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. An estimate of this cost has been given. The findings will then be disseminated in a number of ways with the feedback being made to the authorities responsible. A presentation will be made followed by a copy of the report that will be handed to the institutions. References Bell, J 2010, Doing your research project : a guide for first-time researchers in education, health and social science, Open UP study skills, McGraw-Hill Open University Press, Maidenhead. Blaxter, L, Hughes, C, Tight, M 2010, How to research, McGraw-Hill/Open University. Burden, R, Burdett, J 2005, Factors associated with successful learning in pupils with dyslexia: a motivational analysis, British Journal Of Special Education, vol. 32, no. 2, pp. 100-104. Carroll, J Iles, J 2006, An as sessment of anxiety levels in dyslexic students in higher education, British Journal of Educational Psychology, vol. 76, no. 3, pp. 651-62. Clough, P Nutbrown, C 2007, A students guide to methodology: justifying enquiry, Sage Publications, Los Angeles, London. Davis, R 1997, The Gife of Syslexia: why some of the brightest people cant read and how they can learn, Souvenir Press Ltd., Great Britain. Doering, JW 2003, An Unusual Balance of Skills: Dyslexia in Higher Education, Contemporary Review Company, Harvard. Gold, F, Rotella, M, Chenoweth, E, Zaleski, J 2003, Overcoming Dyslexia (Book), Publishers Weekly, vol. 250, no. 14, p. 63. Hatcher, J, Snowling, J, Griffiths, M 2002, Cognitive assessment of dyslexic students in higher education, British Journal of Educational Psychology, vol. 72, no. 1, p. 119. Kirby, A, Sugden, D, Beveridge, S, Edwards, L Edwards, R 2008, Dyslexia and developmental co-ordination disorder in further and higher education- similarities and differences. Do es the ‘Label’ influence the support given?, Dyslexia (10769242), vol. 14, no. 3, pp. 197-213. Ling, J van Schaik, P 2006, The influence of font type and line length on visual search and information retrieval in web pages. Web. MacFarlane, A, Al-Wabil, A, Marshall, R, Albrair, A, Jones, A Zaphiris, P 2010, The effect of dyslexia on information retrieval, Journal of Documentation, vol. 66, no. 3, pp. 307-26. Madriaga, M 2007, Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond’, Disability Society, vol. 22, no. 4, pp. 399-412. Murphy, F 2011, ‘Being dyslexic: Student radiographers,’ Perspectives Radiography, vol. 17, no. 2, pp. 132–138. Neurodiversity 2010, ‘Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences, Publishers Weekly, vol. 257, no. 17, pp. 97-8. Nielsen, S 2001, Guidelines for Library Services to Persons with Dyslexia, IFLA Conference Procee dings, vol. 1 no. 1, pp. 1-4. Perry, A 2003a, Network Influences on Scholarly Communication in Developmental Dyslexia: A Longitudinal Follow-up, Journal of the American Society for Information Science Technology, vol. 54, no. 14, pp. 1278-95. Reid, G Kirk, J 2001, Dyslexia in adults : education and employment, John Wiley, Chichester, New York. Taylor, M, Duffy, S Hughes, G 2007, The use of animation in higher education teaching to support students with dyslexia, Education + Training, vol. 49, no. 1, pp. 25-35. Wolcott, F 2001, Writing up qualitative research, Sage Publications, London, Thousand Oaks, Calif.

A to Z Animal Profiles List By Common Name

A to Z Animal Profiles List By Common Name Animals (Metazoa) are a group of living organisms that includes more than one million identified species and many millions more that have yet to be named. Scientists estimate that the number of all animal species- those that have been named and those that have yet to be discovered- is between 3 and 30 million species. The following is an A to Z list of animal profiles available at this site, sorted alphabetically by common name: A Aardvark - Orycteropus afer - An arched-backed mammal with long ears. Adà ©lie penguin - Pygoscelis adeliae - A penguin that gathers in huge colonies. African elephant - Loxodonta africana - The largest living land animal. American beaver - Castor canadensis - One of two living species of beavers. American bison - Bison bison - The majestic herbivore of the Great Plains. American black bear - Ursus americanus -  One of three North American bears. American moose - Alces americanus -  The largest member of the deer family. Amphibians - Amphibia - The first land vertebrates. Amur leopard - Panthera pardus orientalis - One of the worlds most endangered cats. Animals - Metazoa - The high-level group to which all animals belong. Arctic wolf - Canis lupus arctos - A white-coated subspecies of the grey wolf. Arthropods - Arthropoda - A highly diverse group of invertebrates. Asian elephant - Elephas maximus - The elephants of  India and Southeast Asia. Atlantic puffin - Fratercula arctica - A small seabird of the North Atlantic. Atlantic white-sided dolphin - Lagenorhynchus acutus - A most colorful dolphin. Aye-aye - Daubentonia madagascariensis - An odd-looking prosimian of Madagascar. B Badger, European - Meles meles - The mustelids of  the British Isles, Europe, and Scandinavia. Baleen Whales - Mysticeti - Bar-headed goose - Anser indicus - Barn owls - Tytonidae - Bats - Chiroptera - Beaver, American - Castor canadensis - Birds - Aves - Birds of prey - Falconiformes - Bison, American - Bison bison - Black rhinoceros - Diceros bicornis - Black-footed ferret - Mustela nigripes - Blue-footed booby - Sula nebouxii - Blue whale - Balaenoptera musculus - Bobcat - Lynx rufus - Bornean orangutan - Pongo pygmaeus - Bottlenose dolphin - Tursiops truncatus - Brown bear - Ursus arctos - Burchells zebra - Equus burchellii - C Caecilians - Gymnophiona - California sea hare - Aplysia californica - Canada goose - Branta canadensis - Canids - Canidae - Caracal - Caracal caracal - Caribou - Rangifer tarandus - Carnivores - Carnivora - Cartilaginous fishes - Chondrichthyes - Cats - Felidae - Cetaceans - Cetacea - Cheetah - Acinonyx jubatus - Chordates - Chordata - Cichlids - Cichlidae - Cnidaria - Cnidaria - Common dolphin - Delphinus delphis - Common seal - Phoca vitulina - Crocodilians - Crocodilia - D Dugong - Dugong dugong - Dusky dolphin - Lagenorhynchus obscurus - E Echinoderms - Echinodermata - Eland antelope - Tragelaphus oryx - Elephants - Proboscidea - Eurasian lynx - Lynx lynx - European badger - Meles meles - European common toad - Bufo bufo - European robin - Erithacus rubecula - Even-toed ungulates - Artiodactyla - F Firefish - Pterois volitans - Frigatebirds - Fregatidae - Frogs and toads - Anura - G Galapagos land iguana - Conolophus subcristatus - Galapagos tortoise - Geochelone nigra - Gastropods, slugs, and snails - Gastropoda - Gavial - Gavialis gangeticus - Giant anteater - Myrmecophaga tridactyla - Giant panda - Ailuropoda melanoleuca - Giraffe - Giraffa camelopardalis - Golden-crowned sifaka - Propithecus tattersalli - Gorilla - Gorilla gorilla - Gray whale - Eschrichtius robustus - Great white shark - Carcharodon carcharias - Greater flamingo - Phoenicopterus ruber - Green poison dart frog - Dendrobates auratus - Green sea turtle - Chelonia mydas - H Hammerhead sharks - Sphyrnidae - Hares, rabbits, and pikas - Lagomorpha - Hawksbill sea turtle - Eretmochelys imbricata - Herons, storks, ibises, and spoonbills - Ciconiiformes - Hippopotamus - Hippopotamus amphibus - Hummingbirds - Trochilidae - Hyenas - Hyaenidae - I Insects - Insecta - Irrawaddy dolphin - Orcaella brevirostris - Ivory-billed woodpecker - Campephilus principalis - J Jellyfish - Scyphozoa - K Koala - Phascolarctos cinereus - Komodo Dragon - Varanus komodoensis - L Lava lizard - Microlophus albemarlensis - Leatherback sea turtle - Dermochelys coriacea - Lemurs, monkeys, and apes - Primates - Leopard - Panthera pardus - Lion - Panthera leo - Lionfish - Pterois volitans - Lizards, amphisbaenians, and snakes - Squamata - Lobe-finned fishes - Sarcopterygii - Loggerhead turtle - Caretta caretta - M Mammals - Mammalia - Manatees - Trichechus - Marine iguana - Amblyrhynchus cristatus - Marsupials - Marsupialia - Meerkat - Suricata suricatta - Mollusks - Mollusca - Monarch butterfly - Danaus plexippus - Moose, American - Alces americanus - Mountain lion - Puma concolor - Mustelids - Mustelidae - N Neandertal - Homo neanderthalensis - Nene goose - Branta sandvicensis - Newts and Salamanders - Caudata - Nine-banded armadillo - Dasypus novemcinctus - Northern cardinal - Cardinalis cardinalis - Northern gannet - Morus bassanus - Northern bottlenose whale - Hyperoodon ampullatus - O Ocelot - Leopardus pardalis - Odd-toed ungulates - Perissodactyla - Orca - Orcinus orca - Ostrich - Struthio camelus - Owls - Strigiformes - P Panda - Ailuropoda melanoleuca - Panther - Panthera onca - Pelicans and relatives - Pelicaniformes - Penguins - Sphenisciformes - Pigeon guillemot - Cepphus columba - Pigs - Suidae - Polar bear - Ursus maritimus - Primates - Primates - Pronghorn - Antilocapra americana - Przewalskis wild horse - Equus caballus przewalskii - R Rabbits, hares, and pikas - Lagomorpha - Ray-finned fishes - Actinopterygii - Red-eyed tree frog - Agalychnis callidryas - Red fox - Vulpes vulpes - Reindeer - Rangifer tarandus - Reptiles - Reptilia - Rhinoceros, black - Diceros bicornis - Rhinoceros, white - Ceratotherium simum - Rhinoceros iguana - Cyclura cornuta - Rodents - Rodentia - Rodriguez flying fox - Pteropus rodricensis - Roseate spoonbill - Platalea ajaja - Ruby-throated hummingbird - Archilochus colubris - S Scarlet ibis - Eudocimus ruber - Sharks, skates and rays - Elasmobranchii - Shoebill - Balaeniceps rex - Siberian tiger - Panthera tigris altaica - Skates and rays - Batoidea - Skunks and stink badgers - Mephitidae - Snails, slugs and nudibranchs - Gastropoda - Snow leopard - Panthera uncia - Somali wild ass - Equus asinus somalicus - Southern tamandua - Tamandua tetradactyla - Sponges - Porifera - Spectacled bear - Tremarctos ornatus - Squamates - Squamata - T Tapirs - Family Tapiridae - Tiger - Panthera tigris - Tinamous - Tinamiformes - Toothed Whales - Odontoceti - Tuataras - Sphenodontida - Tufted titmouse - Baeolophus bicolor - Turtles and tortoises - Chelonia Tytonidae - Barn owls - W Wandering albatross - Diomedea exulans - Waterfowl - Anseriformes - Whale shark - Rhincodon typus - White rhinoceros - Ceratotherium simum - X Xenarthrans - Xenarthra -

The Increasing Incidence of Cancer in Human Beings Essay

The Increasing Incidence of Cancer in Human Beings - Essay Example Based on the information available currently, it is important to find out how cancer stem cells can be identified. Furthermore the colony cultures developed by cancer stem cells with and without chemotherapeutic drugs need greater analysis. Surface expression markers are often utilised to identify various kinds of cancer causing cells. However there is still great controversy to the behaviour of surface expression markers with respect to different kinds of cancer. Only abundant research in this field can help to positively identify surface expression markers to particular forms of cancer. Such research is essential to identifying and treating cancer to save the lives of hundreds of thousands of people. 1. Introduction 1.1. Cancer Cancer is a disease wherein the body’s own cells undergo uncontrolled multiplication and growth that leads to very unhealthy states leading to death. Cancer cells possess four characteristic properties which distinguish them from normal cells which ar e uncontrolled proliferation (growth), altered differentiation and loss of function, invasiveness and metastasis. When cells exhibit the characteristics mentioned above leads to a state of malignant tumor. In case of benign tumors the cells do not exhibit capacity to dedifferentiate, invade surrounding tissue and cause metastasis (Rang et al, 2007). The use of stem cells in cancer treatment is one of the latest developments in treating cancer. Research is being conducted in order to treat cancer using cancer stem cells. Stem cells act by replacing the immune system of unhealthy patient with that of a healthy donor (Clarke et al, 2006). 1.1.1 Incidence of Cancer Globally cancer continues to increase largely....When cells exhibit the characteristics mentioned above leads to a state of malignant tumor. In case of benign tumors the cells do not exhibit capacity to dedifferentiate, invade surrounding tissue and cause metastasis (Rang et al, 2007). The use of stem cells in cancer treatmen t is one of the latest developments in treating cancer. Research is being conducted in order to treat cancer using cancer stem cells. Stem cells act by replacing the immune system of unhealthy patient with that of a healthy donor (Clarke et al, 2006). 1.1.1 Incidence of Cancer Globally cancer continues to increase largely. Clobocan states that around 1.2 million new cancer cases and 7-6 million cancer deaths were witnessed in 2008 alone. The mortality rate for cancer in developing countries displays regional disparities in mortality with chances for cancer being 21% in males and 2% in females. The third most commonly diagnosed cancer in males and second most commonly diagnosed in females is colorectal cancer with almost 1.2 million new cease and 608,700 deaths accounted in 2008. Incidence rates were found to be highest in Australia , New Zealand , Europe and North America while the lowest rates were exhibited in African and South central Asia (Jemal et al , 2011)

Discussion 1 Week 5 Outsourcing and In-House Operations Assignment

Discussion 1 Week 5 Outsourcing and In-House Operations - Assignment Example These functions are crucial in nature and scope that core competencies of federal employees are needed for their undertaking and performance. According to O’Connor (2007), some of the functions included in the list are: (1) conducting criminal investigations; (2) commanding military forces; (3) conducting foreign relations and policy; (4) prioritizing Federal programs for budgetary purposes; among others. Accordingly, these functions are reviewed and modified, as deemed necessary, by the Office of Management and Budget (OMB) officials (OConnor, 2007). As such, only when projects or programs are classified not within the inherently governmental function could other options through outsourcing could be resorted to. As emphasized, the option to outsource would only be justified when the cost of contracting services to private agencies or organizations is considerably lower than in-house services. Likewise, the decision to outsource or retain in-house transactions, is still governed by policies and procedures outlined by the OMB. 2. Outsourcing and in-house operations are interactive elements of materials acquisition planning, resource allocation planning, and materials flow control. Argue whether or not inherently government functions should be outsourced. Support your argument with example(s). Then, offer an alternative based on your position. One strongly believes that classifying functions as inherently government, by nature, should not be outsourced. For instance, one of the functions noted as inherently government is the â€Å"command of military forces, especially the leadership of military personnel who are members of the combat, combat support, or combat service support role† (OConnor, 2007, p. 109). In this particular situation, only the expertise and skills of federal officers are needed to perform the specific function. In no way would outsourcing serve the best interests of the