Stupid Ticker Tape free essay sample

Our line was straight. However, if it was not straight, that may have been due to friction f. Yes; whenever the acceleration was constant, it would be a straight line. When there is no acceleration, it is still technically constant, so therefore there would also be a straight line. G. There would have been greater acceleration (steeper slope) if the ramp had been made When the angle is greater/steeper this causes gravity to have a greater affect/influence n the cart on the slope. There is a greater component acting on the cart because of how steep the new ramp would be. C) Conclusion: As a result of this experiment, it can be concluded that the velocity-time graph of an object with constant acceleration is shown by a straight line and the acceleration can be determined by finding the slope. In this experiment, we saw 3 distinct constant accelerations (will be labeled here by as a, b, and c). We will write a custom essay sample on Stupid Ticker Tape or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The cart started off by going down the 80 CM ramp at a constant acceleration of for 0. Seconds.Once it reached the end of the ramp, it decelerated to in 0. 15 seconds. Once it reached flat ground, the cart continued to move with no acceleration( ATA constant velocity of for 0. 525 seconds. Nevertheless, this experiment could have been improved by using a smoother ramp to reduce friction, as well as using a more accurate measuring device. All in all, this experiment proved that a velocity-time graph of an object with constant acceleration is shown by a straight line and the acceleration can be found by finding the slope.

Dyslexic Students Success Factors for Support in a Learning Environment

Dyslexic Students Success Factors for Support in a Learning Environment Introduction Dyslexic people have been misunderstood in the past by the people who are involved in their training and correction. Some of them have been labelled as thick or even people who cannot spell. However, research has proved that dyslexia is not a representation of one’s intelligence.Advertising We will write a custom research paper sample on Dyslexic Students: Success Factors for Support in a Learning Environment specifically for you for only $16.05 $11/page Learn More The condition has a number of causes though the presentation is different in individuals with varying levels of inability to read. This essay reviews the literature on dyslexic students, the available methods for their support in learning, and the factors determining the success of these methods in the learning environment. Literature search and review Brief topic outline The subject of information studies is broad. There are a number of possible studies in each of the fields. The topic for this study is ‘Dyslexic Students: Success Factors for Support in a Learning Environment.’ The paper presents a search of literature with information on the same. During the search, some of the related findings on the topic are the diagnosis of the condition, the causes, and the prognosis of this condition. However, the interest of the search is on the success factors in the learning environment when correcting the condition. Some of the topics that still need review in this area include the pathological signs in the brains of dyslexic students and the effects of social factors on the condition. Therefore, the research questions include: What are the types of learning environments for dyslexic students? What factors support learning in this environment? Literature search strategy The search strategy used a combination of methods. Electronic databases were preferred for the search. The key words were dyslexia, dyslexic students, learning support, and learn ing environments. The search was conducted in more than one database followed by analysis of the results.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The references of the results were then searched with the relevant ones being analysed for the study. The search for relevant books was through the COPAC library catalogue, which yielded useful publications for the study. A systematic approach was used in the search. A targeted approach was later adopted for use to eliminate the less useful publications. The bibliographic tools used to carry out the search included the library catalogues and the databases. Since knowledge is constantly accumulating on the subject under study with research findings being published regularly, a limitation in the search was made. The search, therefore, was limited to the research publications made since the year 2000. They were deemed to be current a nd useful to the study. For the purpose of ease in the compilation of the search results and a detailed analysis of the literature, only literature published in the English language was considered for review. Search results From the original search, a number of results were obtained. These were then scrutinised followed by a final list of 20 references, which were then used for the study. The results include Bell, J 2010, Doing your research project : a guide for first-time researchers in education, health and social science, Blaxter, L, Hughes, C Tight, M 2010a, How to research, Burden, R, Burdett, J 2005, Factors associated with successful learning in pupils with dyslexia: a motivational analysis, Carroll Iles, An assessment of anxiety levels in dyslexic students in higher education, Clough Nutbrown, A students guide to methodology : justifying enquiry. Others are Davis, R 1997, The Gift of dyslexia: why some of the brightest people cant read and how they can learn, Doering, A n unusual balance of skills: dyslexia in higher education, Fred Murphy On being dyslexic: Student radiographers’ perspectives Radiography, Gold, Rotella, Chenoweth, and Zaleski, Overcoming dyslexia (Book), Hatcher, Snowling, and Griffiths, Cognitive assessment of dyslexic students in higher education, Kirby, Sugden, Beveridge, Edwards, and Edwards, Dyslexia and developmental co-ordination disorder in further and higher education- similarities and differences. Does the ‘Label’ influence the support given?, Ling and van Schaik’s, The influence of font type and line length on visual search and information retrieval in web pages. However, these are some of the results from the search with the rest being included in the reference list.Advertising We will write a custom research paper sample on Dyslexic Students: Success Factors for Support in a Learning Environment specifically for you for only $16.05 $11/page Learn More Selected sourc es The first of the works that was of relevance to the study was Fred Murphy’s work published in the radiography journal in the 2011 issue (Murphy 2011, p. 134). The purpose of Murphy’s study was â€Å"to provide an insight into life as a dyslexic student radiographer, identify barriers and risks in clinical training, and develop recommendations for the support of students with dyslexia† (Murphy 2011, p. 134). The justification of his study was the inadequacy of research into the experiences of student radiographers whose support was given only from the experience from other professions. He reported the absence of any study on the experiences of dyslexic radiography students (Murphy 2011, p. 135). The study involved comparing the abilities of dyslexic students in performing given tasks. This result was compared with the abilities of non-dyslexic radiography students. The results of the study revealed that there are few significant differences in the performance of clinical tasks by both sets of students (Murphy 2011, p. 136: Carroll Iles 2006, p.12: Perry 2003, p. 23). The ten dyslexic radiography students in the study reported difficulties and prejudices in their areas of practice. The clinical environment was also reported not to have a detailed support structure for their condition (Murphy 2011, p. 136). The study also revealed that the students had to take responsibility for most of their learning, which resulted in the development of complex strategies to cope with the condition. The study made a number of recommendations on the improvement of support structures for dyslexic students mainly for support of dyslexic students on clinical practice. This study is relevant to the current study, as it features some of the problems experienced by dyslexic students. The recommendations are also important as they apply to the dyslexic students in most of the areas of study because they face similar problems.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The research methodology is adequate for the study though the sample size used was not large enough to yield very significant results. The results are however presented in a clear manner thus making interpretation easy. The second study that was relevant to the current study was that by Robert Burden and Julia Burdett, whose work was â€Å"Factors Associated with Successful Learning in Pupils with Dyslexia: A Motivational Analysis† (Burden Burdett 2005, p.100). The study resulted from previous studies on the subject, which had established existing challenges for dyslexic students in their self-esteem (Burden Burdett 2005, p.100). The challenge in self-esteem is said to impart negative consequences on self-development of dyslexic students. Burden and Burdett set to challenge these findings (Burden Burdett 2005, p.102). The study was based on interviews conducted by the researchers on 50 boys between the ages of 11 and 16 who were dyslexic and attending a special school (Bur den Burdett 2005, p.102). The two issues they explored were the pupils’ â€Å"attitudes to learning and their sense of personal identity† (Burden Burdett 2005, p.102). They found a positive appraisal in most of the pupils they interviewed. They related this result to successful learning outcomes for the dyslexic pupils (Burden Burdett 2005, p.103). Their findings also included low levels of depression among the students with low levels of what they referred to as learned helplessness (Burden Burdett 2005, p.104). They singled this quality of the learning process in these children as an important one in their learning process. In the methodology, the number of students used indicates a significant sample for conclusion making, which again makes generalisation of the results easy. The study was also conducted in a systematic manner with the findings reported in an easy way. The use of statistical inference is also evident in the study thus making the findings of the study valid. The findings of this study are important to the current study, as they form a relationship between attitude and learning in the dyslexic students. Since the current study investigates success factors in the learning of dyslexic students, the factors discussed in the study by Burden and Burdett are important in conclusion making and inferences. The third study of significance is a pilot study by MacFarlane et al. The study is on â€Å"The effect of dyslexia on information retrieval† (MacFarlane et al. 2010, p.307). This study is the first of its kind. The results are therefore significant to the current study. The aim of the research was to fill the knowledge gap on the interaction of dyslexic people with information retrieval systems. A specific focus was made on their information seeking behaviour (MacFarlane et al 2010, p.307). The study utilised non-dyslexic people who were used as control for those under investigation. The methodology included the use of a st andard Okapi interface and two standard TREC topics, which were used to assess the information searching behaviour of the participants (MacFarlane et al 2010, p.312). The study demonstrated the differences between information seeking behaviours of dyslexic people with those of the controls using log data being recorded (MacFarlane et al 2010, p.323). From the study, â€Å"Session data indicated that there may be an important difference between the number of iterations used in a search between the user groups, as there may be little effect from the topic on this variable† (MacFarlane et al 2010, p.324). This inference is a relevant finding in the study of the problems encountered by dyslexic students. It is applicable in making conclusions in the study currently being undertaken. The authors found a knowledge gap in knowledge seeking behaviours of the dyslexics. They had no template on which to compare and use to critique their findings. There is therefore a need to conduct mo re research in this field. However, the layout and presentation of the results are systematic. The conclusion made tallies with the results they found. As for the methodology, the sample size was adequate enough. The methods used in data collection were relatively accurate. The use of statistical inference in the research is plausible, as it makes it an important study for the topic being discussed. The last of the important studies gotten from the literature review is the work of Taylor, Duffy, and Hughes (2007, p. 26), which investigated â€Å"The Use of Animation in Higher Education Teaching to Support Students with Dyslexia.† The study was carried out in the higher education setting of the United Kingdom. The use of animated materials to support the learning of students with dyslexia was studied. The study design involved the use of thirteen dyslexic undergraduate computing students. The use of animation in their learning was investigated and compared with ordinary teachi ng methods (Taylor, Duffy Hughes 2007, p. 27). The results of the learning were then evaluated and inferences made accordingly (Taylor, Duffy Hughes 2007, p. 29). A control group of non-dyslexic students was utilised for the study. From the findings, â€Å"it appeared that appropriate animated learning materials were perceived as being more useful than equivalent static learning materials by both the students with dyslexia and the control group of non-dyslexic students† (Taylor, Duffy Hughes 2007, p. 27). The non-dyslexic students preferred the animated methods of learning as compared to the dyslexic students under study. The conclusion from the study was therefore that animated learning was of less significance in the learning of the dyslexic and the non-dyslexic students(Taylor, Duffy Hughes 2007, p. 29). The sample size used to make the conclusion was small. This drawback would reduce the accuracy of the findings and the reported conclusions. The use of statistical ana lysis is also not apparent in the study. The methodology appears to be limited in the ability to draw important conclusions. On the other hand, the reporting and use of statistical representation in the work is appropriate, and so is the analysis of the results. The work is important to the study being investigated, as it focuses on the dyslexic learning behaviours and one of the methods that may be used to aid learning for these students. Research proposal Topic description As indicated above, the topic for the study is, ‘Dyslexic Students: Success Factors for Support in a Learning Environment.’ Dyslexia has been described as a medical mystery with a number of researches done on the causes and possible solutions (Kirby, Sugden, Beveridge, Edwards Edwards 2008, p. 19). The modern education system has many dyslexic students. Teachers and instructors in institutions of higher learning are faced with the difficulty of effectively imparting knowledge to these students (Hat cher, Snowling Griffiths 2002, p. 76). A number of methods have also been suggested on how to support the train of the dyslexics. The methods have also been applied with varying results. Dyslexia has been classified and defined as a language learning disorder characterised by spelling, reading, and writing deficits (Gold, Rotella, Chenoweth Zaleski, 2003, p.63). A number of causes for the conditions have been suggested with some suggesting that dyslexics see words backward. However, some scientific evidence shows that the students have a problem in the sight for words and producing the sounds made by these words (Doering 2003, p. 16). The conventional methods of learning are not appropriate for the dyslexics. Most of the instructors find it hard when using them to teach the dyslexics. With the available methods of teaching dyslexics available, this research focuses on the success factors in the learning environment of dyslexics. The students have to memorise each new word they com e across. They hope to remember them in the next session (Ling van Schaik 2006, P. 39: Neurodiversity 2010, p.98). The learning environment for dyslexic students is different from that of conventional students. Several factors determine the success of teaching them in this environment (Madriaga 2007, p. 28). These factors form the basis of the study. Aims and objectives The main aim of the study is to investigate the success factors for support in a learning environment for dyslexic students. The study will therefore target to determine the factors affecting the success of learning for dyslexic students. Over the past, studies have been done on the best methods to teach dyslexic students with suggestions being made on the appropriate changes to be made (Davis 1997, p. 16). Follow-up studies have however shown mixed results while using the study methods proposed. This study therefore establishes the success of the methods in place to augment teaching for dyslexic students. Another a im of the study is to investigate the relationship between the learning environment and the learning outcomes for dyslexic students. As indicated above, various studies have found differing results on the effects of learning environments for dyslexic students (Reid Kirk 2001, p.29). The study will therefore utilise the results from some of the studies in a bid to compare them with those from the data collected on learning environments and learning outcomes for dyslexic students. Another aim of the study is to investigate the number of students benefiting from special methods for teaching dyslexics. In the past, the number of institutions offering special methods to teach dyslexics has been declining with few of the dyslexics being discovered (Reid Kirk 2001, p.29). The study therefore investigates the institutions and methods in place to train dyslexics showing how effectively they are doing this. The other objective of the study will be to find out the methods of diagnosing dysle xics in the institutions where the study will be conducted. Depending on the institutions, the methods used to diagnose special students vary, as it is also the case for dyslexic students. The study will therefore aim to find out the measures in place to diagnose these students in the institutions. The other aim of the study will be to determine whether dyslexic students are provided with extra tutorials in these institutions. Method of choice and pilot study In conducting a research or a study on the topic, the method to be used is significant as it determines the accuracy of the results that will be used to make conclusions (Bell 2010, p.23). The strength of the conclusions will therefore depend on the type of methods used for the research (Bell 2010, p. 23). A combination of methods has been found to be appropriate for making solid conclusions (Bell 2010, p. 23). The method of choice for the study will be the use of questionnaires for the department heads for the various institut ions with dyslexic students. The contents of the questionnaire include the details of the institutions to be sampled and the respondents. Some of the questions to be addressed include whether the institution has any dyslexic students. The questionnaire will also elicit for the opinions of the respondents of the on how to improve the measures in place for the improvement of learning resources for dyslexics in the library in their institutions. The second method to be used for data collection will be the use of interviews. The use of interviews in research enables the researcher to get the opinions of the interviewees thus allowing more of the objectives of the study to be covered (Clough Nutbrown 2007, p. 27). The interview will cover the questions not addressed in the questionnaire to provide for the addition of more information that may be necessary for the study. The conducting of the pilot study will be done in one of the selected institutions, which will involve a relatively fe wer number of respondents (Clough Nutbrown 2007, p. 27). The pilot study will be used to test the methods used in the actual study in a bid to establish the likely problems in carrying out the study. Sources of data The sources of data for this study are mainly derived from previous studies. They will be used to compare the results from the study. The use of peer reviewed journals and other professional works around the topic and objectives of the study will be made. The sources will be analysed for any relevance to the study before inclusion. The main sources of data for the research will be the performance registers for the students under the study. In the institutions where the study will be conducted, the results of the examinations sat by the dyslexic students will be utilised as the sources of data. The other sources of data for the research will be the records of the institutions with dyslexic students. These sources will be used to evaluate the number of students in the ins titutions with the condition. As indicated above, the data will be used to make conclusions on the achievement of factors for success in the learning environment for dyslexics. As a requirement, the strength of conclusions made by the research will be based on the statistical strength of the work, which will therefore be important to maintain (Clough Nutbrown 2007, p. 27). For the results of any research to be credible and generalisable to the wider public, the sample to be used must be representative of the population under study (Wolcott 2001, p.34). To achieve this goal, the sample size has to be large with a large number of participants to achieve the normal distribution of results (Wolcott 2001, p.34). The sample size will therefore have to be larger than fifty to make the results of the study as accurate as possible. The sample to be used will also be obtained by the use of an appropriate inclusion and exclusion criteria. The use of the criteria also improves the quality of t he findings for the research. Data analysis The methods used for analysis of data results for research purposes are equally as important as the methods used to achieve them (Wolcott 2001, p.34). The various methods of data analysis should be accurate enough to provide results that can be generalised for the population under study (Wolcott 2001, p.38). These methods are however dependent on the type of data that is gotten from the study. Some of the most utilised methods of data analysis are the gated counts that are manually done on paper and the use of statistical packages (Wolcott 2001, p.36). The gated method is tedious to use in analysis of multiple sets of data as it involves a number of processes (Wolcott 2001, p.37). It is however accurate to use especially for smaller sets of data. In terms of the speed used to analyse this method of data analysis, the time taken is relatively longer compared to the use of statistical packages (Wolcott 2001, p.34). On the other hand, the use of statistical packages in the analysis of statistical data is gaining popularity due to the established efficiency (Wolcott 2001, p.34). It takes a shorter time in analysing data. They are therefore important where there are a large number of sets of data involved (Wolcott 2001, p.34). For both of these methods, some errors may occur. The methods may therefore be combined for accuracy (Blaxter, Hughes Tight 2010, p. 12: Nielsen 2001, p. 34). For research on the success of factors for support in the learning environment for dyslexic students, a combination of data analysis methods will be used to ensure accuracy in the final results. The sample results will be analysed using the gated method, which will then be followed by analysis using an appropriate statistical package. Synthesis pattern The synthesis of results is important in any research as it determines the quality of the research. For this particular research, the synthesis will mostly be in the terms of the groups used. A fter analysis of the results, they will then be synthesised according to the related findings. Similar characteristics in the learning environments of dyslexics will be synthesised together to make a logical outcome. In the previous studies on dyslexics, the synthesis methods used were mainly applied to the results of the test performance (Reid Kirk 2001, p.29). The same methods will be used in this proposal. Project management The project will need significant funding, which will be used to offset the charges in the project, as well as the costs of the various tools and staff utilised in the study. The first cost that will be incurred is in the materials used to develop the project. They include stationery and printing charges. In producing the final draft of the proposal, a number of papers will need to be printed for review by the authorities responsible. They will significantly contribute to the cost incurred. When the draft is complete, the instruments for the pilot study and the actual study will then be prepared. They will also need significant funding (Wolcott 2001, p.34). The study will be carried out by a number of people over a number of days. Analysis will also involve a number of people based on the size of the sample (Bell 2010, p. 21). The staff therefore required in the carrying out of the study will be a significant source of cost for the project and the research. In getting to the field where the data will be collected, the staff and the people responsible for the study will need to travel. This travelling will take place throughout the period of the study. The use of both private and public means of transport to these areas will therefore need a significant amount of money. This need will contribute to the increase in the budget for the research. Other costs to be incurred in the research include the publishing of the results, the organisation of meetings to discuss the study, and the overhead costs. As an estimate, the research will likely utilise a thousand dollars, which is an estimate that could increase or reduce based on the size of the research. Disseminating findings The findings of any study are only important if they are provided to the relevant authorities for action. They should also be made public to ensure change is effected based on the findings and the results from the research. For the research proposed above, the results are significant to the learning institutions, which have dyslexic students in their classes. For them to fully utilise the results, a feedback will need to be planned. A report should be handed to the institutions where the study was conducted. The report should contain the methodology of the study, the results obtained from it, the recommendations, and other information from the study that may be relevant to the institutions. When the report is provided to the institutions, a session could also be provided to the people concerned. This session should be in a PowerPoint presentation. It should be in simple language for them to understand. It should also be informative. Another way of disseminating the results would be the use of professional and peer reviewed journals (Bell 2010, p. 23). These would then publish the results to be available for the scholars and general public. The relevant authorities could also be provided with a copy of the final report to make any changes and or gauge their performance based on the findings (Bell 2010, p. 23). The results could also be published in newspapers and magazines offering relevant information to the population concerned. Other methods of dissemination of the results include public lectures and tutorials. For the method chosen to disseminate the results, the target should be to reach the people that will have the most use of them. Conclusion In conclusion, the research involves finding out the factors of success in the learning environments of dyslexics. The topic was chosen due to the established problem in the lear ning of dyslexics especially when conventional methods of teaching are employed. The number of dyslexics in the institutions of higher learning is also reported to be increasing. This revelation justifies the need for the research. The study aims to achieve the mentioned objectives with the most important being to determine the success factors in the learning environment for dyslexics. A combination of methods has been suggested for the study with the use of questionnaires and interviews being considered. The questions will be addressed to the teaching authorities in the institutions established. The results will then be compiled. A pilot study will also be conducted to establish the problems likely to arise in a bid to plan for the research. The sources of data will be the records from the institutions especially the tests given to these students. The analysis of the data will be done by the use of a combination of methods, which will be simple gated counts and the use of statistic al packages. In the project management, the main cause of concern is the cost of carrying it out. Some of the costs that will be incurred include the staffing, travelling to the institutions, and making of the test instruments. An estimate of this cost has been given. The findings will then be disseminated in a number of ways with the feedback being made to the authorities responsible. A presentation will be made followed by a copy of the report that will be handed to the institutions. References Bell, J 2010, Doing your research project : a guide for first-time researchers in education, health and social science, Open UP study skills, McGraw-Hill Open University Press, Maidenhead. Blaxter, L, Hughes, C, Tight, M 2010, How to research, McGraw-Hill/Open University. Burden, R, Burdett, J 2005, Factors associated with successful learning in pupils with dyslexia: a motivational analysis, British Journal Of Special Education, vol. 32, no. 2, pp. 100-104. Carroll, J Iles, J 2006, An as sessment of anxiety levels in dyslexic students in higher education, British Journal of Educational Psychology, vol. 76, no. 3, pp. 651-62. Clough, P Nutbrown, C 2007, A students guide to methodology: justifying enquiry, Sage Publications, Los Angeles, London. Davis, R 1997, The Gife of Syslexia: why some of the brightest people cant read and how they can learn, Souvenir Press Ltd., Great Britain. Doering, JW 2003, An Unusual Balance of Skills: Dyslexia in Higher Education, Contemporary Review Company, Harvard. Gold, F, Rotella, M, Chenoweth, E, Zaleski, J 2003, Overcoming Dyslexia (Book), Publishers Weekly, vol. 250, no. 14, p. 63. Hatcher, J, Snowling, J, Griffiths, M 2002, Cognitive assessment of dyslexic students in higher education, British Journal of Educational Psychology, vol. 72, no. 1, p. 119. Kirby, A, Sugden, D, Beveridge, S, Edwards, L Edwards, R 2008, Dyslexia and developmental co-ordination disorder in further and higher education- similarities and differences. Do es the ‘Label’ influence the support given?, Dyslexia (10769242), vol. 14, no. 3, pp. 197-213. Ling, J van Schaik, P 2006, The influence of font type and line length on visual search and information retrieval in web pages. Web. MacFarlane, A, Al-Wabil, A, Marshall, R, Albrair, A, Jones, A Zaphiris, P 2010, The effect of dyslexia on information retrieval, Journal of Documentation, vol. 66, no. 3, pp. 307-26. Madriaga, M 2007, Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond’, Disability Society, vol. 22, no. 4, pp. 399-412. Murphy, F 2011, ‘Being dyslexic: Student radiographers,’ Perspectives Radiography, vol. 17, no. 2, pp. 132–138. Neurodiversity 2010, ‘Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences, Publishers Weekly, vol. 257, no. 17, pp. 97-8. Nielsen, S 2001, Guidelines for Library Services to Persons with Dyslexia, IFLA Conference Procee dings, vol. 1 no. 1, pp. 1-4. Perry, A 2003a, Network Influences on Scholarly Communication in Developmental Dyslexia: A Longitudinal Follow-up, Journal of the American Society for Information Science Technology, vol. 54, no. 14, pp. 1278-95. Reid, G Kirk, J 2001, Dyslexia in adults : education and employment, John Wiley, Chichester, New York. Taylor, M, Duffy, S Hughes, G 2007, The use of animation in higher education teaching to support students with dyslexia, Education + Training, vol. 49, no. 1, pp. 25-35. Wolcott, F 2001, Writing up qualitative research, Sage Publications, London, Thousand Oaks, Calif.

Phrases to Use to Confirm Information

Phrases to Use to Confirm Information There are certain times in our lives that we need to make sure we understand everything. That’s when clarifying information becomes important. If we want to double-check, we can ask for clarification. If we want to make sure that someone has understood, you can request confirmation that someone has received the message. This type of clarification is especially useful in business meetings, but also in everyday events like taking directions over the telephone or checking an address and telephone number. Use these phrases to clarify and check information.   Phrases and Structures Used to Clarify and Check that You Understand Question Tags Question tags are used when you are sure you have understood but would like to double check. Use the opposite form of the helping verb of the original sentence at the end of the sentence to check. S Tense (positive or negative) Objects , Opposite Auxiliary Verb S You’re going to attend the meeting next week, aren’t you?They don’t sell computers, do they?Tom hasn’t arrived yet, has he? Phrases Used to Rephrase to Double Check Use these phrases to indicate that you would like to rephrase what someone has said in order to make sure you have understood something correctly. Can I rephrase what you said/have/said?So, you mean/think/believe that ...Let me see if I’ve understood you correctly. You ... Can I rephrase what you mean? You feel it’s important to enter the market now.Let me see if I’ve understood you correctly. You would like to hire a marketing consultant. Phrases Used to Ask for Clarification Could you repeat that?I’m afraid I don’t understand.Could you say that again? Could you repeat that? I think I may have misunderstood you.I’m afraid I don’t understand how you plan to implement this plan. Phrases Used to Make Sure Others have Understood You It’s common to ask for clarifying questions after you presented information that might be new to those listening. Use these phrases to make sure everyone has understood. Are we all on the same page?Have I made everything clear?Are there any (more, further) questions? Are we all on the same page? I’d be happy to clarify anything that’s not clear.Are there any further questions? Let’s take a look at a few examples to help clarify. Phrases Use these phrases to repeat information to make sure everyone has understood. Let me repeat that.Let’s go through that again.If you don’t mind, I’d like to go over this again. Let me repeat that. We’d like to find new partners for our business.Let’s go through that again. First, I take a left at Stevens St. and then a right at 15th Ave. Is that correct? Example Situations Example 1 - At a Meeting Frank: ... to end this conversation, let me repeat that we don’t expect everything to happen at once. Are we all on the same page?Marcia: Can I rephrase just a bit to make sure I’ve understood? Frank: Certainly.Marcia: As I understood, we’re going to open up three new branches over the next few months. Frank: Yes, that’s correct.Marcia: However, we don’t have to make all the final decisions right now, do we? Frank: We only need to decide who should be responsible for making those decisions when the time comes.Marcia: Yes, Let’s go through how we’re going to decide that again. Frank: OK. I’d like you to choose a local supervisor you feel would be up to the task.Marcia: I’m supposed to let him or her choose the location, aren’t I? Frank: Yes, that way we’ll have the best local knowledge.Marcia: OK. I think I’m up to speed. Let’s meet again in a few weeks. Frank: How about Wednesday in two weeks?Marcia: OK. See you then. Example 2 - Getting Directions Neighbor 1: Hi Holly, could you help me out?Neighbor 2: Sure, what can I do? Neighbor 1: I need directions to the new supermarket.Neighbor 2: Sure, that’s easy. Take a left on 5th Ave., turn right on Johnson and continue straight ahead for two miles. It’s on the left. Neighbor 1: Just a moment. Could you say that again? I’d like to get this down.Neighbor 2: No problem, take a left on 5th Ave., turn right on Johnson and continue straight ahead for two miles. It’s on the left.Neighbor 1: I take the second right on Johnson, don’t I?Neighbor 2: No, take the first right. Got it? Neighbor 1: Uh, yes, let me just repeat. Take a left on 5th Ave., turn right on Johnson and continue straight ahead for two miles.Neighbor 2: Yes, that’s it. Neighbor 1: Great. Thanks for your help.Neighbor 2: No problem.

European and Native American Culture Essay Example | Topics and Well Written Essays - 500 words

European and Native American Culture - Essay Example However, but all this kindness from the settlers also came with negativity to the locals natives as the trade of blankets was not that welcoming as it was a means for the early settlers to spread smallpox to the natives. The natives’ immune systems were poor as compared to the settles this made them weak and easy to conquer after being poisoned. Also, lead to war, slavery, and territorial dispute. The relationship was uneasy the two cultures differed in language, customs, lifestyles; the Europeans viewed the Natives Americans as uncivilized, ignorant heathens, uncouth, unsophisticated, dirty, and unethical. Concerns came from missionaries with the introduction or religion in America; this not only affected their social status but also their culture and values2. The hardship encountered by early settlers started in their voyage, they had less food, diseases were uncontrollable few children survived the trip. Scurvy seasickness, dysentery, fever, and other diseases killed them before they arrived. Winter in north America was much more colder as compared to Europe winter this was a challenge to the early settlers a good example is ,â€Å"The first English Colony on Roanoke Island what is now North Carolina, "the Lost Colony." The entire original colony disappeared.† Due to weather hardship diseases such as Malaria, dysentery, yellow fever, small pox was a common feature. Colonies experienced sickness, starvation, and conflicts with the Native American cultures, such colony was Jamestown which undergone a major blow of hunger and diseases stricken early settlers3. Religion has contributed a lot to the history of America. At Cape Henry, in Virginia the first Episcopal Church was established in April 1607. Then followed by a parish in Jamestown, Virginia, in July 1620 a separate group from English emigrants docked in North

At-Will Employment Essay Example | Topics and Well Written Essays - 750 words

At-Will Employment - Essay Example In 1980, the Supreme Court of California, in a landmark case that involved ARCO, endorsed this rule as articulated earlier by the court of appeal. The actions that resulted from employees became known as Tameny actions in California for wrongful termination that violated public policy (Barbash et al 11). Several statutory common law exceptions have been in existence since 1959. The common law protects employees from retaliation from an employer if they are ordered to perform something illegal. The burden of proof, however, remained with the employee. The legislature of Montana passed the WDE Act that, although purporting to preserve the concept in law, expressly enumerates wrongful discharge actions in legal basis (Barbash et al 12). It was the only state in the US that chose to modify the at-will employment rule, doing so in 1987. Why it exists Employment with a firm is at-will, meaning that employment is bound to be terminated at whichever time with or sans notice or cause (Barbash et al 20). This also means that a firm can terminate one’s employment at any time by either issuing or not issuing cause or notice. Additionally, the firm may also require altering the status of employment, hours of employment, the schedule or demotion at its own discretion with or sans cause or notice. While the firm will generally adhere to progressive discipline, they are not obligated or bound to do this. As an employee employed at-will, in any manner, an individual does not have a guarantee that they will be employed for a particular period (David 20). No one at the firm, with the exception of the president, in a signed contract can make any promise or representation to an employee that they are anything but an at-will employee. Supervisors, managers or employees, who make such representation or promise to an employee, are not authorized to carry out this duty. Exceptions For at-will employees, there are exceptions given to the general rule. Under public policy in the l aws of a majority of the states, an employer cannot terminate employment of an employee if it is a violation of a public policy that is well established by the state (Ford et al 52). For instance, employers may generally not fire employees if they make a compensation claim since the policy that requires them to pay compensation to the workers as clearly set out by state statute. Terminating employment for the reporting of illegal activity is also a violation of public policy. Another exception has to do with retaliation or discrimination. Under federal law, employers may not use discrimination when terminating an employee based on disability, age, national origin, sex, religion, color or race (Ford et al 53). Many municipalities and states also prohibit employee termination based on sexual orientation. The employer may also not fire an employee as an act of retaliation if they make a complaint regarding harassment or discrimination. A different exception is related to implied contra ct. At times, the conduct or words of an employer could create the implication of an agreement limiting the ability of that employer to terminate the employment terms of an employee at-will (David 54). For instance, when the employer’s handbook on employees states that, the employee is liable for termination for a cause that is just;

Tooley Final Essay Example for Free

Tooley Final Essay Several ethicists, such as Michael Tooley, Mary Anne Warren, James Rachels and Virginia Ramey-Mollenkott have put forth criteria that a being must fulfill in order to be considered fully human. For some these criteria apply to any entity, whether before or after birth. In fact, according to Tooley birth has no bearing on the moral status of the newborn.† Christiananswers.net/q-qum/q-life022.html Michael Tooley’s concepts are rather rude and presumptuous. An atmosphere of cruelty colors his ideal of what makes, not only unborn children but children who are born and functioning as organisms, independent of the life giving and sustaining resources of their mother’s womb. Birthed and fully functional as a bodily organism, Michael Tooley, questionable as an ethicist uncorks a line of reasoning that does not meet the measure of what’s considered ethical. Tooley writes that an infant â€Å"cannot have a right to continued existence unless he possesses the concept of a subject of experiences, the concept of a temporal order, and the concept of identity of things over time. It follows that a none self-conscious being with no desire for its own continued existence has no right to life.† (Christiananswers.net/q-qum/q-life022.html) Tooley’s proposition is of the ghastly Hitlerian type that ruined Germany and Europe in WWII. The most ardent abortionist will affirm life following birth. Tooley manufactures a criterion, without any credible means to give precedence to his idea. On his privately concocted line of reasoning, someone would be fool enough a justification to put a newborn to death. Mr. Tooley’s thinking is the whispiest means to so conclude. History has already taught us the lesson that Tooley apparently thinks he’s come up with something for people to aspire to someday. Michael Tooley is distinct, even from abortionists in extending borders defining when life is viable and under what condition.. Mr. Tooley’s idea has every apperance of being a repudiation of life itself, as only on the extreme end being conceived and born does baby have the slightest chance of being viewed as a human being under Tooley’s idea. Tooley falls woefully short in comprehending self-awareness. Even an infant will turn their head from more food, if full. They have an intuitive level of awareness whose factoring evidences itself in their function and, doubtless, if their survival were being choke off. The idea of self-consciousness that meets someone’s an artificial conceptual frame is entirely baseless. To suggest an infant has no will to live is an affront to the intelligence of anyone who’s had any caring experience with young tykes. An infant is quite capable of protesting to communicate their displeasure. The majority of their emotional outbreaks have to do with issues that could quickly turn into a life threatening situations. Mr. Tooley invested his standing as a man of letters in an idea that can only appeal to the darkest minds who could live with themselves as practitioners of infanticide. Works Cited’ http://christiananswers.net/q-sum/q-life022.html

stress and law enforcement Essays -- essays research papers

Management and Dealing with Stress in Officers   Ã‚  Ã‚  Ã‚  Ã‚  It is important that law enforcement officers are able to handle stress and build his or her zone of stability. Officers have a ready-made support system in each other. They better understand the special problems and feelings that come with the job that friends and family members don’t. That doesn’t necessarily mean that this relationship with their fellow officers will cure all. Sometimes, because of the â€Å"macho† image that police officers uphold, they will give back negative feedback in a situation where an officer needs comfort. For example, an officer shoots someone in the line of duty and is having an emotional struggle with it, and a fellow officer (who thinks he is supporting that officer) makes a comment like, â€Å"Good job, that dirt bag deserves it.† In a situation like that, a fellow officer feels worse and more stressed. It is very important for management, whether police or correctional, to make sure that they can prop erly help out their officers when needed. There are many things that happen on the streets and in prison that can severely effect an officer. It is only with a good management system and staff that officers will have the proper support to move on.   Ã‚  Ã‚  Ã‚  Ã‚  A major stressor is when a law enforcement officer must deal with death. No one is mentally or emotionally prepared to deal with death. When a law enforcement officer has to notify the next of kin, they must pass through stages of notification. The first stage is to prepare by creating a self-protecting sense of social distance for the officer. An experienced officer will be more concerned with containing the emotions of the recipient rather than their concern for how they will cope. The next stage is the delivery. It only takes a few seconds to deliver the news, and the officer will use their badge, uniform, and the formality of the delivery as a way to protect him/herself from this personal situation (Looney & Windsor 1982). Dealing with the pain that you see in other people is a major adjustment. It will take time and experience for a law enforcement officer to cope with this aspect of the job.   Ã‚  Ã‚  Ã‚  Ã‚  The most traumatic event in a law enforcement officer’s job is dealing emotionally with the involvement in a shutting incident. Officers may suffer from pos... ...lp make a team run smoothly and efficiently. Support must always be shown from management to it’s officers. Reducing stress in officers can effectively help the team run better. Especially in times of need, like death, management needs to step up and use the techniques they have been trained to safely help their officers in troubled times. With a management that can properly help out their team, the team can move on and run efficiently and effectively. When officers need help with an aspect of the job emotionally, and management can step in to help, the officer will feel better knowing that management is on their side and that they are based one hundred percent. A good management can make the difference between and O.K. team and an outstanding team. References Jacobson, Edmund (1978). You Must Relax. New York; McGraw Hill. Looney, H. & J. L. Windsor. (1982) Death Notification: Some Recommendations. The Police Chief. March, page 30-31. Solomon, R. M. (1988). Post-Traumatic Trauma. The Police Chief. October, page 40-44. Solomon, R. M. (1990). Administrative Guidelines for Dealing with Officers involved in on-duty shooting situations. The Police Chief. February, page 40.