Friday, October 4, 2019
Exam questions Essay Example | Topics and Well Written Essays - 2500 words
Exam questions - Essay Example Furthermore, the chapter reviews the success of fixed capital requirements in terms of maintaining the relations between desired capital and risk taking. It also analyzes ways through which banks reduce effectiveness by taking to riskier assets. Capital requirements are also referred to as capital adequacy or regulatory capital. This is the amount of capital that commercial banks hold due to the requirements of the financial regulator. These requirements are necessary for the financial industry; to ensure that commercial banks do not accumulate excess leverage which leads to insolvency. Commercial banks have some behavioral preference when allocating loans to individuals. However, the capital constraints can make the banks to review the behavioral preference. This means that the financial regulator could utilize the strong constraints in capital adequacy to; review the fluctuations of the Micro economy and direct the economy to the required direction through the financial intermediaries like banks (Altunbas)1. Based on the approval of the Basel II model, this discourse defines the research question in the following way: Are rigid pressures exerted by minimum capital requirements efficient in minimizing the risk-taking behavior of banks? The framework of the Basel II structure in the subprime crisis forms the basis within which professionals question the proposals. This area covers the inadequacy of the level of capital requirements. The focus on examining the efficiency of regulatory capital requirements during the implementation of the proposals in Basel I model report executed from 2002 is part of the entire discourse. However, the discourse does not aim at testing the Basel I framework. Instead, it assess the efficiency of the regulatory pressure in relation to the degree of capital cushion in cutting down on the risk-taking behavior of financial institutions in the
Thursday, October 3, 2019
Hunting Snake by Judith Wright Essay Example for Free
Hunting Snake by Judith Wright Essay First of all remember that we would never know what exactly the poet is trying to mention and non of the comments can said to be ‘wrong’ Great black snake represents the aborigin people in Australia and the person who gets scared of this snake is an English occupier. The word black is simply you can understand that it means black people and snake is a wild animal who lives on their own land but humans are the occupiers and the writer at the same time fears and admires the snake while the snake fled which mean the snake is also afraid of the people. As you can understand in present time, English people have started moving to Australia in order to get that place and the aborigins, the original people of Australia is being ignored at the same time we admire them but this admire is so extreme and unnecessary that we make them feel like theyre wild animals. And if you ever go to Australia, you would see that the tour guides would show the local people of Australia, the aborigins with their hands and we would admire them but we will never chat with them or have any talk between as we are scared and this is also the way we treat the wild animals. In the first stanza, we can see a perfect Picture of the atmosphere. The sky is in ‘gentlest’ way despite when the person sees that ‘great’ ‘black’ snake, we can understand that with using the word ‘great’, person admires the snake. But why is the word ‘black’ is used? As you can understand the color black represents darkness which humans fear. Also don’t we talk about racism, the ‘black’ and white people. We treat the black people as the same way, we act like they’re aliens, like they’re different from us and also we show an unnecessary amount of admire which makes them more alienated.
What is dyslexia?
What is dyslexia?      It has been 100 years since the first case of developmental dyslexia was described. Hitherto numerous researches had shed light on the causes and consequences of this disorder but the debate concerning its definition is still highly contented. In this essay, I will first answer the question of what is dyslexia and then move to the debate of whether it has a genetic basis.      Firstly, I will introduce what has been done in the early research of dyslexia and then tried to find a definition for us to understand dyslexia properly. Secondly, I will introduce the research for supporting the view that dyslexia has a genetic basis. 1.1 Early history of research on dyslexia      Reading, a complex behavior that requires a set of cognitive skills, has been highly valued by society and is a key component to education. An inability to read has profound social and psychological consequences. Several scholars in the 19th century studied the loss of the ability to read or understand writing.      Kurrmaul in 1877 describe the reading difficulties of literate brain-damaged patients as word-blindness. It is only in 1887 that a German ophthalmologist, R Berlin, first used the word ‘dyslexia to describe reading difficulties caused by cerebral disease or injury. However, having read articles published by Hinshelwood in the 1890s and early 1900s, W.P Morgan (1895) points out that a patient can be suffering from dyslexia without cerebral disease or injury. He quotes the case of a boy who has reading difficulties even though he has suffered no apparent brain damage. Though for a long time, the problem of dyslexia is widely studied, dyslexia was not a common knowledge for more than half a century and the concept of dyslexia was not familiar and unclear to many people. People need to understand what dyslexia is in order to help ones inflicted with the disease. 1.2 The definition of dyslexia      Dyslexia is a neurological disorder with a genetic origin and behavioral signs which extend beyond problems of written language. Early research confined the dyslexia into a medical model and thus clinical practice fail to distinguish a dyslexia patient from normal readers. In the 1968 World Federation of Neurology meeting, a definition of dyslexia formally introduced and stated that dyslexia is a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and socio-cultural opportunity. It is dependent upon fundamental cognitive disabilities which are mostly of constitutional origin. Many scholars criticize this definition. Firstly, the terms are vague as there are insufficient examples to illustrate conventional instruction or to point out the criteria of adequate intelligence and to explain the meaning of socio-cultural opportunity. These scholars point out that the biggest weakness of this definition is exclusio n. The definition only states what a person with dyslexia should not be and does not include criteria for its positive diagnosis other than to state that it is a reading difficulty dependent on fundamental cognitive disabilities (Snowling, 2004). Although its definition debatable, it is applied by the diagnostic and statistical manual of mental disorders and the international classification of mental and behavioral disorders for many years.      Researchers have never stop on the medical model. Without positive diagnosis criterion, doctors cannot differentiate children with specific reading difficulties and children who have reading difficulties because of a more general learning problems. Scholars have adopted tests through the comparisons of verbal IQ (intelligence quotient) and performance on reading tests of children with reading retardation and skilled reader in a hope that it could identify the children with dyslexia. Nonetheless, a number of findings such as Morton and Frith (1995) highlighted that it is not correct to assume that literacy problems are the only symptoms of dyslexia. These tests are purely behavioral definitions and the diagnosis is relative. For instance, there are many examples that show discrepancies with the predictions carried out by those researches. Some dyslexia children after receiving highly effective training in decoding non-words would score well and many children with r eading problems can improve their reading ability by having a better relationship with their teachers. Overly depending on these tests as a short cut to diagnosis would run the risk of excluding dyslexic children with reading problems and involve children who only show mild positive signs of dyslexia. The definition that concerns dyslexia as synonymous with specific reading difficulty has failed to be self evidence because it only focuses solely on reading and IQ-test performance and other tests.      One way out of this dilemma is to consider dyslexia as a disorder that has multi-levels of description. Rutter and Yule (1975) pointed out that the specific reading retardation is usually multi-factorially determined opposed to the claim that dyslexia is a unitary condition. Being a developmental disorder, dyslexia can be expected to have behavioral features that will change with maturation and response to environmental interactions (cf.Bishop, 1997). It may therefore be unrealistic to agree upon a simple and unchanging definition of dyslexia. Frith (1997) argued that there are causal links from brain to mind to behavior that must be considered when attempting to understand dyslexia. It is important to seek explanations at the three different levels in this causal chain namely the biological, the cognitive and the behavioral, in order to develop a comprehensive theory of why some children fail ‘unexpectedly&tsquo; to learn to read(Morton and Frith, 1995). Mo reover, the environmental factors will act as a stimulus to intensify or meliorate the condition of these three levels.      The common ground of the study of dyslexia, agrees that dyslexia is a neuro-development disorder with a biological origin and behavioral signs which extend far beyond problems of written language (Frith, 1997). The idea of dyslexia as a syndrome with a neurological basis springs from the work of Tim Miles, Elaine Miles and many intelligent students. It helps to solve the paradoxes that exist in defining dyslexia. Morton and Frith (1997) had developed a framework with three levels and environmental influence in a neutral view to describe a descriptive definition of dyslexia.      The past 15 years have seen a continuing increase in research effort aimed at identifying the biological underpinnings of dyslexia. Galaburda (1989) demonstrated abnormal symmetry in the structure of the planum temporal; Livingstone et al. (1991) identified cellular migration abnormalities in the magnocellular system of the brain which have been related to behavioral findings by Cornelissen et al.(1995). Genetic linkage studies with dyslexic families have identified regions on chromosomes 15, 1 and recently 6 (Cardon et al., 1994). Thus, restricting the discussion to behavioral observation is no longer necessary. This gap has been widened by cognitive neuro-science which insists that there is a space for the scientific study of the mind and brain and not just behavior (Frith, 1995). Cognitive level of explanation can be a bridge that links brain and behavior together. Cognitive abilities can be explained by Cognitive theories through observable behavior. The poor reading performance can be termed as a cognitive dysfunction which in turn can be explained by a brain dysfunction. In addition, this causal links chains from brain to mind to behavior has to be set within the context of environmental and cultural influences. Figure2(Mortan and Frith 1995)      An illustration of the causal modeling of dyslexia with the hypothesis of a phonological deficit hypothesis now shows in figure 2. In this figure, Morton and Frith in 1995 argued that when we try to explain a developmental disorder, we have to make a distinction between different levels of description. In the biological level and environmental level, we can look for causes and cures and in the behavioral level we can observe and assess the patient. Then the cognitive level lies in between these levels and have links with the rest of the levels. Here, the intuitive clinical impression can be captured and that the presenting disorder is a distinct and recognizable entity despite variable symptoms. This notation enables different theories about a disorder to be represented in a neutral fashion (Frith, 1995). The proposal of a phonological deficit as the cognitive basis of dyslexia has a strong theoretical and empirical support that it has been widely accepted. Starti ng on the biological level of figure 2, it is supposed that there is a congenital dysfunction of left-hemisphere perisylvian brain areas which affects phonological processing (Galaburda, 1989; Paulesu et al., 1996; Rumsey et al., 1992). Furthermore, the evidence for a genetic origin of dyslexia is increasingly compelling (Pennington, 1990). However, this theory also has its pitfalls. One of the biggest weakness of the phonological theory is it does not effectively explain the occurrence of sensory and motor disorders in dyslexic individuals. People who support the phonological theory typically have dismissed these disorders as not part of the core features of dyslexia. They consider their co-occurrence with the phonological deficit as potential markers of dyslexia instead of treating them as a causal role in the aetiology of reading impairment (Snowling, 2000).      In the domain of neauro-cognitive causes study of dyslexia, there are two other theories: the cerebellar theory and the magnocellular theory. The former one is that the dyslexics cerebellum is mildly dysfunctional and that a number of cognitive difficulties ensue, whereas the latter one postulates that the magnocellular dysfunction is no restricted to the visual pathways but is generalized to all modalities (Ramus et al, 2003). These three theories do not contradicted each other but potentially compatible. When it refers to the cognitive level, three theories imply a processing deficit. Fast temporal processing may be a basic characteristic of all perceptual systems, visual as well as auditory, object-based as well as speech-based. On the other hand, the slower-than- normal perceptual processing might affect the development of a phonological system (Frith, 1997). 1.3 Conclusion      Any definition should be seen as a hypothesis and to be rejected if future findings disprove it. As Tim Miles said that, a diagnosis of dyslexia is, in effect, a sort of bet. The definition in the framework of biological, cognitive and behavioral level within the interaction of cultural influences depict the dyslexia as a neuro-developmental disorder with a biological origin, which affects speech processing with a range of clinical manifestations (Frith, 1997). In this definition, it appears that the cognitive level of description provides a unifying theory of dyslexia. Such a theory is necessary to pool together the numerous different observational strands in this most intriguing and subtle disorder.      After the discussion of definition issues in dyslexia, we turn to focus on the approval that dyslexia has its genetic basis. We will first look at the study of heritability in dyslexia and then to talk about the genetic findings for supporting dyslexia has a genetic basis.      The rapidly accumulating evidence suggests that developmental dyslexia is one of many common familial disorders. The genetic explanations of dyslexia are rather convinced by research that uses the newly genetic techniques and statistical methods in the genetic study of dyslexia. Although most findings cannot be replicated as there are many variants need to be identified. We still can believe that dyslexia has a genetic basis by the evidence of the genetic study of dyslexia. 2.1 Famaliality of Dyslexia      The question of whether dyslexia has a genetic basis has been studied for a very long time. Numerous researches have been conducted. Among them, there are a number of findings that suggest developmental dyslexia is hereditary. Orton in 1925 hypothesizes that children born in a family of dyslexia have great chance of being dyslexia. According to a recent estimation made by Gilger, Pennington and Deferies in 1991, the risk of a son with a dyslexia father to be a dyslexia is approximate 40% and about 36% if the mother is dyslexia. Moreover, if both parents are affected, the risk and severity of dyslexia in the child would greatly increase. Nevertheless, for the girls, this ratio is relatively lower, at about 20% regardless of the gender of the affected parent (Childsfinucci,1983;DeferiesDecker,1982;Pennington,1991).However,the higher familial aggregation of reading problems is insufficient to prove that dyslexia has genetic basis. The environment shared by families a re strongly influence their reading ability. 2.2 Twins Studies      The twins studies can help us understand the complexity of the interaction between genes and environment in some degree. The first kind of twin studies is the comparison of concordance rates that could evaluate the hereditary basis of dyslexia as a clinical condition. The second evaluates the reading performance of twins for estimating heritability coefficient by analyzing various indicators of reading performance. Thus, it is important to diffrentiate these two types of twin studies.      In the first kind of twin study of dyslexia, researchers compared the concordance rates in monozygotic (MZ) twin pairs the identical twin pairs and dizygotic(DZ) twin pairs the fraternal pairs. Regression counted in the research dues to the assessment of environmental factors and its interaction with genes in reading disabled. The results show that at least one member of every pair had reading problems. Moreover, MZ has a higher concordance for reading disability than in DZ twin pairs (Hermann, 1959; Zerbin-Rudin, 1967;Decker and Vandenberg,1985). By comparing the findings of the concordance rates in twin pairs we can imply that developmental dyslexia has a genetic aetiology.      In the second type of twin pairs, a vast number of studies have reported MZ and DZ twin correlations for various measures of reading performance (Grigorenko, 1996). MZ correlations implied the presence of genetic influence through the comparison with DZ correlations. However, heritability estimates are varied. Some of the variability can be due to the fact that the sample size of those main researchers was relatively small. In addition, some twin studies suggest that only certain reading-related skills are inherited. Thus it has been shown that word recognition, phonological coding show important genetic influence, whereas reading comprehension and orthographic coding do not (Olson, Wise,Conners,Rack,Fulker, 1989). Because the latter one significantly influenced by the environmental factors. 2.3 Pattern of Transmission of Dyslexia      Researchers had conducted a number of segregation analyses, fitting different statistical models corresponding to various patterns to investigate the transmission of genes in families with reading disability. Some observers have concluded that familial dyslexia is transmitted in an autosomal (not sex-linked) dominant mode (Childs Finucci, 1983; Hallgren, 1950), whereas others have found only partial (Pennington et al.,1991) or no support for an autosomal or codominant pattern of transmission. These findings were interpreted as suggesting that specific reading disability is genetically heterogeneous (Finucci et al.,1976; Lewitter, DeFries, Elston, 1980). In here, Quantitative trait loci (QTL) mapping also has been applied (Cardon et al., 1994;Fulker et al.,1991) in order to localize individual genes that contribute to the development of dyslexia. 2.4 Genetic Localization      The researchers passionately set an ultimate goal of genetic study that is to locate and isolate the responsible gene for dyslexia. Once the genes responsible for dyslexia is located, the protein product encode by the gene may permit a physiological explanation for its role in normal processes or diseases and finally contributed to a gene therapy for dyslexic. However, some researchers like Snowling (2000) consider the location of genes is a wide goose chase. The human genome has a rough estimation of about 35 000 genes which distributed over 3 billion bp of DNA and half of them is related to brains. Even when researchers limited the number of candidate genes to screen by using different biological hypotheses, they still need to work with thousands of genes. Thus, considering the risk of failing to match any given hypothesis, researches adopt the linkage and association analysis these two types of mapping strategies. The principle underlying both genetic linkage a nd association mapping is to test for non-random relations between phenotypic similarity across many individuals and haplotype sharing between them. With more generations the analysis become more powerful and accurate because each meiosis provides another opportunity for spurious genotype-phenotype relations to decompose. Linkage analysis refers to the analysis of individuals for whom family relations are known, whereas association analysis is used for large samples of unrelated individuals. Now, linkage analysis is generally less effective than association analysis in detecting genotype-phenotype relations within a study sample size. However, linkage mapping can be done with much fewer genetic markers and is hence easier to use in practice than association analysis. Genome-wide linkage can be carried out by analysis of about 400 highly polymorphic DNA markers. By contrast, association mapping has the power to focus on the specific causal DNA variants that influence phenotype variab ility but in most case it must use much more times that use to analyse DNA polymorphisms then linkage mapping used.      Using current molecular techniques of linkage analysis to carefully study selected family trees of dyslexic individuals in which developmental dyslexia reoccurs in different generations, some early results showed that a major gene for dyslexia was located on the short arm of chromosome 15 (Pennington et al.,1991;Smith, Pennington, Kimberling, Ing,1990). Fulker and his colleagues in 1991 replicated the same result of chromosome 15 though selecting a sample of siblings with reading problems in the study of original extended-family. Others like Lubs in 1991, Rabin in 1993 and Cardon in 1994 did not find the same results.      From a recently review of genetic study of dyslexia, we can see that the candidate genes DCDC2 the double cortin doman containing protein 2 and K1AA0319 show strongest links to the dyslexia among severely affected individuals. However, the candidate genes chromosome 15 and ROBO1 roundabout Drosophila Homolog of 1, which were identified through breakpoint mapping in Finnish patients, seem to be less involved in the development of dyslexia across different populations. However, their research is limited to a few families in the Finnish population and to date, no specific cognitive processes are known to be influenced by the proposed susceptibility genes. Some studies have already started to include neurophysiological and imaging procedures in their phenotype characterization of patients. The molecular genetic studies conducted so far have not considered gender-specific genetic effects. A satisfactory power to detect such effects can be provided only when gender is t aken into account during the analysis of results, and this should be a feature of future studies (Schumacher et al, 2008) 2.5 Conclusion      Although, scientific research has yet to prove that dyslexia is a gentic disorder, many researchers and evidence have show that it is a high possibility. In my opinion, dyslexia is a genetic disease and its symtoms can be aggravated or mitigated by the environment. Nevertheless, more research into the correlationship of the genetic factor and the environment needs to be conducted to verify this claim. Reference: Beaton,A.A(2004). Dyslexia, Reading and the Brain: a sourcebook of psychological and Biological Research. East Sussex: Psychology Press. Francks.C, MacPhie,L.I, Monaco,P.A(2002). The genetic basis of dyslexia. Lancet Neurology 2002, 1, 483-490. Frith.U(1999). Paradoxes in the definition of dyslexia. Dyslexia, 5, 192-214. Hulme. C,Snowling.M(1997). Dyslexia: biology, cognition, and intervention. San Diego: Singular Pub. Miles,E.(1995).Can there be a single definition of dyslexia? Dyslexia, 1, 37-45. Raskind, H.W (2001). Current understanding of the genetic basis of reading and spelling disability. Learning Disability Quarterly, 24(summer), 141-157 Olson, R.K(2002). Dyslexia:nature or nurture. Dyslexia, 8(3), 143-157 Ramus. F, Rosen.S, Dakin,C.S, Day,L.B., Castellote,M.J., White.S Frith.U(2003). The theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, 126, 841-865. Sladen,K.Brenda(1970). Inheritance of dyslexia. Annals of Dyslexia. 20(1), 30-40. Snowling,J.M(2000), Dyslexia. Massachusettes: Blackwell Publishers Ltd. Siegel,L.S.(1992). An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disabilites,25, 618-629. Sternberg,J.R Spear-Swerling.L(1999). The perspectives on learning disabilities. Colorado: Westview Press. Schumacher. J., Hoffmann. P, Schmal. C, Schulte-Korne. G, Nothen,M.Markus(2007). Genetic of dyslexia: the evolving landscape. J med Genet 2007, 44, 289-297. Wood, B. F., Grigorenko, L.E (2001). Emerging issues in the genetics of dyslexia: a methodological preview. Journal of learning disabilities, 34(6), 503-511
Wednesday, October 2, 2019
Cisco Systems Business Analysis Essay examples -- Technology Companies
Cisco Systems Cisco Systems - World's Leading Network Hardware Products Cisco Systems, Inc. is the worldwide leader in networking for the Internet. Cisco operates in one industry segment and creates hardware and software solutions that link computer networks so that people have easy access to information without regard to differences in time, place or type of computer system. Networking is a multi-billion dollar global market whose growth is spurred by the belief that the Internet is changing the way we work, live, play, and learn. Over the last year, there has been a key shift in the role of the Internet and in how the Internet is perceived. What was once a fairly complex tool used by an elite group of highly technical individuals is now a technology driving economic change globally by creating new jobs and market opportunities. The Company markets its products through its direct sales force, single and two-tier distributors, value-added resellers, service providers and system integrators. This multiple-channel approach allows customers to select the channel that addresses their specific needs and provides the Company with broad coverage of worldwide markets. Customers benefit from Cisco networking solutions through more efficient exchange of information, which in turn leads to cost savings, process efficiencies, and closer relationships with customers, prospects, business partners, suppliers, and employees. Cisco solutions are the networking foundation for companies, universities, utilities, and government agencies worldwide. The Company was founded in late 1984 by a small group of computer scientists from Stanford University seeking an easier way to connect different types of computer systems. Cisco Systems... ...Internet. Their relationship with Hewlett-Packard covers a broad range of initiatives including technology development, product integration, professional services, and customer service. Last May, GTE announced that it would build a national network based on Cisco's products, enabling service providers to rapidly deploy value-added services and drive next-generation Internet offerings. And the goal of their collaboration with Alcatel is to offer complete networking solutions to telecommunications carriers and other Internet service providers worldwide. Each of Cisco's strategic alliances will create a sustainable competitive advantage for both companies in order to optimize products, price points, distribution, and services. Through these relationships, Cisco will provide its customers the ability to become global networked businesses well into the next century.
Tuesday, October 1, 2019
Validity: External, Internal, and Construct Essay -- Business Manageme
Validity In research paradigm, validity and reliability are the most basic characteristic issues used in qualitative and quantitative analysis. Validity as a psychometric standard is embedded in a positivist approach, which is relevant in reflecting on the qualitative point of view ascribed to the establishment of the truth. In view of this, definition of positivism ascribe to a theory systematic to validity. Additionally, other empirical conceptions culminating from resided validity include truth, deduction, universal laws, evidence, reason, and actuality among others. For any qualitative research conducted, validity as a concept is a determinant that measures the truth concerning the investigation. Validity is measured by researchers by asking questions and answers are retrieved from other people’s research work (Joppe, 2000, p. 1). Other researchers define validity in quantitative research as construct validity. Construct implies initial concept, hypothesis, notion or question determining data gathered and method of data collection. However, quantitative practitioners affirm the cause or effect interplay between data and construct for validation of investigation by applying test procedures or processes (Golafshani, 2003, p. 599). As a result, with regard to validity, researchers conclude that, it is whether measurements of the mean are accurate or they are measuring the intended features. Accuracy of the mean helps in relating the cause-and-effect relationship present in internal validity. The above definition is associated with quantitative research methodology. It summarizes that validity to be the extent in which instruments measure the exact thing it purports to measure. An example of validity in research is ... ...nformation provided during the course of study. In the case of project construction management, leaders need to be aware of the variables affecting internal and external validity to be able to convince the readers on aspects introduced and needing further research. References Creswell, J. (2000). Determining validity in qualitative inquiry. Theory into Practice, vol. 39, no. 3, pp. 124-131. Cozby, P & Bates, C. (2012). Methods in behavioral research. New York, NY: McGraw-Hill. Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report 8 (4), 597-607. Scandura, T & Williams, E. (2000). Research Methodology in Management: Current Practices, Trends and Implications for Future Research. Academy of Management Journal 43 (6), 1248-1264. Trochim, W., & Donnelly, J. (2008). Chapters 1, 3, 5, 6, 7
Results and Conclusion of the Research Process Essay
Applying the Results and Conclusion of the Research Process in Health Care In what way are the data collection procedures appropriate for this study? The data collection method that was used for this study was surveys and interview that was conducted with a pregnant or a parenting teen who was either pregnant or who gave birth to babies within two years prior to the dates of interviews. The individual interview method with the students was the primary method for collecting qualitative data. The data collection procedures were appropriate because the data information [Passive voice is the â€Å"to be†verb (be, is, was, were, or been) plus a participle. Use active instead of passive voice to make writing more vibrant and concise. Active voice = Bill completed the paper on time. Passive voice = The paper was completed on time by Bill. (Refer to Active and Passive Voice from the Grammar and Writing Guides in the Tutorials & Guides section of the Center for Writing Excellence for more information.)] from direct interaction with individuals that was one to one basis or face to face. Although the interview methods were time-consuming, the information was more affluent and provided deeper insight. Data preparation involves checking or logging the data in; checking the data for accuracy; entering the data into the computer; transforming the data, and developing and documenting a database structure that integrates the various measures In what way were appropriate steps taken to protect the rights of subjects? Potential research questions can give informed consent only if they have all the information about the study they need to decide whether to participate. Informed consent respects each’s right to make choices. Only after consent was obtained [Passive voice is the â€Å"to be†verb (be, is, was, were, or been) plus a participle. Use active instead of passive voice to make writing more vibrant and concise. Active voice = Bill completed the paper on time. Passive voice = The paper was completed on time by Bill. (Refer to Active and Passive Voice from the Grammar and Writing Guides in the Tutorials & Guides section of the Center for Writing Excellence for more information.)] , an interview was conducted. The survey was conducted [Passive voice is the â€Å"to be†verb (be, is, was, were, or been) plus a participle. Use active instead of passive voice to make writing more vibrant and concise. Active voice = Bill completed the paper on time. Passive voice = The paper was completed on time by Bill. (Refer to Active and Passive Voice from the Grammar and Writing Guides in the Tutorials & Guides section of the Center for Writing Excellence for more information.)] with the full cooperation of the Laurence Paquin School authority and the Baltimore Public School System. All subjects participated and completed the interviews on a voluntary basis. An incentive of $15 was provided [Passive voice is the â€Å"to be†verb (be, is, was, were, or been) plus a participle. Use active instead of passive voice to make writing more vibrant and concise. Active voice = Bill completed the paper on time. Passive voice = The paper was completed on time by Bill. (Refer to Active and Passive Voic e from the Grammar and Writing Guides in the Tutorials & Guides section of the Center for Writing Excellence for more information.)] to each subject for participation in the survey In what way is the data collection tool used to support the reliability and validity of the study? The data for the present study came from a survey of a sample of African American girls pregnant and/or parenting teens during the period 2000 and 2001 from the alternative school, and a sample of comparable pregnant/or parenting teens who became pregnant while attending regular public schools within Baltimore Public School System, but did not attend any alternative comprehensive school for pregnant teens [A sentence as long as this (more than 50 words) can be confusing because the main idea is covered with additional information or because of changes and turns of logic or ideas. Cut the sentence into smaller sentences, each dealing with one idea.] . Surveys are widely used in education research, particularly in descriptive research studies. Once all of the participants had completed the study measures, and all of the data has been collected, the researcher prepared the data to be analyzed. Organizing the data correctly would save a lot of time and prevent mistakes. Most researchers choose to use a database or statistical analysis program that they can format to fit their needs in order to organize their data effectively (â€Å"A Study of An Alternative School for Pregnant and/or Parenting Teens: Quantitative and Qualitative Evidence,†2006. In what ways are the data analysis procedures appropriate for the data collected? The data analysis methods that was used in this study was appropriate because the researchers were collecting data from a sample of enrollees of such a school-based comprehensive program and comparing them with data collected from a sample of non-enrollees, the study systematically evaluates the program. Performing any accurate or similar operations needed to get quantitative information ready for analysis. This study used information that was gathered [Passive voice is the â€Å"to be†verb (be, is, was, were, or been) plus a participle. Use active instead of passive voice to make writing more vibrant and concise. Active voice = Bill completed the paper on time. Passive voice = The paper was completed on time by Bill. (Refer to Active and Passive Voice from the Grammar and Writing Guides in the Tutorials & Guides section of the Center for Writing Excellence for more information.)] from their interviews and entered numerical observation into a chart, table, and spreadsheet that could be used for analysis. In what ways are the data analysis procedures appropriate for answering the research question or questions, for testing the study hypothesis or hypotheses, or both? In order for the researchers to performed multivariate analysis they use comparison charts based on information gathered from the surveys and interviews in order to find the hypothesis of the Paquin School enrollment versus the public school systems. The results of the analysis of school grade point average, intention to complete 12th grade, aspiration for college education, practice of breastfeeding at any time, future intention to breastfeed, current use of any contraceptive methods, and present use of Depo- Provera. There were focus groups that provided data charts that also exhibits the results of the analyses of lengths of gestation and birth weights of babies born to the teens by least square regression models in each of the dependent variablesâ€â€school grade point average, aspiration to complete 12th grade, aspiration for college education, and current contraceptive use, Identify the strengths of the scientific merit of this study. What are weaknesses? Unlike numbers or â€Å"firm data,†qualitative information has a tendency to be â€Å"lenient,†which means it cannot always be condensed [Passive voice is the â€Å"to be†verb (be, is, was, were, or been) plus a participle. Use active instead of passive voice to make writing more vibrant and concise. Active voice = Bill completed the paper on time. Passive voice = The paper was completed on time by Bill. (Refer to Active and Passive Voice from the Grammar and Writing Guides in the Tutorials & Guides section of the Center for Writing Excellence for more information.)] to something certain. That is in some ways a weakness, but it is also a strength. The numbers from observation may tell you how well the pregnant teen or teen parents did in either school but the look on their face on graduation day or the satisfaction on the healthy baby’s faces may tell you even more about the effect of the results on them. That look cannot be translated [Passive voice is the â€Å"to be†verb (be, is, was, were, or been) plus a participle. Use active instead of passive voice to make writing more vibrant and concise. Active voice = Bill completed the paper on time. Passive voice = The paper was completed on time by Bill. (Refer to Active and Passive Voice from the Grammar and Writing Guides in the Tutorials & Guides section of the Center for Writing Excellence for more information.)] into a number. That interpretation may be far more valuable in helping that student succeed than knowing her statistical stance in a study. What are the key distinctions between qualitative and quantitative data? The study design that is used [Passive voice is the â€Å"to be†verb (be, is, was, were, or been) plus a participle. Use active instead of passive voice to make writing more vibrant and concise. Active voice = Bill completed the paper on time. Passive voice = The paper was completed on time by Bill. (Refer to Active and Passive Voice from the Grammar and Writing Guides in the Tutorials & Guides section of the Center for Writing Excellence for more information.)] in this study is a systematic review and a meta-analysis view. The difference between a systematic review and a meta-analysis is that a systematic review looks at the whole picture (qualitative view) while a meta-analysis looks at the particular statistical picture (quantitative view). This is a study of an alternative school for pregnant and parenting teens demonstrating quantitative and qualitative evidence. Conclusion In conclusion [Add comma here for clarity or to offset an afterthought from the rest of the sentence] the finding from this study is that the components of a school-based comprehensive program may provide multiple opportunities to solve the multiple problems faced by the pregnant and parenting teens, thereby minimizing missed opportunities to serve them effectively. This is also consistent with the notion that school continuation and other facets of well-being of the teens and their children are highly related, and that better utilization of an integrated range of health, educational, and social services will follow improved academic achievement, enlarged employment opportunities, and a brighter sense of the future. The finding of the study does support the hypotheses. Availability of these services decreases not only the adverse consequences of teenage pregnancy and parenthood among the teenagers, but also adverse financial, and human resources cost to the society. The focus group sessions with the teenagers demonstrate the enormous odds that pregnant adolescents face when they become pregnant. Many of the problems seem to be beyond the capacity of the teenagers’ low-income families to handle on their own, let alone the capacity of the teenagers themselves. Therefore, policy planners and program administrators should develop strategies to foster inter-agency or interdepartmental collaborations and funding’s to encourage and assist school districts in planning and initiating, or strengthening, comprehensive school-based alternative programs to deal with the multiple problems faced by pregnant teens from disadvantaged backgrounds. [Please check the Reference and Citation Examples document in the Tutorials & Guides section of the Center for Writing Excellence for examples of correct formatting. Then carefully check your citations and references to be sure that they are formatted correctly.The hanging indent is backwards] References A Study of an Alternative School for Pregnant and Parenting Teens: Quantitative and Qualitative Evidence. (2006, April). Springer Science & Business Media, 23(2), 172-195. http://search.proquest.com.ezproxy.apollolibrary.com/docview/218371449 A Study of an Alternative School for Pregnant and Parenting Teens: Quantitative and Qualitative Evidence. (2006, April). Springer Science & Business Media, 23(2), 172-195. http://search.proquest.com.ezproxy.apollolibrary.com/docview/218371449
Monday, September 30, 2019
Breathing Life Into Your Work
‘Love’. How can such a small word mean so much? It can make you feel as mighty as the wind or as miserable as the penniless. Funny, but you'll never realize that you are totally a different person when you are struck by love. I recall my favorite song which is â€Å"Crazy Over You. †Who would have thought that love could drive somebody in the verge of madness and yet still be happy with the experience? Try to imagine getting crazy over a person you love and just think that â€Å"I am head over heels for you and that just feels great.†Sometimes, the heart makes decision, that the mind cannot explain, and this is when one will eventually realize that he or she is already in a vessel steering hard enough to be in the harbor of safety, hoping that it would end well. Based from the song, a love can get so consuming, and in the process of the romantic relationship, a person may lose oneself or might as well say that a little of everything may leave you nothing. Love is strong enough to hit somebody in the head and make that person forget who he or she really is the following day.However, I find the song interesting because in a broader sense, it is not just a manifestation of the typical ‘crazy love’. Underneath it lies the truth that when you love, you have to give your best shot, and alongside that love, you have to be able to leave something for yourself. In general, falling in love can be a sweet tormentâ€â€sweet, because it offers you the ride that you ever dreamed of, and torment, because by the time that you are already consumed by it, you will never know where you are headed next and you will just realize you are already losing yourself.Chocolates I love chocolates. They remind me of my childhood when I can still stick my fingers into my mouth and feel the sweet taste of chocolate bursting on my tongue. I love the aroma of cocoa wafting from the kitchen. It makes me imagine how sweet life can be. As a child, I was like an ant that swarms over anything sweet. I grabbed every chocolate at home that my eyes set upon. I was so hooked into chocolates that I ate them until my teeth ached. I just can't get over the satisfaction that chocolates have to offer.Whenever I think of chocolates, they also make me think of having freedom. I wonder why that is. Then, a thought occurred to me: when I was a kid, chocolate was something that my parents considered as unhealthy, but what can I do? I had a sweet tooth, and being able to eat chocolates at my own expense was like stating that I would be able to eat whatever I liked to eat. Hence, for me, chocolate is more than just a candy. Chocolate is my friend, my companion during the lonely moments of my life.Indeed, my life would not be complete without chocolates. Tired I have two jobs right now, and I can say that I am working like a machine all the time. It is as if among the weariness that most people bear, mine is the worst. Everyday is like a travel thro ugh a thousand miles, and at the end of the day, I am always out of energy. After coming home from work, I feel like my whole body is under a massive rock and I could feel the sore piercing through my muscles.What adds up to the feeling of exhaustion is the undeniable churning of my stomach. As I arrive at our house, there is a sense of excitement within me. As I hurriedly go inside, my nose picks up the faint aroma of food spices. What is really thrilling is that mother prepares something special, and that is what I am looking forward to. With the hunger I am feeling which is intensified by my weariness, I could eat a horse. By the time that I am through munching on my food, I will lay my restless body on my waiting bed and sleep like a log.
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