Applying Plain Packaging On Cigarette Cases Essay

With the looming possibility of implementing plain packaging on cigarette cases, the lobbyist involved uses certain facts to shed light on the seemingly hidden implications of the plain packaging policy. The main concern of the lobbyist and the advantage point lies within how uninformed the general populous is. The lobbyist essentially claims that the plain packaging policy has no proof of being an effective method of diminishing the number of smokers. Though the lobbyist asserts that it is invalid, this research essay will introduce compelling evidence and experimental data that suggests that the notion behind the plain packaging policy is actually an efficient method for minimizing the popularity of smoking. This paper will also look at opposing points of views that argue otherwise and the issue with their allegations. Before analyzing academic sources that convey the effectiveness of plain packaging, it is crucial to understand what plain packaging is and how it works. Harry Clarke and David Pentice’s article describes plain packaging as the removal of all aesthetic features from tobacco packages. Strictly speaking, a set of explicit specifications determines what a package must have to be considered plain packaged. Some of these specifications include changing brightly colored cigarette packs to packages that contain â€Å"standardized drab dark-brown [colors,] with trade names in a standard font† (Clarke and Pentice). Furthermore, instead of allowing graphic content thatShow MoreRelatedPricing for Convenience Goods12585 Words   |  51 Pages In a primitive society, the exchange value may be determined by trading a good for some other commodity. A horse may be worth ten coins; twelve apples may be worth two loaves of bread. More advanced societies use money for exchange. But in either case, the price of a good or service is its exchange value. Pricing strategy deals with the multitude of factors that influence the setting of a pric e. 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Egyptian Contributions And Greek Culture - 1678 Words

THESIS STATEMENT Egyptian contributions were critical to the development of Greek culture. The Nile Valley civilization is the basis of philosophy, science, and medicine that is often times solely credited to the Greeks. PURPOSE STATEMENT After thorough research and analysis the Nile Valley Contributions to Greek civilization are evident. THE BEGINNINGS Ancient Greece is regarded as the beginnings of advanced sciences and philosophies and the fundamentals of the western world. For years, Greek culture has been taught in schools and held in a high esteem. Egyptian sciences, while necessary, are not deemed with the same respect and often times critical rediscoveries of the Greeks are exclusively accredited to them. The long standing Egyptian empire predated Greece extensively, and reached a high in architecture, mathematics, astronomy, philosophy, and much more that the Greeks did not reach. Greece’s period of enlightenment was due to the new insights learned from Egypt. Greek scholars returned after years of studying century old works to be named the â€Å"fathers† or their subject. However, many times these â€Å"Fathers† were missing immense detail despite having access to the growing discoveries of the Egyptians, and the spectacular accomplishments of the Greeks are always traceable to its North African neighb or. THE EGYPTIAN MODEL Numerous works of philosophy have been undeniably similar to that of the Egyptians. Greek philosophers studied in Egypt for many years to form theShow MoreRelatedCivilization is Connected from the Mesopotamians to the Powerful Roman Empire836 Words   |  4 Pagesbecame foundational to Western culture from the Mesopotamian civilizations to the emergence of the Romans. The contributions of a variety of cultures shaped the course of Western history. The Mesopotamians and Egyptians are among the first civilizations to make a valuable contribution to Western Civilization. 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Contribution of Micro and Small Enterprises

Question: Discuss about the Contribution of Micro and Small Enterprises. Answer: Introduction: The contribution of the Micro and Small Enterprises has not received its full potential but it is clear from the findings that they are on the right tract. The KSA government has engaged in various initiatives and programs that will help boost the growth Micro and Small Enterprises. Nevertheless, there is a need for much more to be done beyond financial access increment for this sector (Al-Khaldi Wallace, 2009). Micro and Small Enterprises is the way to help the KSA to get rid of its overreliance on oil sector which is always prone to detrimental challenges due to oil prices fluctuations. As been seen from the discussion, comparatively, KSA Micro and Small Enterprises set the stage for the other economies in MENA or GCC region and this is a good news to the KSAs economy. It has been indicated from the study findings that KSA has over 1.97 million business enterprises with Micro and Small Enterprises sector taking the lion share at 90%. Moreover, it is also clear that over 85% of the Micro and Small Enterprises in KSA describes the single proprietor firms with about 74% being in trade and contrition sectors. The current contribution of Micro and Small Enterprises to the GDP of KSA stands at 33% (Asad Sadi Henderson, 2011). Nevertheless the KSA government should have it in mind that this figure is much lower in comparison to developed economies such as the United States. Even though it is known that the Micro and Small Enterprises contribution to the GDP of KSA economy is higher comparatively to other to other GCC economies. There is a need to remind the government that the value of the programs and initiatives already invested in Micro and Small Enterprises sector remains comparatively high than the returns that Micro and Small Enterprises have remitted to the economy. Accordingly, there is a call to action that the government needs to make sure that KSAs Micro and Small Enterprises reach the full potential. The labor force intake by the KSAs Micro and Small Enterprises is still relatively low at 25%. The government needs to encourage Micro and Small Enterprises to employ more by not only availing the financial based required by training and development of the Micro and Small Enterprises through upskilling and emotional support (Ghanem, 2013). The government should shift attention into helping the Micro and Small Enterprises to manage their firms effectively as this will boost the current 10% of the total workers employed by Micro and Small Enterprises to over 50% of the Saudi nationals compared to immigrants. It is quite unfortunate the despite the various and expensive programs driven by the KSA government to boost Micro and Small Enterprises, the KSA natives account for a minute percentage in their labor force. The government of KSA should realize that there is a great potentiality for the Micro and Small Enterprises growth and subsequent contribution to the countrys economic development. Since the country gives a home for over 20% of the entire Micro and Small Enterprises in the MENA region, it has the potential to greatly contribute to the economic growth and development. Moreover, KSA has stayed as the largest economy in the GCC coming second to United Arabs Emirates which is the most developed Micro and Small Enterprises sector in the GCC (Looney, 2004). There is a potential for Micro and Small Enterprises in KSA to rise above those in the United Arabs Emirates. This is because KSAs Micro and Small Enterprises average share lending of entire loans is currently 3% compared to the 2% for the GCCs average. This means that KSA Micro and Small Enterprises have more access to loans and the capital required to start and run businesses. Moreover, KSA enjoys the largest number of both public and private Micro and Small Enterprises sector support programs with the GCC area. This further points the potentiality to Micro and Small Enterprises have to become the number one contributor to the KSAs economy in the entire MENA and GCC region. Moreover, lucrativeness of KSA is also much better than the G20 countries in terms of the cost of establishing a business in KSA. This is because it is currently estimated as one-third relative to the average G20 economies, hence a lucrative podium for the Micro and Small Enterprises budding. Even the future examination or outlook of the KSAs Micro and Small Enterprises sector is promising. It is has been ranked second with the MENA region with position being UAE based on the Ease of Doing Business Report released by the World Bank in 2015. Simply put, KSA has been ranked the uppermost for acquiring credit information among the MENA region economies. The report by the World Bank indicated that KSAs effectiveness of doing business based on ten parameters specifically on the basis of government business regulation on the basis of 2015 aggregate ranking and distinguished based on fundamental indicators as complexity and cost of regulatory process as well as measure of the strength of legal institutions. On the basis of this quantitative examination against ten parameters, KSA ranks forty-nine in the year 2015. On the other hand, within MENA region, KSA ranks 2nd after the UAE. Moreover, KSA has highest ranking for obtaining credit information among every economies in the MENA area. Nevertheless, Micro and Small Enterprises authority requires to ease out the procedures for commencing a business as well as for undertaking globally. Moreover, the EY held the EOY 2014 award in KSA which has served to encourage the Micro and Small Enterprises sector in KSA. The EY has subsequently built on the KSA Micro and Small Enterprises immense success program and subsequently declared the launch of the EOY 2015 award in KSA for the 2nd time. Also, the KSAs youths have proved their entrepreneurial authorities and powers despite the average of Micro and Small Enterprises being merely seven years. The worldwide entrepreneurs have accelerated innovation besides creating job opportunities, specifically during the economic downturns. The EYs of EOY initiative or programs integrates as well as rejoice the vision, creativity as well as commitments of the most deserving global entrepreneurs. The KSA has had an opportunity to hold this program due to its place in the Micro and Small Enterprises sector in 2014. This means that KSA has had successful entrepreneurs and this even explains why the initial launching of program occurred in KSA. The Kingdom of Saudi Arabia should take the advantage of the benefit packages that this program comes with to boost the morale of their Micro and Small Enterprises to hit their full potential. This is because the EOY carried out in 2014 emphasized specifically on the Micro and Small Enterprises together with fast-growth economies including KSA where Micro and Small Enterprises remains the chief drivers of growth and development of economy. The program has recognized KSA as one of the most competitive nations among the G20 cohort countries. KSA Micro and Small Enterprises should, therefore, grow faster than it is currently growing because the average time consumed to commence a business remains one of the lowest relative to the G20 economies. KSA is also an industrial hub in both GCC and MENA area besides having a firm together with growing economy. This indicates that the future decade bodes well for the Micro and Small Enterprises development in the country. This is essentially as a result of the lack of targeted as well as customized assistance from banks. The government should take it upon itself to ensure that there is an effective targeted and customized banks assistance focusing on the KSAs youths. Moreover, it is also clear that the youths have been demoralized by the lengthy bureaucratic procedures that present a daunting challenge to the KSA Micro and Small Enterprises sector. Even though the paper acknowledges the much efforts already taken by the KSA government to reduced or eliminate such bureaucracies, much is still needed to be done to ensure that an enabling environment prevails for the Micro and Small Enterprises to bud faster in the KSAs economy. It had been approximated that the investment of Micro and Small Enterprises at the end of 2015 would have risen to hit over USD seventy billion. It was also estimated that the Micro and Small Enterprises sector would be contributing 35% of to the GDP. However, it is clear that these estimation have not been achieved despite the government programs and initiatives. The Micro and Small Enterprises sector and the government of KSA should shift focus on speaking to various challenges identified in the sector. For example, some of the shortcomings of Micro and Small Enterprises performance is primarily attached to the lack of targeted and ongoing support services. In KSA, capital access including debt and equity remains a principal challenge (Tuncalp, 2009). The equity investment is crucial for any given survival of a venture in the initial stage, but in the KSA, there is inadequacy of angel investors as well as venture capital funds. The Micro and Small Enterprises capital lending is pegged at three percent in KSA as a percentage of entire loans. This is, however, stays low relative to the emerging economies average of twenty percent as well developed economies average of twenty-five percent. Notwithstanding the substantial size of the Micro and Small Enterprises sector in KSA, financiers evade lending to the Micro and Small Enterprises sector for the following reasons: A general absence of reliable as well as accessible information regarding enterprises sine of which the registries together with bureaus are unable to issue credit scores. A lack of proven legal environment which permits for the collateral registry as well as legal enforcement where there is a default A great number of Micro and Small Enterprises lack audited financials. There is a need for the financial firms to consumer higher time besides resources when servicing Micro and Small Enterprises. This culminates in augmented cost of operation for these financiers that when incurred, become passed on to the Micro and Small Enterprises in terms of premium charges. Approximately eighty-five percent of the Micro and Small Enterprises are single-based proprietors corporations, and, hence, the separation between the firm and private assets frequently remain hazy. Accordingly, the Micro and Small Enterprises will have an increased lending risks. In light of this challenge, there is a need for effective policy techniques and tools to impart more confidence to the lending institutions through the management of the risks effectively. Even though the amount of existing policies as well as tools remains enormous with some of the initiatives and programs are funded well and effective, the absence of strategic co-ordination empties into efforts duplication, therefore augmenting redundancies and cost. The government needs to come in further and assist Micro and Small Enterprises to speak to such challenging areas to the Micro and Small Enterprises including information related, managerial, technical, workforce related, marketing, financing as well as bureaucracy. Even though the government has come in to reduce some of the procedures needed for new Micro and Small Enterprises set up, the KSAs government strives to ensure that Micro and Small Enterprises get it much easier than before. This is because it is the KSAs government to whom the lengthy bureaucratic procedure besides licensing is the potential barrier, succeeded by the non-existence of sufficient financing. The Micro and Small Enterprises are also concerned with their rapid rate of lifespan shrinking. The lack of presence of the customized as well as ongoing assistance from the banks leading to the comparatively short lifespan of the Micro and Small Enterprises whereby the average Micro and Small Enterprises is barely 7 years old. The MENA area is specifically overwhelmed with this phenomenon. There is a missing middle whereby the Micro and Small Enterprises have gone beyond the initial stages of the setup, but need additional support for sustaining as well as growing their businesses or ventures. Despite the government initiatives and programs in place, with sole target to Micro and Small Enterprises support, these programs and initiatives must be channelized as well as customized to speak to the distinct demands of the Micro and Small Enterprises entire lifecycle (Zamberi Ahmad, 2012). The KSAs banks should stretch past the provision of restrained subsidized loans alongside pre-investment training to sufficiently support the Missing Middle phenomenon throughout the various phases of development. Worldwide, between seventy and eighty percent pf the enterprises collapse after an average of barely twenty months. There is a need for the KSA to cater for its strong entrepreneurial bend of the youthful propitiators to address the eventual motive of the KSAs youth employment alongside the consequent diversification of the KSAs economy. The KSA government has over the years, engaged in constructive moves towards the Micro and Small Enterprises sectors growth. The government has emphasized more on the amount of Micro and Small Enterprises expansion than the available gazelles that are poised to become internationally competitive as well as have the authority besides the power for diversification of the KSAs economy. Nevertheless, the KSAs government has acknowledged the need for a broad support base, alongside capital, business services as well as training in the entire lifespan of the Micro and Small Enterprises. The KSAs youth has proved its entrepreneurial power and blend besides the boost from the administrations has ensured that locals can favorably compete on an international arena. The KSA government must ensure that it implements effectively the plans it has made to emulate the Japan Micro and Small Enterprises growth strategy. The KSAs Micro and Small Enterprises must strive to achieve the augmented growth as well set up themselves as competitive businesses internationally. The Micro and Small Enterprises should take the advantage of the opportunity presented by the fiscal as well as social efforts taken by the Custodian of the 2 Holy Mosques government through King Salman bin Abdulaziz to blossom with vigorous growth in the coming years (Zamberi Ahmad, 2011). Moreover, the governments concerted efforts based on their entire commitment and dedication stressed towards the policies implementations should be followed up to ensure that the Micro and Small Enterprises hit their eventual sustainable development as well as dynamic progression goals. In so doing, Micro and Small Enterprises in KSA will meet their full potential which will translate into increased employment, growth and development in KSAs economy. The KSAs banking sector should also take the advantage of this lucrative opportunity presented by the Micro and Small Enterprises potential. These banking sector will have a substantial opportunity to benefit from the ever growing Micro and Small Enterprises. With Micro and Small Enterprises accounting for ninety percent of the entire registered KSAs enterprises besides sixty prevent of the entire employment alongside their occupation of the central place in the KSAs development strategy, Micro and Small Enterprises growing contribution to the Gross Domestic Product is clearer (Acs, 2006). The banking sector will benefit by boosting the Micro and Small Enterprises sector through the prospects of growth in credit extension to Micro and Small Enterprises through their firm capital sufficiency besides liquidity ratios that position the banks in a better position for lending the Micro and Small Enterprises without eroding respective balance sheet qualities. References Acs, Z. (2006). How is entrepreneurship good for economic growth?. Innovations, 1(1), 97-107. Al-Khaldi, M. A., Wallace, R. O. (2009). The influence of attitudes on personal computer utilization among knowledge workers: the case of Saudi Arabia. Information Management, 36(4), 185-204. Asad Sadi, M., Henderson, J. C. (2011). Franchising and small medium-sized enterprises (SMEs) in industrializing economies: A Saudi Arabian perspective. Journal of Management Development, 30(4), 402-412. Ghanem, H. (2013). Role of Micro and Small Enterprises in Egypt's Economic Transition. Brookings. Looney, R. (2004). Development strategies for Saudi Arabia: Escaping the rentier state syndrome. Strategic Insights, 3(3), 6-18. Tuncalp, S. (2009). The marketing research scene in Saudi Arabia. European Journal of Marketing, 22(5), 15-22. Zamberi Ahmad, S. (2011). Evidence of the characteristics of women entrepreneurs in the Kingdom of Saudi Arabia: An empirical investigation. International Journal of Gender and Entrepreneurship, 3(2), 123-143. Zamberi Ahmad, S. (2012). Micro, small and medium-sized enterprises development in the Kingdom of Saudi Arabia: Problems and constraints. World Journal of Entrepreneurship, Management and Sustainable Development, 8(4), 217-232.

The Theme of The Raven free essay sample

The Raven by Edgar Allen Poe has a hidden theme in the poem. The story is about a melancholic man who was visited by a raven called Nevermore. When the man heard the raven knocking on his door, he was nervous and anxious. However, he could not overcome his curiosity and opened the door. When the raven came in, the man started asking questions to it. The same answer of the raven to the mans several questions about his beloved was hardly acceptable for him. Nevertheless, the man was forced to take the assertion made by the raven. The plot of the story helps ncover its theme sooner or later, reality is going to come to people no matter whether they are ready or not. This message is gradually revealed as the story advances. The mans actions and mood at the beginning of the story imply that he lived in his own world without facing the sad, ugly truth that he would never meet Lenore again. We will write a custom essay sample on The Theme of The Raven or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When he was in his room, he stated that he was weak and weary. This describes his deteriorating physical as well as mental conditions. Also, it indicates that in the bleak December, he was not able to protect himself from the approaching raven that was going to shatter the wall defending the mans fragile eart. The man also said while I nodded, nearly napping. This shows that the man was unaware of the coming of the truth; therefore, he was so relaxed that he was nearly napping. This part of the story helps reveal the theme by showing a person not being ready to protect himself from any approaching threats outside his territory. The tapping on the door stirred up the mans anxiety and curiosity to the world filled with sad memories of his yore. He started to feel restless after the knocking. For instance, after he heard the noise, he said it filled him with fantastic terrors that he never felt before. This indicates that the noise made by the raven augmented both his interest and fear toward reality. Also, the quote, deep into that darkness peering, long I stood there wondering, fearing, implies the fact that the man had gained the courage to open the door and longed to know what was there awaiting him. In the darkness, either by his own imagination or the echo of his own voice, the raven repeated the name of the mans lover, Lenore, outside the door. The mans desire to get this message about Lenore grew even stronger. The audience can understand his feeling when he said all my soul within me burning, after returning to his room. This knocking of the door and the mans reactions in the poem helps present the theme by representing the coming of the truth and a person not having a clear sense of what is happening. The mans reactions to the ravens responses to his inquiry show that the man was not ready to accept the disappointing truth. For example, when the man asked the raven to quaff this kind nepenthe and forget this lost Lenore, and the raven answered with Nevermore, it shows that the man would never be able to forget Lenore. The man grew emotional and called the raven thing of evil. This explains that even though the ravens response was the cruel reality, it was not the reply the man wanted to hear about. When he enquired of the raven if ne would meet Lenore in heaven, the raven also replied wit n the word, Nevermore, which means that he would not meet Lenore ever again. The man was exceedingly depressed and furious and told the raven to leave. This again shows that he considered the truth unacceptable. However, at the end, when the man said And my soul from out that shadow that lies floating on the floor shall be lifted nevermore, the man was forced to acknowledge the truth. The separation of his soul and body mplies that although a large part of his self does not want to face the truth, his soul, not having any hope, had sunk into the darkness. He used all his physical strength to keep a distance from the hopelessness; however, his mind that escaped from the strength and was overruled by the extreme bewilderment and sadness had dropped into the darkness of despair. This part of the story completed uncovering the theme by showing no matter if people are ready or not, the reality will come. The theme of the story, reality is going to come regardless of peoples preparation to its arrival, is fluently revealed by the plot. At the first part of the story, the mans casual demeanor indicates that the man did not notice what was approaching him. At the middle part, his panic and curiosity toward the mysterious visitor behind his door denote that he did not even notice the coming of the truth. Near the end, the mans emotional responses to the ravens answer tell the readers that the man was not ready for the arrival of the truth. At the last part, it shows that the man accepted the truth against his will. By this order, the theme is wholly and smoothly presented. The crucial element that allows the theme to be conveyed is the raven of truth, Nevermore.

Work and Adolescence in the Middle Ages

Work and Adolescence in the Middle Ages Few medieval teenagers enjoyed a formal education as it was rare in the Middle Ages. As a result, not all adolescents went to school, and even those who did were not wholly consumed by learning. Many teens worked, and just about all of them played.   Working at Home Teens in peasant families were most likely to work instead of attending school. Offspring could be an integral part of a peasant familys income as productive workers contributing to the farming operation. As a paid servant in another household, frequently in another town, an adolescent could either contribute to the total income or simply cease using the family resources, thereby increasing the overall economic standing of those he left behind. In the peasant household, children provided valuable assistance to the family as early as age five or six. This assistance took the form of simple chores and did not take up a great deal of the childs time. Such chores included fetching water, herding geese, sheep or goats, gathering fruit, nuts, or firewood, walking and watering horses, and fishing. Older children were often enlisted to care for or at least watch over their younger siblings. At the house, girls would help their mothers with tending a vegetable or herb garden, making or mending clothes, churning butter, brewing beer and performing simple tasks to help with the cooking. In the fields, a boy no younger than 9-years-old and usually 12 years or older, might assist his father by goading the ox while his father handled the plow. As children reached their teens, they might continue to perform these chores unless younger siblings were there to do them, and they would most definitely increase their workloads with more demanding tasks. Yet the most difficult of tasks were reserved for those with the most experience; handling a scythe, for example, was something that took great skill and care, and it was unlikely for an adolescent to be given the responsibility of using it during the most pressing times of harvest. Work for teenagers was not limited to within the family; rather, it was fairly common for a teen to find work as a servant in another household. Service Work In all but the poorest medieval households, it would not be surprising to find a servant of one variety or another. Service could mean part-time work, day labor, or working and living under the roof of an employer. The type of work that occupied a servants time was no less variable: there were shop servants, craft assistants, laborers in agriculture and manufacturing, and, of course, household servants of every stripe. Although some individuals took on the role of servant for life, service was frequently a temporary stage in the life of an adolescent. These years of  labor- often spent in another familys home- gave teenagers the chance to save up some money, acquire skills, make social and business connections, and absorb a general understanding of the way society conducted itself, all in preparation for entry into that society as an adult. A child might possibly enter service as young as age seven,  but most employers sought older children to hire for their advanced skills and responsibility. It was far more common for children to take up positions as servants at age ten or twelve. The amount of work carried out by younger servants was necessarily limited; pre-adolescents are rarely if ever suited to heavy lifting or to tasks that require fine manual dexterity. An employer who took on a seven-year-old servant would expect the child to take some time learning his tasks, and he would probably start with very simple chores. Common Occupations Employed in a household, boys might become grooms, valets, or porters, girls could be housemaids, nurses, or scullery maids, and children of either gender could work in the kitchens. With a little training young men and women might assist at skilled trades, including  silk making, weaving, metalworking, brewing, or winemaking. In  villages,  they could acquire skills involving clothmaking, milling,  baking, and blacksmithing as well as help in the fields or household. By far, the majority of servants in town and countryside came from poorer families. The same network of friends, family and business associates that provided apprentices also yielded workers. And, much like apprentices, servants sometimes had to post bonds so that prospective employers might take them on, assuring their new bosses they would not leave before the agreed-upon term of service was up. Hierarchies and Relationships There were also servants of nobler origins, particularly those who served as valets, ladies maids, and other confidential assistants in illustrious households. Such individuals might be temporary adolescent employees from the same class as their employers or long-term servants from the gentry or urban middle class. They might even have been educated at a University before taking up their posts. By the 15th century, several advice manuals for such esteemed servants were in circulation in London and other large towns,  and not only noblemen but high city officials and wealthy merchants would seek to hire individuals who could perform delicate duties with tact and finesse. It was not unusual for a servants brothers and sisters to find work in the same household. When an older sibling moved on from service, his younger sibling might take his place, or perhaps theyd be employed simultaneously at different jobs. It was also not uncommon for servants to work for family members: for example, a childless man of prosperity in a town or city might employ his country-dwelling brothers or cousins children. This might seem exploitative or high-handed, but it was also a way for a man to give his relatives economic assistance and a good start in life while still allowing them to keep their dignity and pride in accomplishment. Terms of Employment It was  common  procedure to draw up a service contract that would outline the terms of service, including payment,  length  of service, and living arrangements. Some servants saw little legal recourse if they encountered difficulty with their masters, and it was more common for them to suffer their lot or run away rather than turn to the courts for redress. Yet court records show this was not always the case: masters and servants both brought their conflicts to legal authorities for resolution on a regular basis. Household servants almost always lived with their employers, and to deny housing after having promised it was considered a disgrace. Living together in such close quarters could result in terrible abuse or close bonds of loyalty. In fact, masters and servants of close rank and age were known to form lifelong bonds of friendship during the term of service. On the other hand, it was not unknown for masters to take advantage of their servants, particularly teenage girls in their employ. The relationship of most teenage servants to their masters fell somewhere in between fear and adulation. They did the work that was asked of them, were fed, clothed, sheltered and paid, and during their free time sought out ways to relax and have fun. Recreation A common misconception about the Middle Ages is that life was dreary and dull, and none but the nobility ever enjoyed any leisure or recreational activities. And, of course, life was indeed hard compared to our comfortable modern existence. But all was not darkness and drudgery. From peasants to  townsfolk  to gentry, people of the Middle Ages knew how to have fun, and teens were certainly no exception. A teenager might spend a large part of each day working or studying but, in most cases, he would still have a little time for recreation in the evenings. Hed have still more free time on holidays such as Saints Days, which were fairly frequent. Such liberty might be spent alone, but it was more likely to be an opportunity for him to socialize with coworkers, fellow students, fellow apprentices, family or friends. For some teenagers, childhood games that occupied the younger years such as marbles and shuttlecocks evolved into more sophisticated or strenuous pastimes like bowls and tennis. Adolescents engaged in more dangerous wrestling matches than the playful contests theyd attempted as children, and they played some very rough sports like football- variations that were precursors to todays rugby and soccer. Horseracing was fairly popular on the outskirts of London, and younger teens and pre-teens were frequently jockeys due to their lighter weight. Mock battles among the lower classes were frowned upon by authorities, for fighting rightfully belonged to the nobility, and violence and misconduct could ensue if youths learned how to use swords.  However,  archery  was encouraged in England due to its significant role in what has come to be called the  Hundred Years War. Recreation such as falconry and hunting were usually limited to the upper classes, primarily due to the cost of such pastimes. Furthermore,  forests, where sporting game might be found, were almost exclusively the province of the nobility, and peasants found hunting there- which they usually did for food rather than sport- would be fined. Games of Strategy and Gambling Archaeologists have discovered among castle remains intricately carved sets of chess and tables (a precursor to backgammon),  hinting at some popularity of board games among the noble classes. There is no doubt that peasants would be unlikely at best to acquire such costly trifles. While it is possible that less expensive or home-made versions could have been enjoyed by the middle and lower classes, none have yet been found to support such a theory; and the leisure time required to master such skills would have been prohibited by the lifestyles of all but the wealthiest folk. However, other games such as  merrills, which required only three pieces per player and a rough three-by-three board, could easily have been enjoyed by anyone willing to spend a few moments collecting stones and roughing out a crude gaming area. One pastime that was definitely enjoyed by city teens was dicing. Long before the Middle Ages, carved cube dice had evolved to replace the original game of rolling bones, but bones were occasionally still used. Rules varied from era to era, region to region and even from game to game, but as a game of pure chance (when honestly played), dicing was a popular basis for gambling. This prompted some cities and towns to pass legislation against the activity. Teens who engaged in gambling were likely to indulge in other unsavory activities that could result in violence, and riots were far from unknown. In hopes of heading off such incidents, city fathers, recognizing the need of adolescents to find release for their youthful exuberance, declared certain saints  days  occasions for great festivals. The celebrations that ensued were opportunities for people of all ages to enjoy public spectacles ranging from morality plays to bear-baiting as well as contests of skill,  feasting, and processions. Sources: Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).Reeves, Compton,  Pleasures  Ã‚  (Oxford University Press, 1995).and Pastimes in Medieval England

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buy custom Education Revolution essay Education is one of the important processes in human life that people tend to through so as to pasue their long term dreams. In todays world, education is believed to be the power for it is the process that makes good men out of nothing. The world can only come into civilization with education of which without it, all the activities taking place in the world can stagnate as there are no educated and skilled personnel to manage them. In the American history Education is recognized as a very important process as they also believe that it is through education that their country or states can gain political social and economical stability. This made education to be referred to as the power due to the fact that it forms the basis of any good thing in the American history. Due to this significance that education has to the lives of people, very many strategies have been put forward to boost this process so as to continue serving many people. This paper mainly focuses on the history of the American and how the reacted to education since the colonial period to date. Due to the fact that education is power as many people placed it, it is believed to enhance peace of mind and thought. Not to forget is the expansion of the mind that in turn enables one to think and make correct decisions in life so as to make his or her life comfortable. During the colonial period, the whites were threatened by this thing called education for they believed that they would loose control over their slaves after they had fully got some bit of education. The also believed that the slaves would have their own perspective and way of approaching life. To them education was a very dangerous weapon that could enable the slaves to finally overpower them. This made the white to block the process of education for some time in America and any other region of which they controlled. The did not want the blacks to get even a d\single hint of education hence subjected them to some kind of hush treatments that could not create chance or allow room for education.. In the history of the Americans, education is said to have been dominated by various groups of people who were bound by social relationships. There came a time in the History of the Americans that slaves could get some little privilege of expressing themselves from the spport of education. An educated slave could distinguish what was wrong and right for him or herself hence could find alternative ways of withdrawing him or herself from the bondage of slavery. Though they tried to get educated but they could not still fully manage it as they got a lot of pressure from their masters who were against their education. Not all the whites were against the slaves education but only to a few who felt they could be left with a huge gap to fill especially when it came to the fulfillment of their desires. Some of the whites wanted to achieve some of their set targets and objectives through the slaves. Though some wanted the slaves to be free, there were still some problems that they though woul d arise due to the fact that most of the slaves were blacks and they thought that the literacy of the blacks would make some proof to slavery as the master mainly benefited from the services offered buy their slaves. As far as this matter of slave education was concerned, a sound warning was passed by South Carolina in the year 1770 targeted those white who engaged the black slaves in the education system. The warning that was passed prevented the black slaves from learning as anyone white who could be seen to have involved in such an act, was to face a sever punishment that gave him or her an option of paying a given amount of dollars. Due to this stern warning issued by Southern Carolina, the slaves and other whites who were not impressed by the issue of slavery, involved in this act at night or in secret places where these whites could teach some of the slaves how to read and write. The wives of their masters also offered some little support to the in terms of education but not fully. The children of the slaves could also sneak to various places of secrecy such as churches where they could learn how to read and write. This is how some of the slaves who managed to bring freedom to their race ma de it in terms of education. After some time or a given duration of time from the time the Southern Carolina issued a warning, many schools in the southern states of America ceased from admitting black children as they were afraid of the policies that governed the warning. The only way these children were to learn was through some religious institutions that also had an aim of divert their beliefs of the slaves to in terms of religion. It is through religion that many blacks managed to get some bits of knowledge for they were given the opportunity to learn how to read and write so as to understand more about religion. In religious institutions the blacks were safe as they had no pressure from any side. This is so because religion tends to operate on its own and had its own policies and regulations that governed it. It became very difficult to do criticize or punish religious organization because it consisted on very many members that became very difficult to punish. Very many white teachers were punished due to matters pertaining to the blacks education making various learning institutions involve in a forced act of racial discrimination. Learning itself from all these experiences can be said to have come a long way though it is still not fully set in some of the developing countries in the world. Education started long time ago even if nobody had realized that it existed. It started as an informally in various societies where children were only taught the basics of life and how they could go about them. This applied to both the white and black societies as it is the general basis of education in the present world. The first people to be educated or to know more about education were the whites who in turn used the little knowledge they had gained to take control over some countries in the world. It is also from the white that other countries or states in the world came to learn more about education. As per them, learning did not have a difficult beginning as they had free time and no pressure attached to their learning systems. The problem only began with other races where they could not allow them to get free education having fear that they might at one time overpower them. America as a state that combines all races together came to get basic education from various religious institutions. Education in todays world has really revolutionized making to favor all. It has been going some changes and improvements over the last centuries and has today reached a level where it can go hand in hand with technology. It began informally and has today advanced to high levels that is very important to the economies of every country in the world. Buy custom Education Revolution essay

Mobile Technology Research Paper Example | Topics and Well Written Essays - 2500 words

Mobile Technology - Research Paper Example The use of these tools has turned to be an informal procedure in the learning process (Milrad, 2006). Mobile learning is very convenient because both learners and their teachers can get access it at any given time. Just like the types of e- learning mobile learning is collaborative, learners and teachers can share information, this leads to receiving of prompt feedback and instructions (Milrad, 2006). This collaboration increases high performance, and it replaces the use of textbooks and notebooks during the teaching and learning process. Furthermore, it is easy to use mobile learning in the learning context (Milrad, 2006). According to Chan et al, (2006), educational institutions are getting laptops and Internet services as a result of improve technological development. Educators need to understand how to work the mobile technologies and incorporate them efficiently during their teaching and learning process. Teachers understand that this process is important in education because it helps facilitate the teaching learning process using the mobile or tablets devices. Most important aspect of these mobile devices is that by using them in the teaching learning process, they tend to improve the general teaching and learning activity in the classroom, as well as instructor feedback after assessment. Mobile devices have intrinsic educational products that improve instructional procedures in the classroom. Using an android system, the students, and their teachers can make use of the Microsoft word document to make, transform, or edit their documents (Milrad, 2006). The Picasa instrument found in tablets can be used to save meaningful pictures for assignments conducted on projects (Milrad, 2006). This mobile technology provides effective teaching and studying by speeding the entire teaching and learning procedure. Mobile devices used in teaching range from digital laptops to use of tablet in the tutorial room to boost the teaching and learning process (Milrad,

Information for decision making Essay Example | Topics and Well Written Essays - 2500 words

Information for decision making - Essay Example Making decisions is an intelligent action that any normal human being performs several times each day, starting from the time one decides to get up out of bed and ending with what one decides to think about as one falls asleep at the end of the day. In between are thousands of decisions that are made following a few basic and simple rules, but these decisions may differ in their complexity. Some decisions are simple and have short-term consequences, such as deciding what to wear to school or at work, but some may be complex because they have long-term consequences, such as deciding what academic programme to take up in the university. The complexity of decision-making depends on several factors, of which the time frame – of making the decision and the consequences of the decisions made – is only one. Examples of other factors are the impact of the decisions on the person, the number of people involved in making the decision and who would be affected by the consequences of that decision, and the risks to which decision-makers are willing to expose themselves and their resources. Organisations, being made up of several people with a common set of objectives, are subject to these same factors that affect the way that decisions are made. However, unlike personal decisions that may affect only one person, i.e., the decision-maker, organisational decisions have an impact on everyone in the organisation, on the customers that the organisation exists to serve, the owners of the business, and on other parts of society in which the organisation operates. Thus, organisational decisions carry greater risks, which is the probability that the perceived effect of the decision would not be the same as or even close to what is originally intended. Decisions are made to achieve a specific outcome, and in the case of a business organisation, such an outcome is intended to be in line with the purpose and business of the organisation (Sitkin

Different Aspects of Pain Essay Example for Free

Different Aspects of Pain Essay Pain is a subject to which all people can relate. There are many different types of pain, and people react to these pains in various ways. Pain is also caused from many different sources. It could be from grief, stress, or a significant event that occurs in one’s life. Pain is defined in the Dictionary as â€Å"mental or emotional suffering or torment.† The poetry of Robert Frost, James Langston Hughes, and Emily Dickinson all display different aspects of pain. Robert Lee Frost was born on March 26, 1874 in San Francisco, California where his father worked as a newspaper editor. This may have been where Robert was first exposed to the aspect of writing. Robert’s first published poem was in a school newspaper at the age of 16 where he wrote a poem on the subject of Cortez in Mexico. Although he attended Dartmouth for seven weeks and spent two years at Harvard, he never finished a college education with a degree. After he had gotten married, he worked as a schoolteacher, and during this period is when he spent time writing the majority of his poetry. After his teaching career, he moved to England to pursue getting his works published since his poetry was not accepted for publishing in America. His first two books of poems, A Boy’s Will and North of Boston, were published in England and then later in America due to the overwhelming popularity of them in England (Greenberg ix-x). Frost’s poem â€Å"Out, Out† tells a story of the tragic death of a boy due to a buzz saw. The title is an allusion to act five William Shakespeare’s Macbeth, where the main character, Macbeth, performs a soliloquy regarding the death of his wife: Out, out, brief candle! / Lifes but a walking shadow, a poor player / That struts and frets his hour upon the stage / And then is heard no more. It is a tale / Told by an idiot, full of sound and fury, / Signifying nothing. The allusion to Shakespeare in the title is appropriate to the subject matter because the soliloquy of Macbeth states that life is short, and inevitably will end. That is the message that Robert Frost is trying to convey in this poem. There are two different aspects of pain that appear in â€Å"Out, Out.† The first  one is the aspect of physical pain. This occurs when the buzz saw the boy is using, hits the boy’s hand and injures the hand severely. â€Å"As if to prove saws knew what supper meant, / Leaped out at the boy’s hand, / or seemed to leap (Frost 522)† The boy then begins to feel the pain of what has just happened, the physical pain of his hand being severed by the buzz saw. The next type of pain that can be seen here is the psychological pain, caused by stress. As a result of the boy’s injury, he begins to fall into pieces about the whole matter (clarify this somehow. â€Å"fall into pieces† sounds a little ambiguous as well as clichà ©) . The poem says that the boy â€Å"half in appeal, but as if to keep / the life from spilling. Then the boy saw all (Frost 522).† These two lines of the poem depict that the boy is old enough to understand what is going on with what is happening. His hand is injured beyond what the doctors can repair, and there is a high possibility of death because of what has just happened. The word ‘Life’ in this poem represents the blood that flowing from his hand. One can also see the apathy displayed by the rest of his family. Even though a member of the family has just died due to a tragic accident â€Å"Littlelessnothing!and that ended it (Frost 522)† they show no pain of the loss of a family member. It is depicted in the last two lines of the poem, â€Å"No more to build on there. And they, since they / Were not the one dead, turned to their affairs (Frost 522).† This shows that they had no emotion to the event, and went on to what they were doing as if nothing had happened in the first place. The second piece of poetry presented is one by James Langston Hughes. James Langston Hughes was born February 1, 1902 in Joplin Missouri. He spent his early life living with his grandmother in Illinois. Hughes began to write poems, and also some short stories, while he was in high school. Hughes mentions that the primary influences to his writing are Paul Lawrence Dunbar, Carl Sandburg, and Walt Whitman. His first book of poetry, entitled The Weary Blues, was published in 1926, while he was in college. Hughes graduated from Lincoln University three years following the publication of his first book of poetry. The year following his college graduated, Hughes  won the Harmon gold medal for literature for the first novel that he wrote, Not Without Laughter. James Langston Hughes poem â€Å"The Negro Speaks of Rivers† was the first poem of his that was published. This poem was also set to music later on. It is written from the perspective of a man that ties together African and African-American history. Hughes does this by naming different rivers that are in Africa and also those that are in the United States. This is where the wordplay of Langston Hughes can be seen. The type of pain that is displayed in this poem is not very obvious, but it is more implied than directly stated. Seeing that this poems speaks of African and African-American History, the idea of the oppression that these people groups have gone through is something that can be inferred from what the poem says. Both of these people groups have gone through major oppression because of slavery, inequality, and the like. (while it is not obvious I would recommend trying to find a few lines that can possibly show the pain) The final poem presented here is a poem from Emily Dickinson. Emily Dickinson was born in the year 1830 in a family that was considered to be very wealthy for that time period. Her father ultimately led the family and was a religious man for the family. He read prayers and passages of scripture to all that lived in the household to maintain this. She attended the seminary for a year, but went home after that year due to a significant amount of unpleasant experiences. After Emily left school, she isolated herself from all activities and responsibilities that were outside of the household, and kept to herself most of the time. She spent a significant amount of time reading books. Because of the morals that her father had, there were not many things for her to choose from, as her father thought that most books that were available at the time might shake up her thinking patterns. She then settled to read the Bible, classical myths, and also the works of William Shakespeare. Because of this, a great amount of the poems that she wrote had allusion to her readings contained in them. Although there is very little that people know of Emily Dickinsons outside life, but after reading the  poems that she has written, one can gain some access to the inside life in Emily Dickinson (Madden 1287). Emily Dickinson wrote nearly two thousand different poems in her lifetime (Madden 1288). Only but a few of these poems were intentionally published by her. Although Emily made her brother and sister promise to destroy all of her works following her death, her sister, Lavinia, could not gain the strength to destroy her sister Emily’s poetry. Not too far following her death in 1886, nine volumes of her works that were revised in wording, punctuation, structure, and rhyme were published. Unedited versions that were true to the original manuscript of Emily Dickinson where not published until 1955 (Madden 1288). Most of the poems of Emily Dickinson were her own personal laments that she did not intend for the public to ever see. â€Å"After A Great Pain, A Formal Feeling Comes† is an example of one of these extremely personal poems. During the time that this poem was written, Dickinson had just lost a very close friend. She was also beginning to dismiss the ideas of a career, starting a family, and making contact with anything or anyone that was outside of her own house. This whole poem directly deals with the pain of emotional loss that comes with the passing away of a person that is extremely close. Death was something that Dickinson never adjusted to, and it is displayed in this poem. She depicts how the feeling sits heavily and does not seem to go away very quickly â€Å"The Nerves sit ceremonious, like Tombs(Dickinson 1291)† (Lundin 95). In the last two lines of the first stanza Dickinson says, â€Å"The stiff Heart questions what it He, that bore, / And Yesterday, or Centuries before? (Dickinson 1291)† Here she is reliving past pains and grief that have occurred in her life before the death of her friend. She also relives past painful moments in her life in the second stanza â€Å"The Feet, mechanical, go round (Dickinson 1291)† (Grabher 217). In the last stanza, Dickinson focuses on the present pain that is in her life. â€Å"This is the Hour of Lead (Dickinson 1291)† refers to the passing of  Dickinson’s close friend. She then goes over the stages of how she moves on from these painful experiences: â€Å"As Freezing persons, recollect the Snow / FirstChillthen Stuporthen the letting go (Dickinson 1291)† The way that she ends this poems makes it appear as though she is trailing off into a land of thought to go dwell on what has just happened, to begin her process of recovery (Lundin 234). As one can see, many different aspects of pain have been discussed. Robert Frost’s â€Å"Out, Out† discussed physical pain due to an injury, and also the pain of stress due to that injury. James Langston Hughes implied the racial oppression of Africans and African-Americans that had gone before him in â€Å"The Negro Speaks of Rivers.† Emily Dickinson goes deep into her personal life and displays emotional pain with â€Å"After A Great Pain, A Formal Feeling Comes† by reminiscing on past grief and dealing with a new grief due to the death of a friend. As one reads through and analyzes these poems, one can see the way that pain is displayed in the midst of them and how each separate type affects people in different ways.

Each of Us Has the Power to Change the World :: Argumentative Persuasive Argument Essays

Since the beginning of the new millennium, the whole world has been seeking world peace harder than ever before. Ironically though, the world today has also seen tragic wars and conflicts that have the capability to destroy mankind. Possession of nuclear weapons, indiscriminate attacks against innocents, and abuse of human rights are the realities that we should not turn our back on but instead face up to. Strong individual, ethnic, and national identities sometimes lead to conflicts because they are entities which drive humans to become self-seeking, disrespectful, and often exclusionary. However, the process of becoming aware of individual identity also can result in the solution of international conflicts between people of different cultures and ethnicities. This happens because in the process of understanding who you are, you are also able to appreciate other people's identities. Hence, it is important for every single person, whatever culture or philosophy he or she possesses, t o believe that an effort made by an individual can directly solve future conflicts between people, no matter what their ethnic differences. One must understand conflicts to solve them. It is important to consider what they are, why they are, what characteristics they have, and how they can be categorized. Conflicts are natural among humans; people desire to protect their local society or, in the present, the international community. In fact, a conflict that maintains or eventually reunifies national identity is an advantage for human society.1 Imannuel Kant, an Enlightenment philosopher of the eighteenth century who strongly believed in international cooperation and peace, even stated, "All wars are so many attempts to bring about new relations among the states and to form new bodies...there is created a state that civic commonwealth can maintain itself automatically."2 In the same way, confrontation within a society sometimes has positive consequences. During the Civil Rights movement in the United States in the 1960s, African Americans were determined to draw a line between white people and themselves recognize themsel ves as an independent and equal entity. They suffered severe conflict to achieve this goal. Conflict exists today because we have ethnic or cultural borders that are not only geographical (i.e. national borders) but also psychological. These boundaries are often mutable and situational, however. In fact, many anthropologists define ethnic identity and boundaries in different ways. One of the reasons for the different definitions is that people choose which ethnic identity to use based on context.

Principles of Assessment in Lifelong Learning Essay

1.1 Analyse how types of assessment are used in lifelong learning: â€Å"Assessments should be a regular process; it might not always be formalised, but you should be observing what your students are doing, asking questions and reviewing their progress throughout their time with you†. Gravells A. Page 113. Has the outcome of my teaching been as expected; was there room for improvement? This can be measured through assessment; there are different ways to carry out this out. Initial Assessment It is my responsibility to do this before a lesson or course is delivered. This will help determine how I will plan for the session so it sets and meets expectations for me the teacher and also the students. This will identify any prior knowledge, the stages the students are at and any special or specific requirements that are needed. Types of initial assessments are: * Tutor observations * One-to-one interviews. This will help me learn if the learner is on the right course and what assignments they must do to complete the course. * Competency tests (maths, ICT and literacy). This will help me see if the students are competent in these skills. If there is any weakness I can then pinpoint those to the right people to help with them improve. * Essay writing. This will show me if the student is competent with their literacy skills. There will be a lot of written work throughout the course. Formative Assessment is an on-going process. These will take place during the lesson. This can take the form of * Quizzes and puzzles. With multiple choice answers will help me to see if the students have learned anything from their previous set of lessons. * Verbal question and answers. This will help me see if the students comprehend the topic. * Journals. Also can be used; to help the student record their feelings about the lessons, what went right and what can be improved on. This will enable me to assess whether I am teaching at the correct level or if I need to adjust my plan and methods. * Observations. I can walk around the room and observe the student’s work while taking anecdotal notes. Summative Assessments are carried out at the end of a course to measure how much has been retained and where necessary can be articulated. This is usually through: * End of year formal tests or exams. To see what they have learnt over the year. * Portfolio: This is a collect ion of the students work throughout the course. 1.2 Analyse how assessment methods are used in lifelong learning: * To identify what prior knowledge a student has, I would create a self-assessment questionnaire that requires specific answers, (tick boxes). I would then build this into my session plan. * Diaries or Learning Journals would be used to document on-going learning from each session. Progress can then be measured and any gaps in teaching or learning can be then addressed. * Simulation would be used to see if students are able to understand instructions and how well they are able to reproduce what they have seen or heard, and how they might use them in everyday life. * Assignments would evaluate how well student are able to research particular subjects then put their findings into words. * Discussions or debates are a good vehicle for assessment when other methods may be difficult to manage. * Peer feedback where fellow students give their comments and ask questions for clarity. 1.3 Evaluate strengths of assessments methods to meet individual leaner needs: * Quizzes and puzzles can be used as an informal way to assess if learning is taking place. However if the purpose is to measure individual learning the questions would need to be varied. The most effective way to do this would be to have the assessment computer generated; this is not always possible if the correct software or facility is not available. * Diaries or learning journals, aid to literacy and language skills. The student would also be able to reflect back on what they have learnt; this will also build their confidence to self-assess. In order for this to work, there needs to be clear aims and objectives so the outcome is properly measured. * A portfolio is a formal way to gather evidence that has been produced over a period of time covering all topics taught on a course. This would need to be checked for things such as plagiarism; if the information used was current and properly referenced. * Role play is another assessment method. The students will be given a scenario from their lesson; they will then have the opportunity to act out what they have understood, linking theory to practice. There needs to be clear explanations given as this can be time consuming and not all students may feel comfortable doing role plays. * Examinations can assess what students have retained. By just recalling information they have learnt or by using ‘open book’ method whereby they refer to notes or reference books. The down side of this is that students may have only been taught what is needed to pass the exam and not retain any of the other theories they may need at a later stage. 2.1 Evaluate how to involve learners in the assessment process: As a teacher I will carry out various methods of assessment. To maintain continuous improvement I will involve my students in the process. Giving my students clear guide lines I can get them to do peer to peer assessments, where they will give written or verbal feedback to each other. This will allow more focus on the subject being taught; encourage communication with each other, and where they may discover some common ground. Sometimes comments coming from a peer can be better received than from the teacher. Checking their own work and progress through self-assessment is useful as this gives an opportunity for students to take a step back and reflect on what their objectives and whether they attained them. I will also conduct one to one tutorials, where we can discuss their objectives, progress and development. This will demonstrate positive and individual inclusion. â€Å"Assessment is a term given to checking that learning has occurred. It may happen at any stage during the learner’s progress through their qualification†. Wilson L. (2009). page112. Assessments are also a tool to motivate and boost the confidence of students. 2.2 Analyse the role of peer and self –assessment in the assessment process: Peer assessments are a good means of confirming and sharing ideas. During our micro-teach sessions I was able to describe my observations and justify how I reached that conclusion. My peers would agree or get me to look at what I had expressed in a different way. We would discuss and come to a consensus. We had to think carefully how to put our thoughts down on paper, so they were constructive and encouraging. Looking at the peer assessment on my own performance for the delivery of a micro-teach session. I was pleased with the feedback. It clearly showed what I am confident in; what I need to improve on and what I should consider for future delivery. Their feedback was encouraging and it has confirmed that I have made the correct decision in what I am want to do career-wise. I found putting into practice what I already know with what I have learnt over the past few weeks very useful. There were some challenges I had when creating my own micro-teach session, this is all part of the learning process for me. As the session I delivered came to an end I had already started to do a mental self- assessment. It was useful to be able to put down my own thoughts on paper as they came to me to know what I need to include going forward. 3.1 Explain the need to keep records of assessment learning: Assessments should be documented so there is some form of evidence as to what has been taught, how the learning is evaluated and was any progress made. Records also serve for the purpose of verification, in relation to audits for quality assurance and regulatory bodies, such as Ofsted. The following are some of the following records that may be kept. * Assessment tracking, this can be used to show development and if the students requirements are being met. * Feedback and action records are used to show that a student has had feedback, what the agreed follow up is, and when it is to be carried out. * Learning styles results will aid with inclusiveness when reviewing or creating new session plans. * Appeal records are where a student has submitted in writing their reasons as to why they disagree with a formal decision that has been made. This can be used at a later date as part of that process. * Enrolment forms to confirm the student’s details are correct, point of contact in the case of an emergency; whether they are permitted to study. What the student signed up for, and are they are on correct course. 3.2 Summarise requirements for keeping records in an organisation: As part of my role I am going to make sure I follow the guide lines that are in place for me to keep records for an organisation, as these are regularly audited and reviewed. This will provide an audit trail of my students learning. Confidentiality must be maintained at all times by any organisation holding personal data to stay in line with the regulatory bodies (Data Protection Act). Records that are kept must be accurate, legible and current. There should be specific rules as to when information is considered obsolete. (This is usually about three years). Students have the right to request their records held about them. (Freedom of Information Act) if they are entering into an appeal process. A backup copy of records must be made whether electronically or paper based so if one is lost there is always a duplicate. â€Å"Consistency. You will always ensure that the methods and the timeliness of your assessments are at a level standard, making certain irrespective of how and when your learners are assessed, the outcomes are constant†. Wilson L. page 274. Bibliography Gravells A. (2012) Preparing to Teach in the Lifelong Learning Sector Wilson L. (2009) Practical Teaching A Guide to PTLLS & DTLLS.

Effect Fast Food Essay

Fast foods have become a common trend amongst many individuals. Most people would always say they don’t have time hence opt for fast foods. With the advancement of modern technology these foods are made in way that leaves questions unanswered. Despite research showing organic food such as meat and poultry serve better nutritious supplements, most people tend to rely on fast foods such as vanilla and, barbecue more so in U. S. A. (Alexander, 22). There are some negative aspects pegged to modern food production techniques in the society. Modern food production techniques are costly hence it is not convenient for poor farmers since it involves scientific knowledge. In spite of its prevalence for about in 13year in U. S. A. the debate about fast foods has taken centre stage in today’s discussion. This paper tries to stipulate the effects of fast foods that are exhibited in our contemporary society. Firstly, Modern methods also make use of machinery which is not available to every farmer in the world hence, it leaves the poor farmers out as they cannot afford the equipments required and, it also involves heavy investment especially when breeding certain crops for the sake of improving their nutritive values. In the process, various elements are introduced into them. It also builds the view in people that, only modern produced foods are good for consumption hence, the foods produced using conventional methods are, viewed to be of lesser value. Traditional farmers are therefore left out with their own produce making them to suffer economically (Schlosser, 112). It also observed that, foods produced using modern productions are also costly. However, the big question is why most people rush for them? Similarly, there is great fear in the world that genetically modified foods have immense negative health Impacts on peoples’ health. Consequently, modern food production is now focusing on safety of foods consumed by customers by introducing new techniques and, state of the art processing methods have been discovered to ensure that valuable nutrients are preserved. There is an immense focus on safety in foods being evident in the area of quality standards and safety. Safety requirements are of global significance along the whole food production line, from harvest of raw materials to storage of processed foods in homes (Wilk, 77). The key concern therefore is suppressing the growth of unwanted organisms that may spoil food. These actions have effects on the health of the society since; they eliminate the chances of food poisoning. Similarly, modern food production methods are also more focused on meeting specific dietary needs for the society. With the increased knowledge on the importance of various nutrients, diets can also be developed to meet specific need as numerous plant ingredients have already been shown to be beneficial in disease prevention. With the increasing knowledge on the importance of various nutrients, diets can be developed to meet specific needs. There is a wide range of food designed to suit the nutritional requirements of various groups such as the old, expectant or breast-feeding mothers, infants, young children and sportspersons. Such foods are characterized by a balanced composition of energy suppliers in the form of fats, carbohydrates and proteins. In addition, they have cocktails of vitamins and minerals composed according to the current state of scientific knowledge. For many elderly, they have an advantage that, the same foods may provide a balanced diet and, a sufficient supply of vitamins. Also, essential amino acids and minerals are provided without changing long standing habits. Application of modern food production methods has also proved to increase the levels of output in farms. Modern methods lead to high turnout of food production. There are several reasons for the causes of negative impacts of modern food production in the contemporary society. It is evident that, due to the high knowledge required in the production, only a few companies will be able to pool the resources and expertise to carry out the studies and production (Brown, 68). Some of these companies are unscrupulous and, will charge so much on their products since there are less competitors in the market hence, being a burden to the society as they are compelled to pay more. Also, there are other researchers who only claim to have improved a certain food in form of its nutritive value yet, it is not just to get easy money. The consumers are not aware of that hence, they end up buying the products not knowing they have been conned. In addition, lack of regulation by governments is another cause of negative impact on the health. This is because, some food producing companies will not carry out enough studies while genetically modifying some foods hence, may end up being lethal to the society’s health. However, modern foods have had numerous positive impacts. With the advancement of scientific knowledge in plants and genetic engineering, it is possible to introduce even produce allergen free plants which are safe for the society. Genetic engineering is used to produce allergens in amounts sufficient for scientific analysis. The main aim is to produce varieties which have no predominant allergens and thus accommodate even hypersensitive consumers. Also with sophisticated technological efforts, it is possible to meet safety standards while maintaining organoleptic quality. Unwanted micro-organisms in foods need moisture, neutral pH values, low salt and sugar concentration and moderate temperatures to grow. This has called for measures to be undertaken to prevent the growth of these micro-organisms even after mild processing conditions, e. g various combinations of heat and acid treatments. The use of technology on the addition of antimicrobials, magnetic field pulses or computer aided design of equipment that is easily cleaned. As heating can destroy sensitive food ingredients, e.g. vitamins, modern pulse heat treatment involves very brief heating interspersed with cooling phases. Another way to combat microbial growth is water extraction, like industrial microwave drying of fruits or spray-drying of milk. Microwave drying offers the advantage of relatively low temperatures combined with the reduction of pre-existing moisture levels resulting in preserving valuable nutrients and flavors. Nowadays, food diagnostic methods are also being employed to determine the condition of foods by checking the temperatures, acid content, presence of certain metabolic products or, the quantity and type of micro organisms in a sample of safety controls. Besides conventional practices such as physiochemical characterizations, state-of-the-art molecular genetics methods are also widely used to identify spoilage bacteria. New tests based on molecular genetics can also be used to investigate a food’s origin. Modern food production methods also act positively by improving the helpful micro organisms which contribute both to flavor and preservation of food stuffs. Low earnings among the people in the society, has led to permeation of fast foods because, low earning people mostly would prefer to purchase the fast foods rather than other foods so as to be able to pay bills. It is evident that, fast foods may at times cost lesser as compared to other healthy foods. Also, the society is not concerned in what they eat but are ready to consume the fast foods not withstanding their effects to their health (Meeks, 122). The fast food industry is experiencing a tremendous growth and success due to the changing lifestyle in the society whereby, people are no longer doing strenuous jobs so they end up preferring fast foods. It is also evident that fast foods are cheaper compared to other foods so people are inclined to buy them due to current economic situations. In conclusion, the society nowadays is a working one where people have no time to prepare food hence; they prefer to walk into fast food outlets and purchase rather than spending time cooking. The society is also experiencing changed eating habits and, people are not too much concerned with their health thus they buy fast foods. There is also a growing demand in fast foods mostly linked to the increasing population growth and also advertisements. Fast foods are also addictive and hence once one is used to them it is hard to leave.

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. 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