavements. The comparison will be then made based on the different results which will be achieved from the software. Project risks Coordination of the information with the different parties will be a key risk which the project will experience. Some parties may be unwilling for offer assistance in terms of the information needed. Results, Outcome and Relevance The data from the CBR and the moisture content will be key in the design of the pavements. The data will help to form the bases of the argument and determine the differences in the design of the different pavements. The thickness of the different layers will be investigates in accordance to the design process. This will help to conclude on the outcome that the design process is key in the different pavement types. Project Planning and Gantt Chart Activity/ month Oct. Nov Dec Jan Feb Mar April Proposal writing Defending the proposal Data collection Collection of materials Preparation of materials for testing Performing the tests Writing final report and presentation Conclusions Flexible pavement design is able to differ with other forms of pavement design from different perspectives. The layers composition and their thickness are some of the key parameters which are different on these pavement designs. The CBR values are able to dictate the design parameters for the pavements and will be used on the project to determine the differences on this kind of designs. The Indian Roads Congress 37-2012, which is able to specify the design procedures for the flexible roads, based on the CBR values. During the design of the pavements, the design allows the transfer of the stresses with the top layer carrying the most stress and subgrade the least. The amount of the stress is able to depend on the design of the pavements, whether flexible or rigid. References CHINESE-EUROPEAN WORKSHOP ON FUNCTIONAL PAVEMENT DESIGN, ERKENS, S., LIU, X., ANUPAM, K., TAN, Y. (2016). Functional pavement design. https://www.crcnetbase.com/isbn/9781315643274. HAMDI, A. (2015). Local calibration of AASHTOWare using Ontario pavement management system data PMS2. Thesis (Ph.D)--University of Waterloo, 2015. HU, S., ZHOU, F., SCULLION, T. (2014). Development of Texas mechanistic-empirical flexible pavement design system (TxME). JACKSON, N. C., PUCCINELLI, J., MAHONEY, J. P. (2014). Using existing pavement in place and achieving long life. https://onlinepubs.trb.org/onlinepubs/shrp2/SHRP2_S2-R23-RR-1.pdf. KAZDA, A., CAVES, R. E. (2015). Airport design and operation. https://proxy.uqtr.ca/login.cgi?action=loginu=uqtrdb=ebscoezurl=https://search.ebscohost.com/login.aspx?direct=truescope=sitedb=nlebkAN=1046472. KAZMEE, H., TUTUMLUER, E. (2015). Evaluation of aggregate subgrade materials used as pavement subgrade/granular subbase. LIU, X. (2016). Functional Pavement Design IV. CRC Press. NATIONAL RESEARCH COUNCIL (U.S.), NATIONAL ACADEMIES OF SCIENCES, ENGINEERING, AND MEDICINE (U.S.). (2016). Pavement management. NATIONAL RESEARCH COUNCIL (U.S.). (2014a). Pavement management, 2014. NATIONAL RESEARCH COUNCIL (U.S.). (2014b). Pavement management, 2014. Volume 3. Volume 3. https://trb.metapress.com/content/gh8p5n4354u3/?p=367e08411ddd452fb22dda0a5b45f27dpi=5/. NATIONAL RESEARCH COUNCIL (U.S.). (2015). Pavement management. Volume 2. Volume 2. National Research Council (U.S.)., National Research Council (U.S.)., National Research Council (U.S.)., National Research Council (U.S.)., National Research Council (U.S.). (2014). Pavement management 2014: Volume 2.

Thursday, November 28, 2019

7 Great Online Research Resources for Writers

7 Great Online Research Resources for Writers 7 Great Online Research Resources for Writers 7 Great Online Research Resources for Writers By Mark Nichol Doing research to strengthen a current story or article, or to get ideas for a new one? You can google all you want and hope for a productive return, but to engage in a focused search, try one of these mediated experiences instead: 1. Infoplease From current events to reference-desk resources to features about history, this site puts a remarkable array of information within reach. Guides to the nations of the world, timelines of political, social, and cultural developments, special quantitative and qualitative features like â€Å"The Worlds Most Corrupt Nations† and â€Å"Color Psychology,† and more cover just about anything you could think of. 2. The Internet Public Library Unlike the other reference centers on this list, the IPL is a portal to other Web sites, brimming with directories of links in topics like Arts Humanities. (Dictionary of Symbolism? Check. Ask Philosophers? Right. Legendary Lighthouses? We got your legendary lighthouses right here.) If you need background information on either fiction or nonfiction projects, stop by for a visit I just dare you to leave without a digressive click or ten. 3. The Library of Congress The online presence of the official repository of knowledge and lore of the United States is an indispensable resource not only for nonfiction writers seeking background information for topics but also for fiction authors seeking historical context for an existing project or inspiration for a new one. 4. Merriam-Webster Online The publishing world’s dictionary of record is at your fingertips online as well as in print, with a thesaurus and Spanish-English and medical compendia, to boot. The dictionary also includes refreshing can’t-we-all-just-get-along usage commentary. (That and which, as pronouns that introduce restrictive clauses, are interchangeable.) You’ll also find video tutorials on usage from dictionary staff, a Word of the Day feature, word games, and a variety of language-watch features. 5. Refdesk Refdesk.com, like Infoplease, is a clearinghouse for online research, with links to headline news and timeless information alike. You can easily get lost in its Daily Diversions directory, which includes links not only to humor, games, and trivia sites but also to more respectable resources like DailyWritingTips.com (whoo!). If you have a question, chances are you can find the answer on this site. 6. Snopes How do you verify that this self-described â€Å"definitive Internet reference source for urban legends, folklore, myths, rumors, and misinformation† is what it claims to be? Go to the site and find out. The fine folks at Snopes.com will set you straight about any one of hundreds of posts each with a prominent judgmental icon, and commentary to back it up about that one thing you think you remember you heard about that one thing. (For example: Posh comes from an acronym for â€Å"port out, starboard home† the ideal respective locations for accommodations on a luxury liner right? Cue the buzzer. Bogus.) TruthOrFiction.com is a similar site. 7. Wikipedia This user-generated online encyclopedia got a lot of flak a few years ago for some inaccurate information posted by someone with a grudge, but that was an isolated incident. Also, many sources warn against using Wikipedia as a primary source for research. That said, don’t hesitate to avail yourself of the wealth of information available on the site much of which is written by subject-matter experts in the field in question. Then click on one of the online sources linked in the footnotes, or take your search to one of the other sites in this list. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Grammar Test 1Writing the Century45 Idioms with "Roll"

Sunday, November 24, 2019

Free Essays on The Prince 1-4

Chapters 1 and 2 Chapter I: The Various Kinds of Government, and the Ways By Which They Are Established. Machiavelli begins The Prince with a crucial distinction of political categories. There are, he writes, only two ways in which a state can be organized: as a republic, or as a monarchy. After making this distinction, Machiavelli immediately, without a pause or comment, simply drops the discussion of the â€Å"republic.† This doesn’t mean that Machiavelli doesn’t like republics republics, after all, are the subject of his other major work of political theory, The Discourses. Rather than accuse Machiavelli of anti-democratic bias, we should note that in this particular book, which meant to describe the proper conduct of a prince, any discussion of princeless republics would be entirely irrelevant. After bracketing the idea of a republic, then, Machiavelli moves on to divide the category of â€Å"monarchy† into further sub-categories. Monarchies, he writes, can be either hereditary and governed by the same family for generations, or recently founded. Again, Machiavelli follows one division with another. Leaving aside hereditary monarchies for the moment, he distinguishes two different kinds of recently founded monarchies – those which are entirely new, and those which are new annexations of territory added onto pre-existing hereditary monarchies. As we might expect, within this latter category (the annexed state), there are also two subcategories: Machiavelli points out that some annexed states were previously subject to another ruler, and some were formerly free. And finally, there is yet another kind of subcategory within annexed states: those which were conquered by a prince in war, and those which simply fall to him through luck or skill. Chapter II: Of Hereditary Monarchies This chapter begins with Machiavelli’s apology for not discussing republics in this book – in what seems to be ... Free Essays on The Prince 1-4 Free Essays on The Prince 1-4 Chapters 1 and 2 Chapter I: The Various Kinds of Government, and the Ways By Which They Are Established. Machiavelli begins The Prince with a crucial distinction of political categories. There are, he writes, only two ways in which a state can be organized: as a republic, or as a monarchy. After making this distinction, Machiavelli immediately, without a pause or comment, simply drops the discussion of the â€Å"republic.† This doesn’t mean that Machiavelli doesn’t like republics republics, after all, are the subject of his other major work of political theory, The Discourses. Rather than accuse Machiavelli of anti-democratic bias, we should note that in this particular book, which meant to describe the proper conduct of a prince, any discussion of princeless republics would be entirely irrelevant. After bracketing the idea of a republic, then, Machiavelli moves on to divide the category of â€Å"monarchy† into further sub-categories. Monarchies, he writes, can be either hereditary and governed by the same family for generations, or recently founded. Again, Machiavelli follows one division with another. Leaving aside hereditary monarchies for the moment, he distinguishes two different kinds of recently founded monarchies – those which are entirely new, and those which are new annexations of territory added onto pre-existing hereditary monarchies. As we might expect, within this latter category (the annexed state), there are also two subcategories: Machiavelli points out that some annexed states were previously subject to another ruler, and some were formerly free. And finally, there is yet another kind of subcategory within annexed states: those which were conquered by a prince in war, and those which simply fall to him through luck or skill. Chapter II: Of Hereditary Monarchies This chapter begins with Machiavelli’s apology for not discussing republics in this book – in what seems to be ...

Thursday, November 21, 2019

Speech-language pathology Personal Statement Example | Topics and Well Written Essays - 750 words

Speech-language pathology - Personal Statement Example I realized that he was not paying attention to what I was telling him and had mixed feelings of shock and surprise to his response. I kept wondering about it only to learn later that the child was suffering from autism and his response is termed as echolalia, a typical characteristic found in autistic kids. Autistic children who exhibit this characteristic communicate by simply repeating songs or words which they have heard during a previous activity or everyday life. Such children are unable to engage in the right form of communication and in most cases would not understand what they are saying. This experience provided the impetus for my interest in communication disorders and more specifically with autistic children. It was in that moment of silence that I realized the importance of effective communication especially with children with special needs. In order to widen my knowledge, skills and experience in communication I am applying for the Master’s program in speech-langu age pathology at the University of Utah and I believe that this course will help me pursue my long-term goal. I strongly believe that communication is a vital requirement that drives the existence of mankind. Over the years I have collected considerable resources, self-contained units on communication disorders and my current experience as a speech-language pathology aide has enabled me to understand human communications in greater detail. My first bachelor’s degree is not related to communications and the GPA is a reflection of the lack of interest for that course. It was only later that I developed a keen interest for communications and hence I pursued a second bachelor’s degree and graduated from the Utah State University in Communication Disorders in August 2012 with a GPA of 3.8. I believe that this GPA is reflective of the passion and determination I have for communications and speech-language pathology in particular. This course helped me gain a clear focus and a vision for

Wednesday, November 20, 2019

Black Muslim movement Research Paper Example | Topics and Well Written Essays - 2500 words

Black Muslim movement - Research Paper Example Elijah Muhammad ensured that the Black Nationalist and self-governance (the group called Nation of Islam) ideals were able to reach the poor black people and those in prison. Through his leadership the organization drastically grew from 8,000 members and accumulated over 100,000 members in the 1950s and 1960s especially after the involvement of its spokesperson or minister Malcolm X 2. However, as time went on there was friction and disagreements between Muhammad and Malcolm that resulted in Malcolm being suspended in 1963 and subsequently being assassinated in 1965 most likely by Muhammad followers3. Muhammad finally died in 1975, and ultimately his son Wallace D. Muhammad (Later changed to Warith Deen Mohammed) assumed the leadership and his teachings did not insinuate much violence to black Muslims like his father. Wallace pushed for the organization to adhere to the teachings of international Islamic community that was more inclined to the Sunni Islamic norms while he also change d the group to World Community of al-Islam with its ground in the West, and later it became American Muslim Mission then to American Society of Muslims. In 1977, some members split from this group through the guidance of Louis Farrakhan since they felt that they needed more radical changes. They called themselves the Nation of Islam and they focused on reliving the teachings or footsteps of Elijah Muhammad. The Nation of Islam began accommodating traditional Islamic norms in the 1990s while Farrakhan and Mohammed publicly claimed that they had ended their long rivalry in the year 20004. Background/History of Black Islam Movement The Black Muslim Movement or what is popularly called Nation of Islam (NOI) came into being in Detroit, Michigan through the leadership of Wallace Fard Muhammad in the year 1930. The Black Muslim followers refereed to Fard as the â€Å"Mullah Fard,† â€Å"the Prophet,† he was also known as â€Å"The Great Mahdi† and even â€Å"The Savio r.† His teachings to the black were that they were part of an early and long forgotten tribe called Shabazz. He cited that all white people were â€Å"devils† and therefore, a war would ensue among all races in the world and these â€Å"white devils† will ultimately be destroyed. In 1934, Fard vanished mysterious (possibly murdered by rivals) and in that instant one of his devoted followers Elijah Poole became the leader while he changed his name to Elijah Mohammed. An uprising occurred in the Temple at Detroit and therefore, Elijah had to move to Chicago where he attracted many black followers as they wished to be part of the rebellion against white power5. Elijah had been sentenced to five years (1942-1946) in jail since he agreed with Hitler and Nazi ideas while motivating blacks to refrain from joining the American army. During his time in prison, Mohammed realized that black convicts were especially the best people to support the anti-white and anti-Jewish s entiments in favor of black Muslims. Mohammad embarked spreading a message that encouraged Nazi support and black movement ideologies which converted many blacks to the group by the time he left the prison system. In 1947, a black drug dealer, robber, and rapist called Malcolm Little heard about the Black Muslims group during his time in Michigan state penitentiary. Malcolm Little stopped smoking, gambling and refrained from eating pork in a bid to adhere to the Muslim

Sunday, November 17, 2019

Ethics in Christianity Essay Example | Topics and Well Written Essays - 500 words

Ethics in Christianity - Essay Example The Ten Commandments cover ten of the most major ethical points in the Christian religion. These ten ethical concepts range from treating family members and elders with respect, to not committing murder, stealing, or being adulterous. There are also commandments that focus on the the role of God and the purpose of God in the lives of others, making it clear that Christians are not allowed to look to any other god or idol as the one true God. While this may not immediately seem to have anything to do with ethics, as aforementioned God and Jesus play big roles in the ethics that people accept and implement into everyday life. Other idols might not preach the same concepts of ethics, so it becomes vital for Christians to keep their eyes only on God and Jesus to help lead them to the right response.The Bible itself can be viewed as a guideline for Christian ethics. Especially in the New Testament there are stories upon stories about how Jesus treats others, emphasizing on the importance of treating others the way that you would want to be treated. This is yet another method to decide what is considered ethical or unethical in the Christian faith. The Bible is full of these lessons laid down by Jesus and his followers. Absolute truth is when something is true in all times and places, while relative truth is only true at one time and in one place. The only aspect of these ethic principles that are not absolute are the ones in regard to the role of God in the lives of people.

Friday, November 15, 2019

Similarities In Frankenstein And A Dolls House English Literature Essay

Similarities In Frankenstein And A Dolls House English Literature Essay A Dolls House, written by Henrik Ibsen, and Frankenstein, written by Mary Shelley, have many connections between them. Different characters and view points were established in both books, characters in both the novels share similar and different personality traits, and the themes and tones of the two are common. Torvald Helmers character in A Dolls House is a husband who is hardworking, gives in to his wife, and a man who must maintain his title. He is a father of three children and a soon-to-be manager of a bank. Be at rest and feel secureHer is shelter for you; here I will protect you like a hunted dove that I have saved from a hawks claws; I will bring peace to your poor beating heart (Ibsen 65) Torvald says this to his wife after he finds out what his wife has done and that his wife no longer wants to be with him. The wife of Torvald Helmer, Nora Helmer, is always happy, lovable, but yet naÃÆ'Â ¯ve. She is characterized as a doll who is played with. I have been your doll wife, just as at home I was Papas doll child (Ibsen 67). She later finds out that she has been played with just like a doll when the truth of her forging her fathers signature is exposed. She states that it was because she was treated like a doll that she has made nothing of her life and soon decides to leave her husband and kids after the truth behind her secret was spilled by Nils Krogstad.. Nils Krogstad is lawyer and works under Torvald Helmer. Krogstad was in an unhappy marriage which led him to be a widower with several children. He suffers from a diseased moral charactersnuffing about to smell out moral corruption and , as soon as they have found some, put the person concerned into some lucrative position where they can keep their eye on him (Ibsen 15). His character is one who is trying to gain back his good title which he lost when he, himself, forged a signature. In trying to do so, he is blackmailing Nora Helmer. Robert Walton, who Victor is telling his story to, starts off the novel Frankenstein. He is a captain traveling to the North Pole. Walton is an explorer, chasing after non-possessed knowledge. I may there discover the wondrous powerI shall satiate my ardent curiosity with the sight of a part of the world never before visited (Shelley 2). As he goes on his voyage, he begins to feel lonely and sad, seeking for a companion that is able to relate and communicate to. Soon enough, he finds Victor, his new companion, at the brink of death and nurses him back to health. Victor Frankenstein is the main character in Frankenstein. He is a Swiss man who grew up in Geneva reading many alchemists works. He then gains interest about modern science and the secret of life. From this day natural philosophy, and particularly chemistry, in the most comprehensive sense of the term, became nearly my sole occupation (Shelley 36). With this new knowledge, he then creates a monster. The monster is Victor Frankensteins creation. He was made from old body parts and enters life with super-human features, such as being strong and having a good endurance. Remember, thou hast made me more powerful than thyself; my height is superior to thine; my joints more supple (Shelley 86). Along with the monsters strength, height, and endurance, it gained knowledge and learned the ability to speak and read. He turns compassionate, gentle, and kind nature but soon seeks revenge against Victor. From the novels A Dolls House and Frankenstein, the characters from both novels are similar but yet different at the same time. Krogstad and the monster are both characters living a hard life where no one is willing to accept them. If necessary, I am prepared to fight for my small post in the bank as if I were fighting for my life (Ibsen 21). Nils Krogstad was wanting to keep his position in the bank because he felt that it was the only way people will accept and re-give him the respect that he has lost. Also, it was his way of making money for his kids that he also wanted to gain the respect back from. Here then I retreated, and lay down happy to have found a shelter, however miserable, from the inclemency of the season, and still more from the barbarity of man (Shelley 94). The monster that Victor created was completely shunned from people. His grotesque features made people scared and disdain him, making him feel sad and misunderstood. Both characters are also seeking for revenge. But let me tell you this-if I lose my position a second time, you shall lose yours with me (Ibsen 24). Krogstad said this to Nora Helmer when he found out that he was losing his job position. He was trying to get Nora to persuade her husband, Torvald Helmer, to keep him in Torvalds business. In doing so, Krogstad blackmailed Nora. Your hours will pass in dread and misery, and soon the bolt will fall which must ravish from you your happiness foreverrevenge remains-revenge (Shelley 155). Victor Frankenstein made a deal with the monster that he would make a companion for it so the monster wouldnt be alone. After Victor decided to destroy the next monster he was going to create, the monster became angry and warned Victor that he will get his revenge for Victor breaking the deal. In the endings of the novels, both characters change and are now different from one another. I have never had such an amazing piece of good fortune in my life! (Ibsen 55). Krogstad life, in the end, is now brig htening up. He found a new companion, which was Noras childhood friend, and was able to support his family again. In time, he knew he will once again be able to be respected. Farewell! I leave you, and in you the last of humankind whom these eyes will ever beholdI shall die, and what I now feel be no longer felt (Shelley 210). After Victor has passed away, the monster did not feel a need to live anymore. He regretted what he has done and to demolish the regrets and wounds he felt, he vanished in the darkness and distance. These two characters started off with similar feelings of sadness and wants of being accepted. Going towards the end of the novels, both changed into two different people, Krogstad being happy with the life that he will soon be getting and the monster having regrets then disappearing into the sea. A Dolls House and Frankenstein have similar themes. Themes are explored in a literary and are the main ideas of the works. Within the two novels, these themes are discovered: secrecy, role of women, and misleading of appearances. In both of the books, it contains secrecy that separates one from another. Victor felt that sciences secrets must not be shared with others out in the world. He began created a monster in secrecy, which came alive, and planned to destroy it without anyone knowing either. In doing so, he isolates himself from the outside world. Nora Helmer kept her secret of forging her fathers signature from her husband. To Nora, the secret was more meant to protect her husband than lie to him, hoping that they would remain together. The theme of a womens role is noticed in both novels. Women in Frankenstein have the roles of the innocent, loving, and sacrificial mother. This, to my mother, was more than a duty; it was a necessity, a passion-(Shelley 20). In this quote, Vict or is describing her mothers passion of helping the poor. The sacrificial role held by women is shown in A Dolls House. After her father passed, Nora gives herself up to Torvald, her husband. Her abandonment of her family once her secret has been found out is another sacrifice that she had taken. Appearances are misleading and are clearly shown as the novel is unraveled. The monster in Frankenstein is first seen as only a ugly creature with super-human traits and no heart. Later in the novel, the monster is able to speak, read, and feel just like a regular human. This is shocking both to the narrator and reader. A Dolls House, appearances of the characters are mislead to fit with them, then reveals the reality of the plays characters and situations.

Wednesday, November 13, 2019

lots of words :: essays research papers

Why should we build up a Start-up vocabulary quickly? Draft v1.1. August 4, 2002 Rob Waring This page is at http://www1.harenet.ne.jp/~waring/vocab/principles/early.htm ?@ Abstract This article will examine the reasons why it is important both linguistically and psychologically to build a vocabulary quickly when learning a foreign language. The article asserts that very little can be achieved or learned in a foreign language with a small vocabulary and that by building a sizable vocabulary quite quickly one can soon be able to function adequately. You may also wish to look at http://www.jalt-publications.org/tlt/files/95/feb/meara.html ?@ Introduction ?@ It is obvious that in order to learn a foreign language one needs to learn many many words. But how many? Educated English native speakers have a vocabulary of about 20,000-25,000 word families (A 'word family' refers to a group of words that share the same basic meaning e.g. create, creation, creating, created, creative etc), foreign learners of English need far fewer[1].The speaking vocabulary is usually said to be half of the reading and writing vocabulary. Foreign learners of English only need about 3000-5000 word families to be quite competent in speaking and listening to English. This is great news for learners of English because their task is much easier than that of native speakers! ?@ One of the reasons for this seemingly small number is the nature of words and the frequency with which they appear in a language. Not all words are equal because some words such as time, the, come, make, and so on are very common whereas others such as parasol, bombastic and edifice are relatively rare and not met everyday. It therefore seems clear that these frequent words should be among the first words to learn because they will be met most often and will be needed frequently in speech or writing. Thus the pay off for learning them is higher than for an average rare word. These words are often called a General Service Vocabulary because these words are found in many kinds of situations and domains. This is a vocabulary of about 2000 word families. The best list (although it is a bit dated is Michael West's 1954 list called the General Service Word List.) These General Service words are found a very very wide range of contexts such as in the medical world, in novels, in scientific reports, on web pages, in daily conversation, in politics and so on. Because these words appear in so many contexts they are extremely useful to almost all learners.

Sunday, November 10, 2019

Faculty Interview

Faculty Interview Kathleen Fargo University of Phoenix Role of the Health Care/Nursing Educator HSN/548 Denise York November 26, 2012 Faculty Interview Changes are occurring in the health care arena today. With changes in legislation regarding health care regulation and the mandatory health care there is an increase in the already shortage of nurses. With the shortage of nurses come the requirements for an increased need for nursing educators. Responsibilities of the nurse educator extend beyond teaching the student.Educators must shift the emphasis for the result of learning with retention of knowledge. The purpose of this paper is to focus on the role of a current nursing educator presently employed in a state college in Oklahoma. C. B. is currently an Associate Professor at Seminole State College (SSC) in Oklahoma. Her first position in teaching was as a registered nurse with an associate degree in nursing at a technology school as an educator for the school of practical nursing. She obtained a bachelor’s of science in nursing, was promoted to coordinator of the program. C. B. as obtained a master’s of science in nursing and has been employed at SSC for three years. SSC offers a cooperative alliance nursing program, a bridge program for licensed practical nurses to obtain an associate degree in nursing. SSC is a two-year college working in conjunction with two technological schools in the area to provide a bridge program from the technological school’s practical nursing program to the associate degree in nursing program. Today’s colleges and universities are faced with changing issues related to education and the health science program.According to Billings and Halsted (2009), driving forces for the changes include â€Å"increasing multiculturalism of society, finite financial resources in education and health care, expanding technology and the accompanying knowledge explosion†¦ and the increasing public demand for accountab ility of educational outcomes† (p. 3). Nursing programs must increase the demand for nurses by increasing the number of graduates. Fewer educators are available to teach the increasing number of nursing students.As full-time faculty leaves the institution, colleges and universities are forced to fill the positions with adjunct faculty because of budget constraints. â€Å"Many accrediting agencies require a percentage of full-time faculty and specific targets for faculty with terminal degrees in the disciplines in which they teach† (Stenerson, Blanchard, Fassiotto, Hernandez, & Muth, 2010, p. 25). Accreditation can also depend on the faculty responsibility for the university or colleges ability to â€Å"demonstrate faculty responsibility for the curriculum and faculty perspectives in the process of shared governance† (Ibid).C. B. is assigned to the bridge program as the technology school where she was formerly employed is one of the practical nursing programs wher e she was the coordinator. She is familiar with the programs and is able to provide out of classroom support. C. B. is required to be a member of the committee where updating of the clinical classes occurs. Adjunct faculty who have been at the state college for more than a year are encouraged to participate in committees. Textbooks are decided on in the committee.If the adjunct faculty prefers not to participate in the curricula committee meetings their input is welcome regarding the text selections and curricula planning. The adjunct faculty presently employed at SSC have clinical experience and are familiar with the clinical sites for the students. Full-time faculty is encouraged to obtain a PhD although it is not required. Full-time educators are also assigned two to three adjunct faculty to mentor if the part-time faculty has been employed by the college for less than one year.The associate professor is responsible, with the program director, in evaluating the adjunct nursing ed ucators mentored. Whether full-time or an adjunct professor, each nurse educator has a responsibility to uphold the mission of the institution by mentoring, teaching critical thinking skills, being a positive role model, and practices ethical conduct. Nursing programs must be maintained to remain current. With informatics as a newer field in nursing, along with computers, and rapid changes in technology, practicing and teaching have changed.Additional fields in health care include genomics, cloning, organ transplants, and a potential for pandemics, all which must be included in the nursing curricula in addition to the already existent fundamentals of nursing (Rosenkoetter& Mistead, 2010). In Seminole, Oklahoma the main three minorities include native Americans, Latinos, and African-Americans. SSC is a multicultural college and the cultures are taken into account for the method s taught in the classes. Beliefs and customs are treated with respect nonjudgmentally.Family nursing is add ressed in the clinical classes as students are educating families and the patient on the final diagnosis. Community involvement is strongly recommended for full-time faculty and required of tenured professors. Tenured professors are required to participate in research committees. As classes are phased out tenured professors may have their position eliminated although elimination of positions has not been an issue for SCC’s nursing program. Vacant positions arise as nursing educators acquire a PhD and move to a higher university. Today’s nurse educator has a difficult job.The educator must take the responsibility of turning students into learners rather than the educator just teaching. Increased graduation rates is a must in the current nursing shortage that will extend for decades. The educator faces rapidly changing technology with the college or university’s limited budgets, larger student loads with a smaller faculty, multicultural classes, and different gene rations of students. C. B. ’s goal is to obtain her PhD eventually and transfer to a university. References Billings, D. M. , & Halsted, J. A. (2009). Teaching in Nursing: A Guide for Faculty (3rd ed. . Philadelphia, PA: W. B. Saunders. Rosenkoetter, M. M. , Milstead, J. A. Nursing Ethics. Jan 2010, Vol. 17 Issue 1, p137-139. Retrieved from https://ehis. ebscohost. com/eds/pdfviewer/pdfviewer? vid=2&hid=124&sid=0bd9c94c-3d04-4761-9781-b7aa77ff8179%40sessionmgr14 Stenerson, J. , Blanchard, L. , Fassiotto, M. , Hernandez, M. , & Muth, A. (2010, Summer). The role of adjuncts in the professoriate. Peer Review, 12(3), 23-26. Retrieved from https://search. ebscohost. com/login. aspx? direct=true&db=ehh&AN=54710247&site=eds-livetf

Friday, November 8, 2019

Judaism Essays

Judaism Essays Judaism Paper Judaism Paper Judaism Name: Institution: Instructor: Course: Date: Section A The three people who have the main covenant are: Noah Abraham Moses Section B Every individual has a social responsibility towards other members of the society. The books of Deuteronomy, Exodus and Numbers give the guidelines that ought to govern man’s social relations. The social themes addressed are like those of equality, compassion, integrity, forgiveness and love. I believe that society has implicit rules that demand coexistence from the members of the society. There are particular pillars that enable the society to exist. These pillars are like those of love, compassion and equality. In my opinion, these pillars are similar to the moral virtues of Judaism. Equality is a core value that will promote harmony in the society. I believe that every individual is equal. This is by the virtue of them being human. Social status should not be the yardstick used to determine how individuals are treated. The moral attitude of Judaism encourages that our acts be governed by equality. The modern day society is dominated by biased attitudes. The wealthy members of the society receive better treatment and services. I believe that they are treated this way because of the influence they have. Integrity in the society is a sign of high levels of morality. The books of Torah talk about lending money to the poor without charging them interest and not hording the wages of a labour. Judaism upholds the virtue of being honest in ones actions. I. believe that these practices are seen as idealistic in the modern society. They are not a reflection of how social relations are governed today. Section C I find that the Jews had very high expectations of the Messiah. According to them, the expected Messiah was to save them from the political oppression that they had been subjected to by the Romans. I, however, feel that too much emphasis was laid on the political aspect of the Messiah. The Jews anticipated a political triumph that would then be justified be morality. This morality was embedded in the moral advancement that the universe would experience in the coming of the Messiah. In forming this kind of expectation, I believe that the Jews painted an idealistic view on the Messiah. The Jews were expecting a leader born in an influential family and one who was wealthy. In my opinion, these perspectives were what made the Messiah to be rejected when He dwelt on earth. I feel that the expectations of the coming Messiah were focused on the physical change that would be marked in his coming. In my opinion, Messianism signifies a period of Spiritual change and that the second coming of t he Messiah will bring about spiritual freedom. Section D I believe that the Sabbath is a day that is dedicated to the worship of God. I know that it is believed that worship should be an everyday affair, but the Sabbath is one day of the week where you isolate yourself and focus on activities that bring give God glory. These activities are like assembling with others to sing hymns, pray and fellowship. I know that the Sabbath is man’s way of emulating God’s rest after the six days of creation. I feel that individuals should take a rest from the normal activities and focus on showing God gratitude to God for His kindness. These normal activities are like carrying out one’s occupational duties, and going to school.

Wednesday, November 6, 2019

Punctuation Tips Using Quotation Marks - Proofed

Punctuation Tips Using Quotation Marks - Proofed Punctuation Tips: Using Quotation Marks Quotation marks play a vital role in many types of writing. This is especially true of academic work, where you’ll often need to quote a source to provide evidence for your arguments. These things. However, the rules for how quotation marks should be used in formal writing can be complicated. As such, we’ve prepared this quick guide to using these punctuation marks. Direct Quotation and Dialogue When quoting a source in a paper, the quoted text should be enclosed within double quotation marks (â€Å" †): According to Sartre (1969, p.30), â€Å"Every conscious existence exists as consciousness of existing.† Note that a citation is given here. In an academic context, this is crucial when quoting a source. In other forms of writing, such as fiction, quotation marks can indicate speech: â€Å"What a lovely day,† muttered Sally, her voice dripping sarcasm. While double quotation marks are the norm in American English, keep in mind that single quotation marks (‘ ’) are more common in British English. If you’re not sure which kind to use, check your school/publisher’s style guide. Quotations within Quotations The only time single quotation marks (also known as inverted commas) are conventionally used in American English is when quoting text that already contains quotation marks: Sartre (1969, p.504) states that â€Å"assertions such as ‘I am ugly,’ ‘I am stupid,’ etc.† are anticipatory by nature. Here, â€Å"I am ugly† and â€Å"I am stupid† are placed within single quotation marks because they were within quotation marks in the original source. This helps ensure clarity. Capitalization and Punctuation You might have noticed that the quotes above use different styles of capitalization and punctuation. This depends on what you’re quoting and how it’s framed by the sentence. The rule here is generally to capitalize the first word when quoting a complete sentence, but not when quoting part of a larger sentence: Full sentence: He told me, â€Å"You’re not listening.† Then he left. Partial quotation: He said I was â€Å"not listening,† and then he left. The other difference you can see in these examples regards using a comma to introduce a quotation. If a quotation follows naturally from the rest of the sentence, no comma is required: No comma: He said that â€Å"The sky is blue.† Mostly blue, anyway. However, if there would usually be a pause in the sentence, a comma might be required. This is common when a quotation follows a phrase like â€Å"he said† or â€Å"she said†: Comma required: He said, â€Å"The sky is blue.† More generally, American English places commas and periods inside quotation marks even if they weren’t part of the original quotation. For other punctuation marks, such as question marks, it depends on whether they were part of the original text: Part of quoted text: She asked, â€Å"What color is the sky?† Not part of quoted text: Did you just say that â€Å"the sky is blue†? Scare Quotes Finally, sometimes quotation marks are used to indicate use of a non-standard term or to suggest skepticism or irony when we don’t agree with how a term has been used: He’s not a gangster; if you value your health, he’s a â€Å"businessman.† My family have been in business for years. However, it’s best to use scare quotes sparingly in academic writing, as they’re often misused.

Sunday, November 3, 2019

Port management Essay Example | Topics and Well Written Essays - 3000 words

Port management - Essay Example This might be owing to the development approach of the government of the nation’s towards this particular sector (Chou & et. al., 2003). Contextually, this particular essay will ensure a thorough discussion about why the Far East Asia port market is one of the fastest growing ones in the world along with analysing various factors that contribute in making the market a faster growing one. Observably, East Asia is regarded as one of the fastest growing port sectors of the world, which is largely owing to the export growth strategies persisting within this particular region of the world. The port industry in this particular region of the world has seen substantial changes over the years and it has developed to the maximum level. History depicts that this particular sector had seen noteworthy neo liberal changes that acted as a major aspect towards the development of port sector in the East Asia region. Notably, Asia is amid the major renowned regions of the world in terms of international trade owing to the continuous economic development from the 80s to the modern day scenario. With continuous economic growth in the Far East Asian regions, people became quite concern towards earning a better life for themselves, which further encouraged them towards developing manufacturing and production systems. This depicts the first postulate of production factors. However, as per the second postulate, people belonging to this region were not quite capable of conducting every work efficiently in earlier days, which further resulted in trade amid various regions. With the emergence of trade in this sector, the demands for container port services have increased rapidly. Observably, the combine capacity of Far East Asian ports in terms of handling volumes is recorded to be 107 TEUs, which is again expected to rise in between 254 million TEUs and 306 million TUEs by the year 2015. It has been noted that

Friday, November 1, 2019

Political profile of your local congressional district Essay

Political profile of your local congressional district - Essay Example She is a lesbian and one of the four publicly-proclaimed gay public figures in the U.S. House of Representatives. The district is a Democratic Party stronghold. For instance, the 2004 presidential aspirant in the Democrat party ticket, John Kerry, scooped 62% of the total votes while Barrack Obama clinched 69% of the vote compared to John McCain’s 30% in 2008. The table below outlines the list of representatives since the district inception to date. Representative Party Date Note District created June 9, 1848 Mason C. Darling Democratic June 9, 1848 – March 3, 1849 Orsamus Cole Whig March 4, 1849 - March 3, 1851 Ben C. Eastman Democratic March 4, 1851 - March 3, 1855 Cadwallader C. Washburn Republican March 4, 1855 - March 3, 1861 Luther Hanchett Republican March 4, 1861 - November 24, 1862 Died Vacant November 24, 1862 - January 26, 1863 Walter D. McIndoe Republican January 26, 1863 - March 3, 1863 Redistricted to the 6th district Ithamar Sloan Republican March 4, 1863 - March 3, 1867 Benjamin F. Hopkins Republican March 4, 1867 - January 1, 1870 Died Vacant January 1, 1870 - February 23, 1870 David Atwood Republican February 23, 1870 - March 3, 1871 Gerry Whiting Hazelton Republican March 4, 1871 - March 3, 1875 Lucien B. Caswell Republican March 4, 1875 - March 3, 1883 Daniel H. Sumner Democratic March 4, 1883 - March 3, 1885 Edward S. ... Nelson Republican September 4, 1906 - March 3, 1913 Redistricted to the 3rd district Michael E. Burke Democratic March 4, 1913 - March 3, 1917 Redistricted from the 6th district Edward Voigt Republican March 4, 1917 - March 3, 1927 Charles A. Kading Republican March 4, 1927 - March 3, 1933 Charles W. Henney Democratic March 4, 1933 - January 3, 1935 Harry Sauthoff Progressive January 3, 1935 - January 3, 1939 Charles Hawks, Jr. Republican January 3, 1939 - January 3, 1941 Harry Sauthoff Progressive January 3, 1941 - January 3, 1945 Robert Kirkland Henry Republican January 3, 1945 - November 20, 1946 Died Vacant November 20, 1946 - April 22, 1947 Glenn Robert Davis Republican April 22, 1947 - January 3, 1957 Donald Edgar Tewes Republican January 3, 1957 - January 3, 1959 Robert Kastenmeier Democratic January 3, 1959 - January 3, 1991 Scott L. Klug Republican January 3, 1991 - January 3, 1999 Tammy Baldwin Democratic January 3, 1999 - Present Incumbent Retrieved from http://en.wikipedi a.org/wiki/Wisconsin%27s_2nd_congressional_district The incumbent is heading to the senate, paving the way for a new Democrat contestant to battle it out with the Republican opponent. These will be the first elections that the voters will be using new district boundaries based on the 2010 census. The Democrat candidate for the state representative 2012 is Mark Pocan while that of the conservative is Chad Lee. The third party candidate could have been Joe Kopsick although he did not collect enough signatures to appear in the ballot. According to Spicuzza and Barbour, Democrat nominations were highly contested between Roys and Pocan owing to the current ratings that place

Wednesday, October 30, 2019

Horse Industry and Equine Law Essay Example | Topics and Well Written Essays - 4000 words

Horse Industry and Equine Law - Essay Example The animal rights advocates and educators will benefit from this paper because they will be given ample information about equine industry. This paper will highlight the proper training and management of horses - may it be for farming or for racing use. This will also include laws and regulations pertaining to accidents and injuries of and by the horses plus the specific laws of betting in race horses. With such information, they will be armed with enough knowledge on what to promote for or against the common practices of equine management. Managers and owners of equine farms will also greatly benefit from this study as they, too, will know if their management practices and/or approaches are appropriate and legal or not. They will be able to assess if they need to modify their strategies or of they need to seek some consultants and experts regarding in the equine industry. Lastly, this paper will be of great help to other and future researchers who would be interested in tackling equine related concepts. The results of this study will serve as their basis for further research or can be used as references to prove their own hypothesis. Keeping the horses physically fit is the most important thing... Lastly, this paper will be of great help to other and future researchers who would be interested in tackling equine related concepts. The results of this study will serve as their basis for further research or can be used as references to prove their own hypothesis. Review of Related Literature Management and Training of Horses For the Horse Keeping the horses physically fit is the most important thing that the equine farm manager must do. This is because horses that become lame cannot be productive nor useful for the farm anymore, hence most often than not, lame horses are already considered dead. To keep the horses healthy and on top of its shape, the farm caretaker must ensure that it has a well balanced rest and 'work' time. Hoses are like humans, they need to rest and to work at the same time. However, unlike humans, horses will need t have longer hours of working than resting. This is because horses that get longer resting periods become more prone to diseases and thy will eventually "loose conditioning" or "get out of shape" when it is having long periods of rest. Hence to ensure that horses will perform very well, a series of trainings and activities should be that which will involve "cardiovascular fitness, respiratory fitness, thermoregulation, muscle fatigue and skeletal fatigue" (Day, 2002). Ensuring that the cardiovascular organs or body parts of the horses are in good condition will help in instigating a fast and sturdy horse. It should be noted that the normal heart rate horses when resting is 35 beats per minute (bpm) on the average. Meanwhile the normal heart rate of horses during "extremely high intensity"

Monday, October 28, 2019

Questionnaire results Essay Example for Free

Questionnaire results Essay The questionnaire is an essential part of our research it gives us an insight to what people think. The questionnaire was randomly given out to males and females. More females had answered our questionnaire which does not matter as long as we have the views of the males as well. It can be seen that a variety of ages were asked to do the questionnaire. This shows us we will get a variety of results. We asked Do you eat Ice cream? 85% of the people said Yes. This question was vital for us because we are selling Ice Cream. The outcome of the results is good because we had more than 50% saying Yes. The question How often do you eat Ice Cream? was asked so we can see if Ice Cream is popular within people. Most people said they eat Ice Cream once a month. This is not good as we would like people to come to our Ice Cream parlour. We would have to promote our business to get customers to come to our Ice Bar. We had asked a variety of flavours. The most popular flavour was chocolate this shows us which flavours we can order and how many litres we would need to buy. We had also asked people if there were any other flavours they like; we did get a few people with more flavours. These flavours do not seem popular but we can try them. We asked Do you visit Ice Cream parlour? majority of the results were No. This is not good for our business, but it can be understood that there are not a lot of Ice Cream parlours. In the area we are to open Ice Bar there are none at all. So this is good for us but then there is a lot of competition due to a lot of food businesses. We will need to advertise our business to let people know we are open and we sell Ice Cream. We got more promising results when we asked Would you visit your local Ice Cream parlour. A majority people of people said Yes. So this is good for our business. At least we can see from the results that people would visit an Ice Cream parlour if available to them. Every business needs a name. We came up with a few ideas for our business but could not decide which one to have because four of the ones we chose we liked. As we are partners we could not agree on the same name so we decided to let the public decide which name is better suited. It can be seen Ice Bar was the popular name. So we had decided to go with this name for our business. By researching which areas are better to locate our business with the help of the above criteria, we decided to locate on Ecclesall Road as this is close to the city centre with a high density of both residential and business premises. Ecclesall Road is a predominantly student area. This will start of with a good client base from which we can build from. It is vital that the Ice Bar has both a shop front facing on the main street, and a visible separate entrance. The premises we have found is located on Ecclesall Road as intended to. The property details are as follows on the next page. The property is easily accessible, public transportation is available as it is on a main road Plan of Ice Bar The layout of the area of the Ice Bar must be made easy for customers and waiters/waitresses to move freely. The kitchen must comply with all the Health Safety requirements, but at the same time all implements should be set out within easy reach of preparations areas. Food prepared in advance must be stored in the freezer, which should also be in easy reach of the preparation area. In the plan you can see this is done. To enter the parlour there are double doors which will make easier access for people and more space for people to get in and out. This will be most necessary when Ice Bar is going to be busy. We have a main bar in the parlour which designed to for a modern and different look. As there was more space we decided to place another bar which faces the window. So it will also show the parlour is big and welcomes a lot of customers. As we are in a student area we decided to have a corner in the room where people of any ages to come and relax with a table could do some work if wanted to? Behind the main bar is a worktop where we are to make the ice creams. We cannot make the ice creams on the main bar as this would make the customers feel we were intruding into their privacy. There is more space on the worktop and jus in case of any spills this could be helpful. On the worktop there are to be placed a few of the glasses to show the customers the size of them. It would be quicker an all. There is an entrance to the store room where all the ingredients to make Ice Cream Sundaes are. The shelving is used for storing the toppings and sauces and spare Ice Cream glasses. The large freezer is to be placed in the store room. The reason for this is that there is not enough space to keep it on the shop floor. The freezer is an industrial freezer so the appearance of it will be unattractive. Quality Assurance Quality assurance is a planned and well-organised pattern of all actions necessary to provide sufficient confidence that the product or service meets the customers expectations. Training Our quality assurance will consist of a course of training for all our staff. Each staff member will be taken aside and informed of all the information they will need to learn. They will then be tested on this and their score will be recorded on a training record card. All staff will also be trained in how to create the sundaes and present them to a high standard. Staff must complete a basic food hygiene course before they can participate in making the desserts.

Saturday, October 26, 2019

Stephen King Essay -- Biography

Stephen King is known by many as a successful author, but every author is only as good as his or her works. King has produced various types of works such as short stories, novels, novellas, screenplays, and comics. His work has been the â€Å"most important bridge between the horror genre and literary respectability from the late 1960s and 1970s up to the present time† (Hoppenstand 3). Stephen Edwin King was born September 21, 1947 in Portland, Maine. He is the second son of Donald Edwin and Nellie Ruth King. When King was two years old, his father, a captain in the merchant marines, went out to buy a pack of cigarettes and never returned. Nellie, King’s mother, raised King and his adopted older brother David. The family under the care of Nellie experienced many hardships and moved often as she looked for work. The family lived in Maine, Massachusetts, Illinois, Wisconsin, and Indiana. When King was six years old, the family finally settled in Stratford, Connecticut (Hoppenstand 8; Stephen King). In 1958, when King was eleven years old, the family moved to Durham, Maine. This was where King discovered that he had something in common with his father. In the attic of his aunt and uncle’s garage he discovered an old trunk that contained a box of his father’s books, including some by horror writer H.P. Lovecraft, and some of his father’s attempts as writing short stories. King’s teachers reported that one of his greatest passions was writing stories of his own, which he started doing at age six (Hoppenstand 8; Stephen King). Stephen King’s life has influenced his works and served as an important source of inspiration, which is evident in his education and early writing experiences, his pseudonym Richard Bachman, and his near-fatal acc... ...hard Bachman, but it’s not true. I know him and I believe he lives in Connecticut†; â€Å" I am not Richard Bachman, I know who he is, and I can’t tell†; †Bachman is indeed a pen-name, for a superannuated hippie-type who lives in New Hampshire. I know who he is, and tell you with no qualms at all that he is authentically crazy† (Wood 148). King credits the name for his pseudonym to a book by Richard Matheson that was on his desk and Bachman-Turner Overdrive that was playing on the radio when his publisher called to ask what pseudonym he wanted to use (Wood 148). King has become familiar even to those who have not read any of his works. Although he tries to maintain a degree of privacy for himself and his family he does have a high public profile. King was in the news in 1999 when he was struck by a van while out for his daily walk and suffered near-fatal injuries. Stephen King Essay -- Biography Stephen King is known by many as a successful author, but every author is only as good as his or her works. King has produced various types of works such as short stories, novels, novellas, screenplays, and comics. His work has been the â€Å"most important bridge between the horror genre and literary respectability from the late 1960s and 1970s up to the present time† (Hoppenstand 3). Stephen Edwin King was born September 21, 1947 in Portland, Maine. He is the second son of Donald Edwin and Nellie Ruth King. When King was two years old, his father, a captain in the merchant marines, went out to buy a pack of cigarettes and never returned. Nellie, King’s mother, raised King and his adopted older brother David. The family under the care of Nellie experienced many hardships and moved often as she looked for work. The family lived in Maine, Massachusetts, Illinois, Wisconsin, and Indiana. When King was six years old, the family finally settled in Stratford, Connecticut (Hoppenstand 8; Stephen King). In 1958, when King was eleven years old, the family moved to Durham, Maine. This was where King discovered that he had something in common with his father. In the attic of his aunt and uncle’s garage he discovered an old trunk that contained a box of his father’s books, including some by horror writer H.P. Lovecraft, and some of his father’s attempts as writing short stories. King’s teachers reported that one of his greatest passions was writing stories of his own, which he started doing at age six (Hoppenstand 8; Stephen King). Stephen King’s life has influenced his works and served as an important source of inspiration, which is evident in his education and early writing experiences, his pseudonym Richard Bachman, and his near-fatal acc... ...hard Bachman, but it’s not true. I know him and I believe he lives in Connecticut†; â€Å" I am not Richard Bachman, I know who he is, and I can’t tell†; †Bachman is indeed a pen-name, for a superannuated hippie-type who lives in New Hampshire. I know who he is, and tell you with no qualms at all that he is authentically crazy† (Wood 148). King credits the name for his pseudonym to a book by Richard Matheson that was on his desk and Bachman-Turner Overdrive that was playing on the radio when his publisher called to ask what pseudonym he wanted to use (Wood 148). King has become familiar even to those who have not read any of his works. Although he tries to maintain a degree of privacy for himself and his family he does have a high public profile. King was in the news in 1999 when he was struck by a van while out for his daily walk and suffered near-fatal injuries.

Thursday, October 24, 2019

Brain Based Learner Centered Model Education Essay

Traditional direction focuses on rote memorisation and callback with a bringing system which is teacher-directed. Traditional appraisal has focussed on multiple-choice and true or false trials which are designed to mensurate whether the pupils can reply the information contained in the text edition or delivered by the instructor. This traditional theoretical account is being challenged for non maximising the larning possible for all pupils, particularly where higher degrees of thought accomplishments are involved, such as in trouble-shooting Brooks ( Brooks, 1993 ) . Many researches ( Brooks, 1993 ; Caine, 1997 ) have been conducted on maximising studentis acquisition from which new instructional systems design theoretical account have emerged. But no unequivocal replies have originated from them. As Warrington ( 2007 ) summarises, the traditional or ifactory modeli of preparation was developed as a consequence of the industrial revolution, stressing which addressed obeisance, methodicalness, regard for authorization and a standardised course of study. This paradigm of instructional design created a ione-size-fits-alli theoretical account of instruction. In the twenty-first Century, leaders and pedagogues likewise are naming for alterations to run into the demanding demands of a technologically changing, competitory, and more planetary society ( UNESCO, 2000 ) . One country receiving heightened attending is the research in brain-based acquisition and its application to curriculum design and development. The neuroscience, biological science, and pedagogic research are edifying us on how the encephalon plants, and its deduction for the schoolroom ( Abbott, 1997 ) . Research workers in brain-based acquisition ( Caine, Caine, McClintic, and Klimek ( 2005 ) , Erlauer ( 2003 ) , Jensen ( 2005 ) , Slavkin ( 2004 ) , Wagmeister and Shifrin ( 2000 ) , Wolfe ( 2001 ) ) believe that traditional direction may impede the encephalon from larning. In visible radiation of this new information, decision makers, course of study developers, instructors, and other practicians in instruction, have become interested in brain-based acquisition because their work requires an understanding on how the encephalon receives, procedures, and produces information ( Bucko, 1997 ) . It is believed that brain-based acquisition has already had a dramatic impact for the instruction and larning procedure ( Sylwester, 1994 ) . 2.2 How Brain-Based Learning Impacts Education. Specifically based on decisions from research in neuroscience, professors from major universities have incorporated this information into books about larning. In conformity with the suggestions of Marian Diamond, U. C. , Berkeley ; Howard Gardner, Harvard University ; Renate and Geoffrey Caine ; Thomas Armstrong ; Candace Pert, Eric Jensen, schoolroom patterns can be modified by using new theories of instruction and larning based on recent findings. Advocates of brain-based larning insist that there is a difference between â€Å" brain-compatible † instruction, and â€Å" brain-incompatible † patterns and methods which can really forestall acquisition. Hart in Human Brain and Human Learning ( 1983 ) claims that learning without an consciousness of how the encephalon learns is like planing a baseball mitt with no sense of what a manus looks likeiits form, how it moves. Hart says that if schoolrooms are to be topographic points of acquisition, so â€Å" the organ of acquisition, † the encephalon, must be understood and accommodated. Although all acquisition can be, in the broadest sense, considered brain-based, Caine and Caine ( 1991: 31-32 ) specify brain-based acquisition as larning which acknowledges the brainis regulations for meaningful acquisition, and organizes learning with these regulations in head. Caine and Caine describe the nucleus rules directing brain-based instruction: * The encephalon is a parallel processor. It can execute several activities at one time. * The encephalon perceives wholes and parts at the same time. * Information is stored in multiple countries of the encephalon, and can be retrieved through multiple memory and nervous pathways.i * Learning engages the whole organic structure. All acquisition is mind-body: motion, nutrients, attending rhythms, and chemicals modulate learning.i * The human pursuit for significance is unconditioned. * The hunt for significance comes through patterning. * Emotions are critical to modeling and drive our attending, significance and memory. * Meaning is more of import than merely information. * Learning involves focused attending and peripheral perceptual experience. * We have two types of memory: spacial and rote. * We understand best when facts are embedded in natural spacial memory. * The encephalon is societal. It develops better in concert with other encephalons. * Complex acquisition is enhanced by challenge and inhibited by emphasis. * Every encephalon in uniquely organized. * Learning is developmental.i The deduction of these rules for preparation analysts and trainers has a direct impact on determinations associating to curricula, instructional methodological analysis, instructional stuff, and appraisal. 2.3 How Brain-Based Learning Helps Shape Knowledge Acquisition. The brainis acquisition capacity is eternal. Caine and Cain ( 1991, 1997 ) study that each healthy encephalon is equipped with a set of unbelievable characteristics: * An tremendous capacity for memory * The ability to self-correct and learn from experience * An unlimited capacity to make Theory on encephalon research has led to a comprehensive, instructional attack to maximise pupil acquisition, and to run into studentis single acquisition demands. The research on encephalon hemisphericity acknowledges the fact that there are differences in larning manners and that our definition of intelligence may be excessively limited. Keefe ( 1987: 16 ) defines larning manners as, icharacteristic cognitive, affectional, and physiological that serve as comparatively stable indexs of how scholars perceive, interact with, and respond to the acquisition environmenti . We could reason that this addresses the ihowi of larning. How do we treat and see cognition? How do we form and retain information? Do we near larning consecutive or randomly? The affectional constituents of larning include personality traits related to countries of duty, motive, continuity, and peer interaction ( Dunn and Dunn, 1978 ) . In other words, do we prefer to work entirely or in groups? Are we concerted or competitory? Traditional direction has ever emphasized abstract receiving and brooding processing, where learner-centered direction allows for all receiving and processing manners. In larning centered direction, course of study emphasizes the accomplishments of intuition, feeling, feeling, imaginativeness and syntheses, every bit good as the traditional manners of analysis, ground, and consecutive job work outing. Direction should be designed to link with all larning manners by utilizing jumping combinations of experience, contemplation, conceptualisation, and experimentation ( UCF Faculty Centre for Teaching and Learning ) . The assorted theories on larning available from Jung, Myers-Briggs, Mok, Keirsey and Bates, Hanson, Silver and Strong manners portion the belief that people learn otherwise. Learning depends on the capacities, intelligence, gender, sex, civilization, personality traits, and motive amongst others of persons. One widely used theoretical account used is Bernice McCarthyis 4MAT System. McCarthy ( 1997: 46 ) provinces that, iThe 4MAT system knows the typical manner that each scholar brings to the schoolroom, while assisting each pupil grow by get the hanging the full rhythm of larning stylesi . 4MAT ( McCarthy, 1981 ) is a constructivist theoretical account of teaching method which believes that effectual direction must travel through four indispensable stages of acquisition: scholar motive, conceptual command, application of thoughts, and originative synthesis. The 4MAT system is a theoretical account for instructional design, based on the research of larning manners and encephalon hemisphericity. The 4MAT System is based on left and right encephalon hemisphere, and emphasizes staff development. Dr. McCarthy tells us, that if all instructors taught in each of the four acquisition manners 25 % of the clip, all pupils in any category on any topic would be reached ( The Dunn & A ; Dunn larning manner theoretical account, 2001 ) . Alternatively of concentrating on the pupil ‘s learning manner, she focused on staff development developing all instructors to include all four acquisition manners in showing each larning undertaking. The work of John Dewy, Anthony Gregorc, Karl Jung, David Kolb, David Merrill, and Helizabeth Wetzig influenced McCarthy ( 1980 ) . David Kolbis experiential acquisition theory is the footing of the 4MAT system. Kolb`s research highlighted how experiential acquisition relates to cognitive development. This theory espouses the belief that acquisition is a uninterrupted procedure by which persons refine and incorporate a distinguishable set of independent systems that give significance to lifeis experiences ( McCarthy, 1997 ) . Kolbis theoretical account identifies a procedure through which four manners of human experience are engaged at different degrees to make a complete degree of understanding. The interaction between and among the manners of concrete experience ( CE ) , brooding observation ( RO ) , abstract conceptualisation ( AC ) , and active experimentation ( AE ) is required for acquisition ( McCarthy, 1980 ) . Honey and Mumford ( Sadler-Smith, 1996: 29-37 ) translated Kolbis work into a categorization system of larning manners based on the interaction between the manners: militants, reflectors, theoreticians, and pragmatists. * Militants like practical work such as labs, field work, observation exercisings and utilizing ocular beginning stuff for information. * Reflectors like to larn by watching others, by taking clip to see observations of their ain experience. * Theorists like talks, reading documents on subjects, sing analogies. * Pragmatists like simulations, instance surveies, prep. Therefore the four types might near larning in different ways. For illustration, pupils must larn to weld a pipe utilizing an electric-arc welding machine. Militants might merely get down utilizing it and experience their manner into it. Reflectors might hold a spell at utilizing it and so take clip to believe about what they have merely done. Theorists might get down by reading the manual. Pragmatists might get down the undertaking, but do frequent mentions to the pupil manual. The four types of acquisition in Kolbis theory can be seen as cyclical phases through which a scholar can come on ticker, think, feel, and do, every bit good as categorizing specific sorts of larning experience. The 4MAT system ( McCarthy, 1987 ) expanded on Kolbis theory by uniting research on encephalon hemisphericity. Harmonizing to Bernice McCarthy, developer of the 4MAT system, there are four major larning manners, each of which ask different inquiries and expose different strengths during the learning procedure. Harmonizing to McCarthy, i4MAT benefits instructors by giving them a model to plan larning activitiesi ( McCarthy, 1990 ) . This is besides the instance for instructional interior decorators who design plans of instructions, every bit good as schoolroom and workshop exercisings. Figure 1 shows the 4MAT system. Figure 2.1i The 4MAT System In the 4Mat System ( McCarthy, 1990 ) , pedagogues consecutive design lessons concentrating on four issues: * Personal Connections: How can I assist pupils do connexions between the content and their immediate lives? * Concept Development: How can pupils incorporate this information and see how it fits within the overall class? * Practical Applications: What can pupils make in the acquisition environment utilizing the information to see it at work? * Creative Integration: How can pupils use this information in original and more complex ways? The research on larning manners support that persons learn in different ways, differences in larning manner are related to forces motive and public presentation, acquisition is a uninterrupted procedure of distinguishing and incorporating experiences, and scholars expand and refine differing manners by sing them ( McCarthy, 1997 ) . The reappraisal of literature nowadayss noticeable deductions for instructional design and methodological analysis. The traditional mentality of the ifactory modeli of instruction and preparation, which dominated educational patterns for a century, has been redefined ( Darling-Hammond, 2003, p. nine ) . Teaching which emphasizes on rote memorisation and the acquisition of unrelated, stray facts does non ease the transportation of larning or use the encephalon expeditiously. Leslie Hart ( 1983 p.xiv ) provinces, iAs the effects of long development, the encephalon has manners of operation that are natural, effortless, effectual in using the enormous power of the astonishing instrument. Coerced to run in other ways, it functions as a regulation reluctantly, easy, and with abundant errori . The encephalon continually seeks significance and thrives in an environment rich with complex and meaningful challenges. For instructional stuff to be effectual, the information should be presented in a manner for the encephalon to pull out pattern, instead than enforce it ( Caine and Caine, 1991 ) . Instructional interior decorators must redefine the manner they write developing stuff by developing meaningful, connecting, and associating cognition. They need to develop a rich choice of methods and attacks which continually augment the learning experience. Several attacks compatible with brain-based acquisition are presently used to learn. Thematic units of direction, concerted acquisition, incorporating the course of study through interdisciplinary instruction, and whole linguistic communication direction are a few of these learning methods. Course of study interior decorators need to compose instructional stuff that engages studentis involvement through relevant life experiences in an ambiance of wonder and self-discovery. The course of study must be built around the alone endowments, strength, failing, and larning manners of the pupil in the schoolroom. Activities which are meaningful to pupils must be organized ( McCarthy, 1997 ) . The end of brain-based acquisition is to supply maximal benefit to all pupils without utilizing a ione-size-fits-alli expression. The more we approach meaningful, ambitious, and relevant acquisition in the schoolroom, the more antiphonal acquisition will be to our learner population which must be prepared to run into the challenges of the twenty-first Century. 2.4 3. What are the issues related to the execution of a learner-centered theoretical account? Rather than being seen as exclusions to the regulation that schools can non alter, the development of a little figure of advanced patterns and schools may alternatively reflect the regulation that schools can merely alter through the monumental attempt, unusual resourcefulness, and strong leading of cardinal persons or groups ( Hatch, 2000: 581 ) . Several factors that can curtail course of study invention have been identified in the literature. These relate to both the agent of alteration ( instructional interior decorators ) and the context in which the invention is taking topographic point. They include issues of clip, outlooks, inaccessibility of needed instructional stuffs, deficiency of lucidity about the reform, instructional designersi deficiency of accomplishments and cognition, and the initial mismatch between the iresidual ideologiesi and the rules underlying the course of study invention. Other obstructions relate to organisational agreements such as function overload, stiff programming of clip, describing systems, and failure of disposal to acknowledge and understand its function in alteration ( Nolder, 1990 ; Gross et Al. as quoted in Snyder et al. , 1992 ) . Research into curriculum airing and execution, and factors finding their success, found a focal point with the work of Fullan and Pomfret ( 1977 ) , who studied 16 instance surveies of attempted invention in American schools and found that all of them had resulted in some grade of failure. For about two decennaries, research workers examined the phenomenon of educational alteration, discussed its features and determiners, listed the accomplishments of the ‘change agent ‘ and suggested ways in which the procedure might be improved ( Fullan, 1993 ) . All of this research has a common subject, and that is that course of study alteration is a complex and hard procedure and requires careful planning, equal clip, support, support and chances for teacher engagement. Much of the literature recognizes the trouble of finding a individual theoretical account to accommodate all. Smooth and successful course of study alteration is tremendously hard and clip consuming and can non be accomplished without possible implementers going personally involved and accepting the alteration on their ain footings and harmonizing to their ain concepts of world. United Kingdom research workers ( Kelly, 1982 ; MacDonald & A ; Rudduck, 1971 ; MacDonald & A ; Walker 1976 ; Rudduck, 1991 ; Stenhouse, 1975 ) long have stressed the importance of a strong engagement function in course of study alteration and the demand for engagement of cardinal forces in the development and determination devising procedure. However, ownership is delicate, really hard to specify or step, and has many degrees. The human face of collaborative squads working creatively on specifying and make fulling their ain demands can be freakish and tense with struggle and emotion. On the other manus, collaborative development frequently needs to be steered and coached, and sometimes top-down determinations need to be made on theoretical issues which are outside developing analysts ‘ cognition and experience. Besides, developing analysts might necessitate to be coached to collaborate in alteration. 2.5 What is Action-learning? Action-learning ( AL ) is defined as a method that enables little groups to work on a regular basis and jointly on complicated jobs, take action, and learns as persons and as a squad while making so ( McGill and Beaty, 2002: 12 ) . The most common applications of Action-learning are in professional and managerial acquisition and development ( Revans, 1998 ) . Revan states that AL is widely used to pull off a work-based undertaking or plan in which set members are involved and for which they have a degree of duty and are hence able to realistically act upon their actions. It is besides used to happen and implement solutions to an issue that concerns how fit members operate in their work context, and one that they wish to better and that could profit from the support and challenge of the other members. Action-learning normally involves: * Participants tackle existent jobs ( no irighti reply ) in existent clip * Participants meet in little stable larning groups ( called iSetsi ) * Each Set holds intermittent meetings over a fixed plan rhythm * Problems are relevant to a participantis ain workplace worlds * A supportive collaborative acquisition procedure is followed in a Set * Process is based on contemplation, oppugning, speculation and defense * Participants take action between Set meetings to decide their job By these agencies, Action-learning seeks to throw a net around slippery experiences, and capture them as acquisition. The single makes sense of an experience by gestating it and generalising the replicable points ; and he plans for future actions based on the acquisition gathered. The set provides the forge in which an individualis actions are shaped through their ain personal contemplation and the oppugning penetration of fellow set members. Harmonizing to Revans, a cardinal point is that actions and results still remain the duty of the single participant. Action-learning provides a pattern field for larning to happen, whilst acknowledging that existent duty prevarications outside any schoolroom environment: it lies with the participants who must have the concern results. Further, in utilizing the organisation itself as a acquisition research lab, it does non necessitate any particular set of conditions to be in topographic point before it can be effectual. Action-learning plants good in a bureaucratism, in a level organisation, in houses culturally hostile to instruction and development, in houses promoting self-actualization ( Smith & A ; Peters, 1997 ) . It does so because its whole ethos is larning about the environing context, and larning to be effectual within it, therefore leveraging the prevalent civilization to its ain advantage. As a consequence, the development demands of the organizationis directors, executives and high-potentials are satisfied through activities which focus on the important current and future demands of the organisation. This leads to the justifiable charge of Action-learning as a narrow ( but deep ) larning docket, instead than a wide but superficial one. This development is addressed as a concern service proviso ; geared to supply exactly what is required, when it is required, where it is required, in the signifier in which it is required. 2.6 What is the Action-Learning Framework? The Center for Applied Research ( 2005 ) describes the action-learning model has holding four stages. Learning occurs in each one. 1. Frame i Define the particular job the group is seeking to turn to, research the premises made in specifying the job. Tie formal acquisition to job definition. 2. Charge i Set explicit ends ( deadlines and public presentation outlooks ) for the undertaking squad to carry through, and depict the procedure and staffing required. 3. Act i Execute undertaking work, following an agreed upon workplan. Connect to executive patrons and other cardinal stakeholders for counsel and blessing. 4. Reflect & A ; Review i Step back from action and reflect on experience, associating squad work to personal development. Consolidate lessons learned and integrate them into the undertaking as it unfolds. At the terminal of the undertaking, distribute lessons learned to the larger organisation in a meaningful manner. The procedure is iterative. The lessons learned by the undertaking squad should increase apprehension of the issues and lead to a re-framing of the job. Figure 2.2i the uninterrupted Action-learning procedure Having established what Action-learning is, who should be involved, and how it could help passage, it is of import to set up what the barriers to a successful Action-learning procedure could be. Clearly Action-learning could be a powerful tool but there will be things that will acquire in the manner of it being successfully implemented into any administration ( Marquardt, 1996: 406 ) . Some of these barriers are existent and some are simply perceived. Some are internal and some are external. 2.7 Barriers to Organizational Change Changing the manner we do ibusinessi creates pandemonium. But within pandemonium is an array of chances. Bush ( 2006 p.45 ) suggests that alteration can be inhibited by bing constructions within an administration ; this can be explained farther by O'Neill ( 2006 ) who implies that lasting squads who may hold settled work and societal forms are likely to be extremely immune to alter. This concurs with the instructions of Barbour ( 2005 p.45 ) who found that imembers are genuinely mutualist on each other and are close sociallyi . O'Neill went farther to propose that collaborative direction theoretical accounts such as Action-learning may merely see the indispensable early success where persons can elect to work on the footing of bing friendly relationship groups or where they feel that they personally will derive more by join forcesing than by moving in isolation ( 2006 p.85 ) . Goals and Aims Undefined ends and aims can be a barrier to Action-learning. Fabian and Simpson ( 2002 ) suggest that staffs are likely to hold uncertainnesss and insecurities at times of alteration. Therefore, clear ends and aims must be an built-in portion of the Action-learning procedure. Organizational Culture Organizational civilization is ithe form of shared basic premises – invented, discovered, or developed by a given group as it learns to get by with its jobs of external version and internal integrating – that has worked good plenty to be considered valid and therefore to be taught to new members as the right manner to comprehend, believe, and experience in relation to those problemsi ( Schein 1985 ) . Leadership Commitment Leadership committedness is identified in the literature as an of import and major factor to successfully implement Action-learning. In successful execution in any organisation, leading and civilization play a major function. Some of the features of leaders have been identified as their being airy and transformational ; they promote and O.K. of squad work, larning, engagement, and coaction. The leading manner of directors can drive an organisation to success by assisting them attain their ends and aims ( Rad, 2006 ) . Low tolerance of alteration Resistance is an inevitable response to any major alteration. Persons of course rush to support the position quo if they feel their security or positions are threatened. Folger & A ; Skarlicki ( 1999 ) claim that â€Å" organisational alteration can bring forth incredulity and opposition in employees, doing it sometimes hard or impossible to implement organisational betterments † . Undoubtedly, opposition to alter is a cardinal subject in alteration direction and should be earnestly considered to assist the organisation to accomplish transmutation. In drumhead, apprentice trainees need an instructional theoretical account that will dispute the acquisition potency and better fix them to fall in the work force. The traditional theoretical account does non fix trainees adequately, particularly where higher degrees of thought accomplishments are involved. Traditional instruction and acquisition theoretical accounts, which convey a formal, abstract procedure, are frequently far removed from the specificities of existent universe pattern. The current theoretical account was established in the early 1970 and was non revised since so. The traditional theoretical account is no longer allow to supply trainees with the accomplishments, cognition and attitude required to run into a fast changing and quickly turning company. From this state of affairs emerged a demand to revise the current instruction theoretical account with one that can concentrate in developing future employees that are capable of thought and work outing jobs. Curriculum alteration is a complex and hard procedure and requires careful planning, equal clip, support, support and chances for interior decorators and trainers engagement. To accomplish this ambitious end, action-learning appears to be the itooli of pick. Action-learning provides a tested and true method to help persons and administrations to accommodate to a quickly changing universe and to manage hard state of affairss altering a course of study more efficaciously. This attack is considered to be one of the most of import constructs to hold emerged in direction and organisational development. 3. Methodology This action-research is based on the undermentioned research inquiries: 1. What are the issues with JSC & A ; TUis current instructional development theoretical account with respects to Saudi Aramcois apprentices plan for new employees? 2. How might a learner-centered instructional development theoretical account aid decide the issues from our current instructional theoretical account? 3. What are the issues related to the execution of a learner-centered theoretical account? 4. How might Action Learning support a sustainable alteration in Company X course of study design unitis instructional design theoretical account? This survey adopted action-research as a methodological analysis to making alteration in Company X preparation and development. In this survey, action-research and action-learning are synonymous. The chief difference lies in that action-research is the coverage of the findings where action-learning is the procedure used for the action-learning undertaking. This attack is supported by Hase in iDeveloping Learner Capability through Action-Research: From Pedagogy to Heutagogy in the Workplacei ( 2006 ) . Using action-learning created a paradigm displacement in Company X occupation accomplishments unit. Employees who became members of the AL squad were no longer isolated in their pattern. In other words, the AL squad became a community of pattern where members connected through shared jobs, explored new possibilities to work out them, learned from each other and acted to present consequences to the organisation. 3.1 What is research? First it must be established precisely what educational research is. Research is the orderly probe of a capable affair for the intent of adding to knowledge. Research can meanire- searchi implying that the capable affair is already known but, for one ground or another, needs to be studied once more. Alternatively, the look can be used without a dash and in this instance it typically means look intoing a new job or phenomenon ( Borg and Gall, 1989 ) . Within the kingdom of educational planning, many things are ever altering: the construction of the instruction system, course of study and text edition s, manners of instruction, methods of instructor preparation, the sum and type of commissariats to schools such as scientific discipline research labs, text editions, furniture, schoolroom supplies, and so on. These alterations may take to an betterment, or a deterioration, in the quality of an educational system. In comparing, Pearson ( 1995:15 ) Tells us that researchiis the systematic procedure of roll uping and analysing information to increase our apprehension of the phenomenon under survey. It is the map of the research worker to lend to the apprehension of the phenomenon and to pass on that understanding to others. There are many types of research methods available to a research worker. Research methods are used to find, discover, interpret, and invent facts. The word research and its derivative agencies, â€Å" to look into exhaustively † .iResearch methodsiare used to come up with â€Å" new cognition † . Through probe and find procedures, research methods help to progress many different scientific Fieldss. In drumhead, research is a powerful activity and is conducted for specific ground: to reply a peculiar inquiry or to work out a specific issue ( Depoy and Guitlin, 1998 ) . 3.2 Qualitative or Quantitative Data? This research used quantitative and qualitative informations aggregation and analysis. Kerlinger argues that â€Å" There ‘s no such thing as qualitative informations. Everything is either 1 or 0 † ( Miles and Huberman, 1994: 40 ) . D. T. Campbell asserts that â€Å" all research finally has a qualitative foundation † ( Miles and Huberman, 1994: 40 ) . Many other research workers agree that these two research methods need each other more frequently than non. However, because typically qualitative informations involves words and quantitative informations involves Numberss, there are some research workers who feel that one is better ( or more scientific ) than the other. Another major difference between the two is that qualitative research is inductive and quantitative research is deductive. In qualitative research, a hypothesis is non needed to get down research. However, all quantitative research requires a hypothesis before research can get down. Specifying the function of the research worker is another cardinal difference between the two. In quantitative research, the research worker is ideally an nonsubjective perceiver that neither participates in nor influences what is being studied. In qualitative research, nevertheless, the research worker learns about a state of affairs by take parting or being immersed in it. These basic implicit in premises of both methodological analysiss guide and sequence the types of informations aggregation methods employed. Although there are clear differences between qualitative and quantitative attacks, some research workers maintain that the pick between utilizing qualitative or quantitative attacks really has less to make with methodological analysiss than it does with positioning oneself within a peculiar subject or research tradition. The pick of which attack to utilize may reflect the involvements of those carry oning or profiting from the research and the intents for which the findings will be applied. Decisions about which sort of research method to utilize may besides be based on the research worker ‘s ain experience and penchant, the population being researched, the proposed audience for findings, clip, money, and other resources available ( Hathaway, 1995 ) . Some research workers believe that qualitative and quantitative methodological analysiss can non be combined because the premises underlying each tradition are so immensely different. Other research workers think they can be used in combination merely by jumping between methods: qualitative research is appropriate to reply certain sorts of inquiries in certain conditions and quantitative is right for others. Others think that both qualitative and quantitative methods can be used at the same time to reply a research inquiry. To a certain extent, research workers on all sides of the argument are right: each attack has its defects. Quantitative research frequently prompts responses or people into classs they might non belong in, in order to do significance. Qualitative research, on the other manus, focuses excessively closely on single consequences and fails to do connexions to larger state of affairss or possible causes of the consequences. Rather than dismissing either attack for its downsides, we should happen the most effectual ways to integrate elements of both to guarantee that their surveies are as accurate and thorough as possible. It is of import for research workers to recognize that qualitative and quantitative methods can be used in concurrence with each other. For the intent of this research, qualitative informations were collected in analogue to quantitative informations and consisted of the followers: * Trainers and trainees questionnaires * Classroom observation, * In-depth interviews with trainers, and * Document Analysis ( particularly rating studies and gap analysis studies ) 3.3 Action-research Action-research is known by many other names, including participatory research, collaborative enquiry, Action-learning, and contextual action-research, but all are fluctuations on a subject. Put merely, action-research is ilearning by doingi – a group of people identify a job, do something to decide it, see how successful their attempts were, and if non satisfied, seek once more. While this is the kernel of the attack, there are other cardinal properties of action-research that differentiate it from common problem-solving activities that we all engage in every twenty-four hours. Gilmore, Krantz and Ramirez ( 1986: 161 ) specify action-research as: â€Å" Action-research†¦ aims to lend both to the practical concerns of people in an immediate debatable state of affairs and to foster the ends of societal scientific discipline at the same time. Therefore, there is a double committedness in action-research to analyze a system and at the same time to join forces with members of the system in altering it in what is together regarded as a desirable way. Carry throughing this twin end requires the active coaction of research worker and client, and therefore it stresses the importance of co-learning as a primary facet of the research procedure. † Several properties separate action-research from other types of research. Primary is its focal point on turning the people involved into research workers, excessively – people learn best, and more volitionally use what they have learned, when they do it themselves. It besides has a societal dimension – the research takes topographic point in real-world state of affairss and purposes to work out existent jobs. Finally, the initiating research worker, unlike in other subjects, makes no effort to stay degage, but openly acknowledges their prejudice to the other participants. Figure 3.1i Action-research System Model This survey intends to utilize the Action-learning methodological analysis. By its nature, Action-learning is a manner of speed uping peopleis acquisition and edifice capableness for managing disputing state of affairss to convey about alteration. If a alteration is desired, and the agencies by which the alteration should take topographic point is unknown, so Action-learning is a good manner to continue. This attack has been used in many organisations from different industry sectors every bit good as in educational environments where it is highly effectual. In response to our dynamic universe of work, current organisation frequently demands uninterrupted employee acquisition and development. In many state of affairss, a cardinal premise is that organisational endurance is dependent on acquisition, maintaining gait with, or progressing beyond the rate of alteration exhibited in the external environment ( Boshyk, 2002 ) . In the instance of Company X course of study unit, alteration in the manner course of study is designed is needed to back up trainers in presenting cognition, accomplishments and attitude utilizing a learner-centered attack. The traditional instruction theoretical account no longer suits the demands of immature Saudis. The company needs a work force whose cognition and accomplishments are built around critical thought instead than memorisation. Action-learning is a problem-solving tool. It is built around a job ( in this instance, a undertaking ) . Giving the chance to those that perform the occupation of planing course of study to place solutions and to implement them can significantly increase success and create sustainable alteration. Research demonstrates that larning without application is uneffective. An action without larning fails to develop your organisation ( Dixon, 2004: 18-23 ) . It marries analysis and action, contemplation and making, organisational development and bottom-line public presentation. By unifying these attempts, you drive to consequences in new ways and build capableness. In iAction Learning i Improving Organizational Performance through Team Learningi , the Center for Applied Research ( 2005 ) listed cardinal rules of successful Action-learning: * Executive Sponsorship is Crucial i In order to hold an effectual acquisition procedure, an executive patron must guarantee that proper resources are given to the undertaking and supervise the procedure and consequences. In this instance, the research was converted to a section enterprise, resources and budget was allocated, and the enterprise was tracked by upper-management. * Connect Action-learning to Real Business Issues i The push of the projectithe job to be solvedimust be relevant to the scheme or current demands of the organisation. Otherwise, the consequences of the undertaking might non be seen as important by the larger organisation, and the undertaking feels like an iexercise.i Since the end of this research was aligned with a existent business-need, recognized by both the business-lines and the preparation section, the result of it was of adequate significance for the company to apportion resources, clip and money to it. * Learning is Continuous i Learning happens throughout the procedure, non merely at the terminal. * The Future is Already Here i The Action-learning squad need non get down from abrasion. The solution to any job likely already exists someplace in the organisation. Action-learning uncovers and amplifies those solutions. * The Potential Solution Should Have Impact i A challenge posed by Action-learning is the perceptual experience that it produces excess work. If the procedure is linked to a long-standing or critical job, nevertheless, the procedure will be thought of as productive instead than merely excess work. * Get the Learning Noticed i Exporting outcomes from the undertaking into the wider organisation is critical. A procedure is needed to capture and administer larning throughout the organisation. To back up this research, a figure of action-learning meetings have been conducted within Company X course of study unit, sister units from the same division every bit good as the Training & A ; Development section. A absorbing result of this is that, although these meetings were meant to back up this specific action-learning research, a figure of turning enterprises to undertake similar issues are now being researched and implemented at all degrees. This procedure is improbable to be without its jobs. Chiefly, most people are unfamiliar with the basic processs and capablenesss of Action-learning. Second, Saudi Aramco directors are non used to nor inclined to swear and depute their control. Finally, directors may non be willing to supply the clip that Action-learning groups require to work out this job. An of import measure in Action-learning is to clearly specify the root jobs to work out. Action-learning advocators oppugning and contemplation to motivate a deeper degree of analysis, to prove premises, and to research possibilities. Within a group, work-based jobs are discussed and reframed in a acquisition context. Therefore, the research worker has gathered some cardinal determination from Company X recognizing organic structure the Accrediting Council for Continuing Education and Training ( ACCET ) which conducted a comprehensive rating of the course of study design, bringing, and direction of Company Xis apprenticeship plan for new employees ( APNE ) . The aim of the rating, as specified by Company X decision makers, was to find to what degree the APNE plan is run intoing its ends and to urge alterations or betterments that might be warranted. The information from this audit were gathered in October and November 2008 by the attesting organic structure during sites visits. In 20 11, another rating, which was aimed at a specific stage within the APNE plan, was conducted by the Centre of Applied Linguistic ( CAL ) , a non-profit administration. Both administrations, ACCET and CAL came up with really similar findings. Since these visits, the state of affairs has non improved. The undermentioned findings were highlighted in the ACCET study and were used to specify the issues with our plan of direction and to organize the footing for traveling the course of study from teacher-centered to learner-centered. Table 3.1i Certifying Bodyis Findings ACCET Standard h the mission and ends. The establishment maintains all needed certification. The action-learning squad for this undertaking was 14 members of staff chosen at random from the course of study unit. One participant was selected from the five group leaders, one from the two available senior interior decorators, seven from the 24 available interior decorators from the course of study author group, one from the learning staff, one from the in writing group, and one from the papers design staff. Table 3.2 explains the sample for the qualitative research and will be used to guarantee the namelessness of respondents in this study. Table 3.2iSample Group Code of Interviewee The acquisition penchants study was administered to five groups of 12 pupils from each occupation of the APNE plan, chosen randomly: Metallic elements Mechanicss, Welding, Operators, Process Control Technicians, and Maintenance Technicians. The instruction penchants study was administered to one of the two instructors responsible of learning the predating trades. A semi-structured interview was used with each supervisor responsible of each of the five occupation ladders to compare with the positions collected via studies and observations from the schoolroom. This enabled the research worker to reflect similarities or differences between what was compiled from the studies, observations and interviews of the trainees and the trainers. In this research, affecting a smaller sum of topics reduces investing in clip and money. It is believed that samplingican really be more accurate than analyzing an full population, which in this instance is over 2600 trainees, and 650 trainers in five different locations throughout the state, because it affords the research worker a batch more control over the topics. Finally, holding a smaller information set will let the research worker to avoid human mistake when inputting and analysing the information set. On the other manus, there is room for possible prejudice in the choice of suited topics for the research. This may be because the research worker selects topics that are more likely to give the coveted consequences, or that the topics tend to choose themselves. 3.5 The Data Collection Tools Many ways to garner informations are required to set about the research and as Denscombe ( 2007:3 ) explained, there is no 1 right way to take. Different schemes should be used depending on the issue to be undertaken. Triangulation requires the aggregation of informations from a assortment of beginnings, in a assortment of ways, with a assortment of positions. In this survey, interviews, audit studies, questionnaires, and observations were used to roll up informations in a assortment of ways. 3.5.1 The Interview The interview as a information aggregation tool was considered as it provides an chance to roll up better or more informations at less cost ( Ribbins, 2007 ) . The research worker has decided to utilize semi-structured interviews as the method for roll uping my qualitative informations as it fosters a deeper apprehension of the positions of the interviewees. The semi-structured interview can be described as flexible, leting new inquiries to be brought up as a consequence of what the interviewee says. In a semi-structured interview, the interviewer has by and large a model of subjects to be explored ( Lindlof and Taylor, 2002: 195 ) . The interviewing technique is employed in this research because it serves the explorative nature of the survey. It seeks in-depth information about accomplishment formation results. The latter issue and the information to be obtained are really sensitive to interviewees in this survey. Therefore, questioning is the most appropriate attack. This can be achieved through a little sample of representatives from selected sectors instead than concentrating on a big scale population. Interviewing besides enables the interviewer to supplement information obtained from responses, with those gained from observation of gestural reactionsi ( Kumar, 1999:115 ) . Furthermore, this qualitative research falls within the context of detecting possible barriers and challenges for organisational alteration by implementing a new instructional attack. Therefore, it is indispensable to forestall any possibility of misinterpretation of research inquiries that will be asked as the interviewer can either repetition or explicate such inquiries in the topographic point which can merely be accomplished through face-to-face interviewing. The usage of standardised instructions warranted that each supervisor had a similar engagement. Associating the closed inquiries from the trainees and trainers questionnaire meant that the responses of supervisors could be straight compared to the questionnaires without the demand for a deep analysis from the research worker. 3.5.2 The Questionnaire A questionnaire was administered to the trainees and the trainers by the research worker based upon Gary J. Contiis ( 1983 ) work. The Principles of Adult Learning Scale ( PALS ) was developed and validated for mensurating congruency between big instruction practicians ‘ existent discernible schoolroom behaviour and their uttered belief in the collaborative teaching-learning manner. The PALS is self-administered, has 44 points, and can be completed in approximately 10 to 15 proceedingss ( Conti, 1990 ) . There are several grounds behind taking this instrument ; it is easy to administrate, it is easy to construe, it is self-scoring, and non scored by an external agent, it is comparatively speedy to administrate and finish, it has easy reportable graduated tables, and it has dependability and cogency supported by the research. PALS leads to a individual mark and which can be divided as follows: * Teacher centered-extreme: 0-105 * Teacher centered – really strong: 106-125 * Teacher centered – increased: 126-145 * Learner centered-increased: 146-165 * Learner centered – really strong: 166-185 * Learner centered – extreme: 186-205 About everyone has had some experience finishing questionnaires and they by and large do non do people discerning. They are less intrusive than telephone or face-to-face studies. When respondents receive a questionnaire, they are free to finish it on their ain timetable. Unlike other research methods, the respondent is non interrupted by the research instrument. Written studies are non capable to this prejudice because there is no interviewer. On the other manus, the deficiency of an interviewer limits the research worker ‘s ability to examine responses ( Walonick, 1993 ) . Contrasting with in the flesh interviewing, there are no verbal or ocular hints to act upon a respondent to reply in a peculiar manner. Many research workers have reported that interviewer voice inflexions and idiosyncrasies can bias responses ( Barath and Cannell, 1976 ) . Written studies are non capable to this prejudice because there is no interviewer. As suggested by Bell ( 2007 ) the research worker needs to avoid ambiguity, taking and dual inquiries to guarantee the responses are valid and utile in the research. Some might reason that the deficiency of an interviewer limits the research worker ‘s ability to examine responses. Structured questionnaires frequently lose the â€Å" spirit of the response † , because respondents frequently want to measure up their replies ( Walonick, 1993 ) . By leting frequent infinite for remarks, the research worker can partly get the better of this disadvantage. 3.5.3 Observations Observation is a manner of garnering informations by watching behaviour, events, or observing physical features in their natural scene. Marshall and Rossman ( 1995 ) define observation as â€Å" the systematic description of events, behaviours, and artefacts in the societal scene chosen for survey † ( p.79 ) . Observation methods are utile to research workers in a assortment of ways. They provide research workers with ways to look into for gestural look of feelings, determine who interacts with whom, hold on how participants communicate with each other, and look into for how much clip is spent on assorted activities ( Schmuck, 1997 ) . Observations, as used in this research, enabled the research worker to formalize the consequence of both studies. Participant observation in their acquisition environment allowed the research worker acquire the feel for how the stuff is being taught and evaluated. It besides gave the research worker a better cognition of the learning civilization of the trainees against the teaching civilization of the trainers. The research worker conducted a focussed observation utilizing the same PALS questionnaire administered to the trainers and trainees. An excess field was added for observation notes. A focussed observation emphasizes observation supported by interviews and questionnaires, in which the participants ‘ penetrations guide the research worker ‘s determinations about what to detect. As Wolcott ( 2001 ) notes, one should take note of what he is detecting, what is being put into the field notes and in how much item, and what one is nil about the research worker ‘s personal experience in carry oning the research. 3.6 Reliability and Validity The research worker realises the importance of dependability and cogency of the measurement instruments. Schumacher and Macmillan ( 1993:404-406 ) province, iQualitative research workers typically use as many schemes as possible to see the cogency of the design.i The traditional standards for cogency find their roots in a rationalist tradition, and to an extent, positivism has been defined by a systematic theory of cogency. Within the rationalist nomenclature, cogency resided amongst, and was the consequence and apogee of other empirical constructs: cosmopolitan Torahs, grounds, objectiveness, truth, actuality, tax write-off, ground, fact and mathematical informations to call merely a few ( Winter, 2000 ) . Joppe ( 2000 ) gives the undermentioned history of cogency in quantitative research: iValidity determines whether the research truly measures that which it was intended to mensurate or how true the research consequences are.i Researchers normally control cogency by inquiring a series of inquiries and will frequently look for the replies in the research of others. Reliability as defined by Joppe is: iiThe extent to which consequences are consistent over clip and an accurate representation of the entire population under survey is referred to as dependability and if the consequences of a survey can be reproduced under a similar methodological analysis, so the research instrument is considered to be reliablei ( Joppe: 2000: 1 ) . Rooted in this commendation is the thought of repeatability of consequences or observations. Although the research worker may be able to turn out the research instrument repeatability and internal consistence, and, hence dependability, the instrument itself may non be valid. To achieve methodological and answering triangulation in this research, the research worker used several schemes such as observation, interview, papers analysis, and questionnaire. Bush ( 2006 ) stated that look intoing requires triangulation, which means at the data-collection phase seeking farther grounds including speaking to others, analyzing paperss and detecting action. 3.7 Ethical Considerations Because action-research is carried out in real-world fortunes and involves near and unfastened communicating among the people involved, the research worker must pay close attending to ethical considerations in the behavior of his work. Confidentiality must be a given. Richard Winter ( 1996 ) lists a figure of rules which were respected throughout the survey: * iMake certain that the relevant individuals, commissions and governments have been consulted, and that the rules steering the work are accepted in progress by all. * All participants must be allowed to act upon the work, and the wants of those who do non wish to take part must be respected. * The development of the work must stay seeable and unfastened to suggestions from others. * Permission must be obtained before doing observations or analyzing paperss produced for other intents. * Descriptions of othersi work and points of position must be negotiated with those concerned before being published. * The research worker must accept duty for keeping confidentiality. * To this might be added several more points: * Decisions made about the way of the research and the likely results are corporate * Research workers are expressed about the nature of the research procedure from the beginning, including all personal prejudices and involvements * There is equal entree to information generated by the procedure for all participants * The outside research worker and the initial design squad must make a procedure that maximizes the chances for engagement of all participants. The research worker must besides guarantee that the research participants give their consent voluntarily. Additionally, this consent can be withdrawn at any clip ( TCPS2, 2011 ) . This is confirmed by Busher and James who province that ia cardinal rule for building ethical research is that of voluntarism by the participant when prosecuting with research ( Busher and James, 2007: 110 ) . Besides confidentiality will be achieved by keeping namelessness. Hart ( 2003 ) describes namelessness as mentioning to hiding the individuality of the participants in all paperss ensuing from the research. In carry oning interviews, ethical issues are one of the chief concerns. Ethical guidelines published the University of Leicester Code of Practice ( 2012, Online ) were used to steer the research procedure. Following these rules, the action-learning squad was assembled for this research. An enterprise was proposed to the section caput. From this proposal, the action-learning squad met and developed a formal undertaking proposal. The undertaking proposal was submitted to the Accelerated Transformation Program squad and was subsequently approved. The squad met once more and a undertaking program was elaborated in audience with everyone in the action-learning squad. A formal presentation about Action-learning was conducted and the action-learning squad elaborated land regulations to be followed for each action-learning set. The undermentioned action-learning rules and land regulations were charted and adopted: * Merely in a group where it is safe to unwrap ignorance, admit failing and ask for aid is it possible for the job proprietor to larn at sufficient deepness for him to develop as an person * Keep to external and internal clip boundaries to guarantee each individual has a just portion of the clip available. * Statements merely in response to inquiries ; anyone can inquire inquiries. * Merely one at a clip. Merely one individual at a clip is the issue holder, for that clip, the set members are at that place to listen and to enable. If the job proprietor is non acquiring the kind of aid that is needed, he should state so. * Team members have authorization to step in whenever he identifies larning chances. * Team members need to be able to seek out new ways of relating, cognizing that they will acquire constructive feedback and non be blamed for acquiring it incorrect. * Team members need to acquire over any impression of fight or ibetter thani impressions. * Bing a member is voluntary. Any members can elect to go forth the action-learning squad at any minute without accounts. Additionally, supervisors were informed that they could retreat from the interview at any clip and approved verbally at the terminal of the interview to their informations being used. By returning the questionnaire trainees and trainers gave understanding to utilize their informations. Finally, since the research participants have the right to stay anon. , all information solicited was treated with confidentiality and used for the intents of the thesis merely. The paperss provided by the participants were returned or shredded upon petition. Hart ( 2003 ) describes namelessness as mentioning to hiding the individuality of the participants in all paperss ensuing from the research. All participants were guaranteed that the information solicited was treated with maximal confidentiality. 4. Analysis The intent of this survey was twofold. One: to place the acquisition manners of company X trainees enrolled in the industrial proficient colleges and the instruction manners of the teachers. Two: to find if the usage of action-learning can alter the bringing of course of study from a teacher-centered theoretical account to a encephalon based learner-centered theoretical account. This chapter will explicate the analysis conducted to place the current learning-teaching manners, discourse how the information collected helped the action-learning squad place the job, and show how the usage of action-learning can be an efficient tool in altering Company X preparation design and bringing. 4.1 Finding 1 Based on the PALS trainers and trainees questionnaire, the research worker was able to specify the particular job the action-learning squad is seeking to turn to. The Principles of Adult Learning Scale ( PALS ) Conty ( 1983 ) was developed and validated for mensurating congruency between big instruction practicians ‘ existent discernible schoolroom behavior and their uttered belief in the collaborative teaching-learning manner. PALS, trainers and trainees versions, is self-administered, has 44 points, and can be completed in approximately 10 to 15 proceedingss ( Conti, 1990 ) . One-half of the points are worded positively, the others negatively and are arranged indiscriminately. The PALS questionnaires factor tonss are calculated by summing the value of the responses for each item/question in the factor. Then, the research worker compares each traineris factor mark values to their several agencies. Both groups were given a consent signifier. The PALS trainersi questionnaires were distributed to five trainers during spring of 2012. Engagement to the study was non compulsory. Surveies were collected and placed into an envelope which was sealed before the trainers. Data analysis was conducted before the schoolroom observations took topographic point. The PALS is interpreted as follows: If the mark is equal to or greater than each several mean, so this suggests that such factors are declarative of the traineris learning manner. Those tonss that are less than the average indicate possible countries for bettering a more learner-centered attack to learning. An person ‘s entire mark on the instrument is calculated by summing the value of each of the seven factors. Tonss between 0-145 indicate that the manner is iteacher-centered.i Tonss between 146-220 indicate that the manner is ilearner-centered.i The overall PALS mark can be broken down into seven factors as shown in Table 4.1. While the overall mark indicates the trainer ‘s general manner, the factor scores place specific elements that make up this manner. A high mark on each factor represents support of the construct implied in the factor, while a low mark indicates support of the opposite construct Table 4.1i Factor Score Valuess Factoring procedure Of the five trainers ‘ that responded to this study, all five of their tonss were below the average mark of 146 which indicated that they all prefer a instructor centered attack to instruction. 4.1.1 Trainees Questionnaire The 2nd aim of this study was to find the pupils larning penchants against the trainers learning penchants. The trainees from the same group of trainers participated in this survey. The pupils were given the questionnaire during one of the category Sessionss in the spring term of 2012. A treatment of larning manners and expressed instructions on how to finish the study preceded the distribution. Student engagement was voluntary, so merely completed studies were placed in an envelope. After all the studies had been collected, the envelope was sealed and taken by the research worker for analysis of the informations. The consequences were so analysed and compared with the Index of Learning Styles ( ILS ) formulated by Richard M. Felder and Linda K. Silverman as per the tabular array below. The Index of Learning Styles was created in 1991 by Richard M. Felder, a chemical technology professor at North Carolina State University, and Barbara A. Soloman, so the coordinator of reding for the N.C. State First-Year College. The four acquisition manner dimensions of the instrument were adapted from a theoretical account developed in 1987 by Dr. Felder and Dr. Linda K. Silverman, an educational psychologist so at the University of Denver. The first version of the instrument was administe