Chemistry Lab Essays (358 words) - Fin, Heat Transfer,

Chemistry May 13, 2015 4A Purpose: The purpose of this lab was to find the concentration of the acid. Adding small amounts of the base helped to do this. You could determine the pH every time and watch it rise until it hit 7. Data and Calculations: The formula MaVa=MbVb helps to determine the concentration of the solution. Initial acid amount: 19.2 mL Molarity of NaOH: .10 M (Ma)(0.0192L)=(0.10M)(Vb) Vb is what needs to be solved (in mL). Diving the number by 1000 will change it to Liters. This number represents the amount of NaOH added. Ma represents the concentration and can be solved for after the Vb is calculated. (Ma)(0.0192L)=(0.10M)(0.2958L) (Ma)(0.0192L)= (0.0296L) ---------------- ----------------------- (0.0192L) (0.0192L) Ma= 1.54 M The Molarity of HCl is 1.54 M. Data Table Buret ReadingmL of NaOH addedpHSolution Color 50.2 mL0.0 mL2Colorless 52.6 mL2.0 mL3Colorless 54.6 mL4.0 mL4Colorless 56.6 mL6.0 mL4Colorless 58.6 mL8.0 mL4Colorless 59.6 mL9.0 mL4Colorless 60.8 mL10.2 mL4Colorless 61.8 mL11.2 mL4Colorless 63.0 mL12.4 mL4Colorless 64.0 mL13.4 mL4Colorless 65.0 mL14.4 mL4Colorless 65.2 mL15.6 mL4Colorless 67.2 mL16.6 mL5Colorless 72.0 mL19.4 mL5Colorless 74.0 mL21.4 mL5Colorless 75.0 mL22.4 mL5Light Pink 77.0 mL24.4 mL9Pink 79.0 mL26.4 mL12Pink 81.0 mL28.4 mL12Pink 83.2 mL30.6 mL12Magenta Conclusion: The goal of this lab was to determine the molarity of HCl. We solved to find the Vb for the equation, MaVa=MbVb. Va and Mb were already given to us so the last step was to solve for the Ma. We started out with 19.2mL of HCl. From there we added 3-4 drops of phenolphthalein, which served as an indicator to tell when we would hit a pH of 7. Gradually, we added 2mL of the base, NaOH. The total amount of mL of NaOH that we added was roughly 296 mL. The equivalence point is 22.4 mL, which is the same amount of mL that turned the liquid pink and had a pH of 7.

Master Networking for Introverts with this 4-Step Guide

Master Networking for Introverts with this 4-Step Guide You know how important networking is for your career- any career. Trouble is, you absolutely loathe it. Big crowds of people, mingling, small talk, sales pitches†¦ the whole idea makes you queasy. Can’t you just stalk people on LinkedIn from the comfort of your couch and sweatpants and call it square? Unfortunately, networking is too crucial to avoid. But there are four things you can do, even as the most introverted introvert in all of introversion, to put a smile on your face, pull up your grown-up underpants, and start schmoozing.1. Say yesNetworking event? Cocktail hour invite? DELETE. IGNORE. RUN AWAY. Right? Wrong. Remember how important it is to make connections in the business world. Try saying yes to every other invite you receive. Or every three. The more you go to, the easier they’ll get. Remember: it’s good for your career.2. Acknowledge the awfulYou’re probably still going to hate it. Changing your attitude- and your R.S.V.P.- won’ t make that big of a difference in your actual enjoyment of these events. But knowledge is power. If you prepare yourself to be a little uncomfortable, a little ill at ease, but to grin and bear it and know that it won’t go on forever, you’ll have a better time.3. Prepare a survival kitLike an uncomfortable actor fiddling with a prop, make yourself a tool kit. Have a nice briefcase you can use as a shield. Fill it with copies of your resume, business cards, pens, Rescue Remedy, breath mints, a book. You’ll be the go-to savior if anyone should need a writing implement. And you can always busy yourself with the contents of your bag when things get awkward and you have to retreat into a corner. Plus, you’ll be prepared for anything and never once caught with your pants down (read: without a resume or business card to give someone when asked).4. Reward yourselfEven in the best of circumstances, networking events can take a lot of energy. Plan to give yourself a buffer of some quality alone time before and after the event. Reward yourself with a Netflix marathon and a box of mac and cheese. Put your phone on silent and enjoy the peace and quiet.Remember, when in doubt (or terror, or discomfort) you can always hide out at the snack table or the bar. Who knows, you might even run into a fellow introvert and have a pleasurable conversation.

Leadership about Martin Luther King Essay Example | Topics and Well Written Essays - 1000 words

Leadership about Martin Luther King - Essay Example At that period of time, there was significant discrimination in terms of the rights enjoyed by Americans and Africans in the US. The Africans were not allowed to read in the same school or eat in the same place. However, this could not deter Martin Luther King, Jr from going to segregated schools and getting the desired degrees. He also studied religion in a desegregated school. In that school, Martin Luther King, Jr learnt about many religious leaders. He respected Mohandas Karamchand Gandhi of India for his work in changing the unfair laws and liberating India from the British rule. Martin Luther King, Jr was aware of the terror and domination that the black were facing in their daily life. He was very much determined to find a way to stop racial discrimination and violence. He believed that among good and evil good will ultimately emerge victorious. In 1947, more than 150,000 black Americans were registered to vote in Georgia. The Reverend King, Sr was certain that voting might as sure Black Americans absolute freedom (Nazel 29-67). On 25th February, 1948 Martin Luther King, Jr got ordained and officially became Reverend Martin Luther King, Jr. Subsequently, he studied Bachelor of Arts A in religion. Through scholarship he earned the Doctorate from the Boston University. Martin Luther King, Jr got married to Coretta Scott with whom he met in the Boston University. ... By 1956, the Montgomery bus issue converted into a national concentration and King got actively involved in it. He spent most of his time away from the city to raise financial and moral support. By then, he had shown strong leadership qualities that enabled to provide a distinctive authoritarian perspective towards his views. In December 1956, court ordered integration of city buses in Montgomery. After coming out victorious in relation to the bus boycott incident, the leadership of Martin Luther King, Jr was confirmed (Goethals, Burns and Sorenson 798-800). After that Martin Luther King, Jr moved to Atlanta. Six years after Montgomery Bus Boycott, King still didn’t find his way. The story of Montgomery largely contributed to the emergence of King as a leader of civil rights. However, King acted carefully. Rather than instantly seeking to stimulate mass desegregation protest in the South, King Stressed on accomplishing voting rights for Black Americans when he addressed a grou p of spectators in 1957. King got the fame he had, not without personal cost. He was a sufferer in many cases. His house was bombed in numerous occasions throughout the Montgomery boycott. One key feature of King’s leadership was his capability to gather support from numerous organizations that include labor unions, reform organizations, peace organizations and religious groups. In addition, his broad tie-up with Baptist church enabled him to get support from different churches all over the country. The appreciation King received from the people in relation to segregation and colonialism concluded in association with groups fighting outside America particularly in Africa. In March 1957, King Luther went to Ghana to attend their independence ceremony.

Business Plan Essay Example | Topics and Well Written Essays - 3250 words

Business Plan - Essay Example The researcher of this essay analyzes and creates a business plan for the B-school, that will primarily focus upon the master of business administration programme as a start up venture, but it will later look to expand its operations globally. The course of this school aims at building the foundation of work by providing new skills and knowledge to enable the students to make the transition to a higher level of responsibility. The researcher states that every year there are increasing number of students from abroad that comes to London for pursuing management degree in several business schools of the United Kingdom. Therefore, there seems to be greater demand of the MBA schools in the United Kingdom today. The business plan that is presented in this essay take into account and demonstrates the PESTEL analysis of the United Kingdom and the Porter’s Five Forces Model in order to understand the relative opportunities that lie for the new venture. The researcher of this essay also undergoes deep internal analysis, that is aimed to understand the strengths and the weaknesses of the product. Key success factors were also determined in brief by the researcher. Financial plan of the business school were also made to reflect the number of years required to breakeven of the project. Initially, it is stated that for two consecutive years the B-School is projected to incur losses. However, the researcher analyzed that from third year onwards profit is expected from the business plan of the B-School. Table of Contents Executive Summary 2 Description of the Business Plan 4 Description of the Product and Its Features 4 Situation Analysis 5 Internal Analysis 8 Generic Strategies 8 Market Segmentation 9 Core Competencies 9 Value Chain Analysis 10 Financial Overview 13 Strategic Option 15 References 17 Bibliography 20 Description of the Business Plan The business plan is all about the B-school that will be headquartered in the United Kingdom. The B-school will serve the students with a Masters of Business Administration course initially. The new venture has been named as Global School of Business Management. The business school will be a privately run school aiming to operate globally. Description of the Product and Its Features The B-school will primarily focus upon the MBA programme as a start up venture. It will later look to expand its operations. The modern business world demands candidates who have excellent managerial capabilities and skills that would help in the overall organ isational growth. The course aims at building the foundation of work by providing new skills and knowledge to enable the students to make the transition to a higher level of responsibility. On top of that, the candidate is able to identify the business problem. It is only through this kind of programmes (MBA) that help the candidates to shape their skills and competencies to match with the organisational requirements. Situation Analysis The Global School of Business Management will be initially set up in the UK. It is through PESTEL analysis that the macro environmental factors that influence the business of a particular country can be best understood. Political Environment The country has three arms of the state namely the executive, the legislature and the judiciary (Roger Darlington, 2010). Safe and sound legal system has been established by the government, with the development of the department of education that would look after the educational affairs and children services. Eco nomic Environment The population of the country is increasing thus demanding increasing number of large homes (Meikle, 2010). In the UK, there is considerable amount of inclination among people towards gaining academic knowledge and also of gaining higher education. This scenario can be comprehended by the fact that the education undertaken by 54-64 years old people is comparatively high than other countries (Seniorwatch, n.d.). It is due to high economic growth that the disposable income of the people has increased and can afford higher education. The UK government has made a significant increased commitment to education and has planned to spend

Concepts of Operations Project Essay Example | Topics and Well Written Essays - 750 words

Concepts of Operations Project - Essay Example B Concepts believes that these types of incident should be avoided before it can effect the organization. It is better to prevent than cure, B Concepts CIRT follows this policy to handle any incidents. Before moving forward lets look up some definition of CIRT so that in can be easily understand. â€Å"CIRT is a carefully selected and well-trained group of people whose purpose is to promptly and correctly handle an incident so that it can be quickly contained, investigated, and recovered from. It is usually comprised of members from within the company. They must be people that can drop what they’re doing (or re-delegate their duties) and have the authority to make decisions and take actions.†i Support Members: This group of members consists of from various department of the organization .They are Firewall administrator, LAN administrator, Help Desk, Database administrator and Network operation centre . Roles and responsibilities: B Concepts Core Group members have main responsibility for maintain the entire system of the organization from computer security incidents. They work in synchronous with support group so that the goal and objectives of the CIRT can be fulfilled. Below is the roles and responsibility of the various groups, member listed. Core Members: This is the main group of the CIRT which is responsible for handling any types of computer security incidents (events) that may occur in the organization. Each member has some fix role and responsibility that are. CIRT Co-ordinator- Co-ordinator of the CIRT is responsible for all the incidents that can effects the organization. Co-ordinator looks after the things such as policy, standard, another are followed properly or not in the organization. CIRT Co-ordinator works in synchronous with Core members and Support members and led the team. Senior Level Computer Analyst-This group of members are

Parental Awareness of Educational Play

Parental Awareness of Educational Play Introduction This study will be looking at how parents of children in a foundation stage setting understand and value play based activities to aid their childs learning and to consider their views on play as an integral part of the Early Years Foundation Stage (EYFS). Many policies have been introduced in the last few years concerning the education of young children. Through the implementation of policies which concentrate on supporting families, alongside initiatives like Surestart; childrens welfare and education have been united as well as support being offered for parents, families and the community. The idea of the family is now seen as an important part of early years education and parents should be encouraged and valued as they are important to the well being of their children and their educational benefits. Aubrey (2000) suggests that early education does not happen in a void and notably, we must remember that development begins with the family and reminds us that parents are a childs first educator. The EYFS tries to include all that is needed to ensure a child thrives in a EYFS setting, including children learn through play and parents work in partnership with settings. Although the EYFS is not without its critics. This study will seek to establish the extent of parental awareness of the educational value of play in the EYFS classroom. I have been employed in the early years sector for over fourteen years and have helped with the transition from nursery to primary school for many children, including three children of my own. During this time, I have experienced many parents whom are very happy for their child to be involved in a play based curriculum whilst in nursery education, but become concerned and surprised that children when entering school do not participate in a more structured and traditional curriculum and that the EYFS is continued into school. The next chapter will review the literature in the area of early years education, and will begin by considering some of the many definitions of play. Literature review This literature review, will discuss the many definitions of play. Major learning theories with reference to play, will be considered and how they have influenced education of today. It will also look at how policy has changed and developed, what has defined the Early Years Foundation Stage (EYFS) and discuss whether parents are aware of the benefits of a play based curriculum or not. What is play? An early definition of play comes from Isaacs (1999) who viewed play as the work of children. Montessori (2005) believed that children preferred to work whilst playing. Her teaching focused on children developing basic skills, skills could include button and fastening equipment to promote independence in dressing. Though Montessori did not promote learning through play, she did value individual effort as well as working as part of a group. (Lindon, 2001). Lindon (2001) believes play is a range of activities which are undertaken for their own enjoyment, satisfaction and interest. Play is not essential for survival although these activities support psychological wellbeing, learning physical skills and intellectual stimulation. Whereas Moyles (1989) comments on how play is valuable as an excellent learning tool, he also notes the difficulties in finding a definite, precise and conclusive definition of play. He continues by saying there is a need for a different terminology to be used, as the idea of play can be interpreted as something trivial, instead of being seen as play being serious and important to learning. Wood and Attfield (2005) agree by suggesting play cannot easily be defined or grouped as it is always dependant on circumstance and context, which can vary greatly. It has become apparent that although there is no clear definition of play, play is considered to be important by researchers in the field, although Peacocke (1987) argues that the lack of definition causes parents to be suspicious of play as a true learning activity. Child development and play Roussou as far back as 1700 challenged the idea that children were naturally sinful with the opposing idea that children were naturally innocent (Oates et al, date) Roussou as cited in Wood and Attfield (2005) used his knowledge to think practically on how children should be raised and determined that children from birth to twelve, should have their natural innocence appreciated and should be free, to run, jump and play all day. Ideas through the years have often challenged the current thinking of the time and childhood and play has developed and changed because of differing new ideas, to how we define it today. Child development ideas continue to be discussed and challenged with innovative and profound ideas having a large impact on how childhood has been conceptualized and children treated in society. Whilst others asked what do children know Piaget as cited in Garhart Mooney, (2000) suggests that Piagets work was about how children arrived on what they know? Piaget claimed that children construct their own comprehension by giving meaning to their surroundings and the people they meet. Piaget (1967) noted how all children of the same age appeared to think in similar ways, and how they would also make similar mistakes. From the observations Piaget noted the changes in the childrens thinking; this led him to believe that the child was an isolated individual, who adapts to the environment they are in (Smith et el, 1998). Gerhard Mooney, (2000) suggests Piagets theory has created the most comprehensive over view of young children and how they think, although practitioners of today can see some of Piagets theories are not as purposeful as once thought, the basic ideas of his theory still helps practitioners to plan a focused and challenging curriculum for young children. Lindon (2001) continues by suggesting that it is through Piagets beliefs that children create their own understanding of the world, which led him to highlight that adults should create environments which children can discover and learn by themselves. Cadwell (2003) suggests an example of this is the preschools of northern Italy, Reggio Emilia which are strongly influenced by the theories of Piaget. Vygotsky as cited in Garhart Mooney (2000) agreed with Piaget that childrens knowledge was created from personal experiences; although Vygotsky suggests that personal and social experiences can not be separated and that children learn from each other every day, their language develops and they grasp new ideas as they speak to each other, listen to each other and play together. Daniels (1996) proposes that Vygotsky saw play as an important activity to aid learning and development. Vygotsky as cited in Garhart Mooney (2000) suggests play combines time and opportunity for activities in social interaction, language and the use of symbols. He believed that this would empower the childs own interests and operate problem creating and problem solving. As cited in Brock et el (2008) Vygotsky believed these were the tools needed to work within the childs zone of proximal development and that when children are learning, they learn best when what they are learning is just outside their grasp. Th is means that practitioners should know what the child is capable of and what they are capable of understanding. The childs development should then be aided by adult guidance and teamwork with peers. Bruner (1977) continued to develop the ideas and theories of Vygotsky. He believed that children had an in built desire to learn. Bruner, like Vygotsky suggested that it is the work of the practitioner to know where the childs development is at and how they can carry forward the childs development to the next stage, he called this scaffolding. Broadhead (2006) suggests that Vygotsky and Bruners view is that the child and adult will work together, and through this they will develop new schemas. This idea has become increasingly popular, and its relevance to todays education. Development and play Froebel as cited in Macvanel (2009) believed that childhood was a stage in its own right and children were not mini adults. He felt children should learn through play, experience life first hand, self choose activities and use natural motivation. Froebel felt that play was a spiritual activity which reflected deep inner processes and change (Wood and Attfield, 2005). Montessori (2005) believed in an environment which is planned and learning activities supported training. She disregarded fantasy play stating it as insignificant and demeaning to the child, although she provided a child sized setting in which children could learn and rehearse life skills without the adult intervening. Montessori placed less emphasis on free play and fantasy play than Froebel (Montessori and Gutek, 2004). Where Montessori disregarded fantasy play, Isaacs (1995) saw the value of play especially spontaneous, imaginative and manipulative play. She saw that play could be used as a way to gratify frustrated n eeds, work through inner discord and gather understanding of the world in which children live and the relationships they have with people. Play was central to Isaacs curriculum and invited the children to adapt problem solving techniques and develop number, mark making and reading skills (Palmer, Cooper and Bresler, 2001). Current research carried out by Play England entitled Play for a change, revealed that playing had effects on areas of the brain controlling emotion, motivation and reward. The researchers continued by suggesting that play helps children to develop a range of responses to differing situations, experiences and relationships. To conclude it states playing aids children in developing flexibility and the ability to adapt to changing situations (Quarell et el, 2008). Leong (2009) agrees by saying the research into the links between play and cognitive and social skills is apparent and that play is the first stepping stone to children learning more complex ideas as they get older. This research raises new questions for those who view play as a trivial, simple, frivolous, unimportant, and purposeless behaviour and challenges them to recognize play for the important factor it is and the effect it has on childrens learning (Christie, 2001). Smith (2000) categorised play into five areas. He believed that children were active players, learners, social and emotional beings and autonomous players, and their play fitted into each of these areas. Lindon (2001) disagrees saying that researchers must be aware that although they desire areas of play to be clearly defined into categories, that these clear categories can restrict the view of play and when children play normally, they move between areas of play and adult defined areas of development with ease. A child, who is active in play, should not always be seen as just the child engrossed in physically active play (Lindon, 2001). Fisher (1996) agrees and points out that a child engaged in an intellectual activity is just as active as the child pedalling a bicycle. Eden (2008) says that children engrossed in play with others, learn how to work together and live together, that play is a valuable resource to promote equality and cultural awareness in young children. Smith (2000) agrees by saying that children establish healthy relationships with their peers and through play children have to learn to accept others. Bruce (2001) acknowledges that it is this enjoyment of all types of play that aids the children in play. Children reflect on what they have learnt, reproduce their experiences and through this cycle of everyday learning the children consolidate their experiences. Curriculum and play Since the 1944 Education Act, primary teachers and staff were given considerable freedom to teach what they believed to be educationally relevant to the children within their care (Cox and Sanders, 1994). Change was bought about after the Education Reform Act (1988), namely with the introduction of the National Curriculum (Cox, 1996). The national curriculum was introduced in September 1989 and is a framework used by all maintained schools to ensure that teaching and learning is well structured, balanced and sound (directgov, 2010). After the implementation of the national curriculum, it was soon thought that the children under five would also benefit from a curriculum. The Rumbold report (1990) was influential in developing recommendations for provision for these young children. Play and talk were recommended as key approaches. The first attempt to define a curriculum was called desirable outcomes for childrens learning (1996) and included six areas of learning. (Wood and Attfield, 2005). Play in the Early Years Foundation Stage (EYFS) The EYFS was implemented in 2007 and brings together the Curriculum Guidance for the Foundation Stage and Birth to Three Matters. The Effective provision of pre school education (EPPE) project, informed part of the EYFS and among other things showed that the experiences provided for young children in the Foundation Stage and early years settings have a strong impact on childrens learning and social development (DCFS, 2008). All schools and early years settings caring for children under five years have to implement the EYFS programme and the programme ends at the end of the academic year the child turns five (Pugh and Duffy, 2010). The EYFS sets out legal requirements and direction to help practitioners in settings meet the varied developmental and learning needs of all children under five years (Bruce, 2008). The EYFS proposes that flexible plans are used by practitioners to adapt ideas and that carers use observations to link play situations to learning outcomes. The main premise of the EYFS is that play is the central aspect and can support each of the six areas of learning (Canning and Read, 2010). For example, Pimentel (2007) suggests that to develop problem solving reasoning and numeracy in young children, practitioners should be providing mathematical opportunities through play based, open ended and challenging activities like imaginative play, songs and stories. Current research from Bergen (2002) agrees concluding there is a relationship between problem solving and pretend play and that social play has a great influence on problem solving of all kinds. Worthington and Caruthers (2010) continue by suggesting that parents should been shown how children explore mathematical meaning through play, to fully understand the concept. Riley (2003) suggests that play opportunities offer chil dren the chance to acquire knowledge and understanding of the world in which they live and that play has the potential to be the major approach to childrens learning. The EYFS, promotes parents as partners as it recognises that young children whose parents are involved in their early learning make notably better progress (Evangelou, 2004). The child and the family is now recognised as a whole, each able to benefit the other. Initiatives such as Sure Start believe in educating parents in order to educate the child. (Kurtz, 2003). Although Wiltshire (2002) argues that the whole idea of the foundation stage is confusing to parents as they do not know anything about its aims and outcomes. Petrie and Hollaway, (2006) suggest some parents may not be aware of the opportunities for learning that are embedded in a play-oriented curriculum, whilst Brotherson (2009) reminds us that at times, parents have concerns that their child is just playing and not learning what they need to learn and parents must be made aware that play is learning for children. Elkind (2007) continues by saying that parents are concerned their child is at a disadvantage if they are no t constantly engaged in high level learning and educational games, and is of the opinion that parents need to be alerted and reassured of the learning benefits of unscheduled imaginative play situations which will help develop their academic and social abilities. Since the EYFS has been implemented, there has been some who have criticised the initiative. There are fears that a single framework will result in a checklist style curriculum, with practitioners being overwhelmed with the framework (Thompson, 2006). Whitebread and Whitebread (2008) agree by continuing that although concerns over the expanse of the curriculum are minimal, there are serious concerns that in some areas the capabilities of the children are under estimated. Brock et el suggests that practitioners must be fully aware of the breadth and depth of play and a play based curriculum to be able to implement the EYFS effectively and with worthwhile outcomes. Key points As far back as 1929 Isaac defined play as childrens work, now over eighty years later the EYFS is based upon children learning through play. The EYFS principles are based on research and theory of the early years pioneers of education, although it is argued that parents are critical and confused by it. Policy and early years initiatives are encouraging parents to become involved in their childs care, but it is unlikely they will become involved and embrace the EYFS if they do not understand the ideas and concepts which it is built around. I am interested to see if parents understand the benefits of play, or like Peacocke (1978) suggests parents do not see the benefits of play and like Whitebread (2002) states they are confused by the foundation stage. Research Aims To find out what knowledge parents have of the Early Years Foundation stage. To gather information on what parents understand are the benefits of play as a learning tool in the foundation stage classroom. To gain insight into what parents views are of a play based curriculum compared with a more traditional curriculum. Methodology This chapter will look at how the research for this study has been approached, how I have designed the research and how it will help to answer the question Do parents of school age children value play as a learning tool to support the Early Years Foundation Stage? I will look at which methods of research have been chosen and why, highlighting the benefits and problems surrounding the chosen methods. Validity and reliability of the research will be discussed as well as discussing ethical issues which may arise whilst carrying out the study. Method and Approach This piece of research is focused upon parental views and awareness of the educational value of play, it will use qualitative methods during which personal opinions will be sought. As the parents views are paramount within the research the methodology used will be an interpretive approach. Robert Holmes (2005) suggests that qualitative researchers believe that the social world is created by the shared understanding of situations. Cresswell (2003) continues by saying that qualitative methods bring peoples personal views into the study. Peat (2002) suggests that the strengths of qualitative research include being able to gather information on the views of the participant and this in turn can help us gain insight and ideas. However, Silverman (2005) suggests that there can be limitations to qualitative research such as a hypothesis cannot be tested and that more ethical issues relating to qualitative studies can be noted as participants are giving personal viewpoints and opinions. Validity Hughes (2001) suggests that interpretive research is valid as long as it is true and notes the genuine voice of the participant. This is demonstrated through the research as the parents are active people whose understandings and actions are paramount and the intricacy and diversity of these opinions are respected. Robert- Holmes (2005) suggests that multiple understanding of the research is all equally important and the range of interpretations gives the research validity. Although Robson (2002) suggests validy is rarely recognised within a single study, but is built up over time during various research. Silverman (2005) suggests that validity can be affected in qualitative research, if the researcher uses second hand knowledge rather than first hand research. I feel that I must make note of this and be assure that I remain aware of as I feel it would be easy to allow my own thoughts, views and opinions affect the research. Robson (2002) continues by suggesting further concerns with validity can arise with concern to whether the sample of people within the study is representative of the population and this must be questioned. To acknowledge this I am aware that the sample of people I am using for my research are not representative of the population as a whole but is rather focused on a small group of parents within a small community, although these parents come from differing social backgrounds. As Bell (1999) points out researchers are dependent on the amity and availability of subjects, and it can be difficult to achieve a true random sample. Focus group My research will be focusing on the parents of a class of thirty children who have all started at primary school in September 2009. The primary school is set on the edge of the Cotswolds and is the only school in a small town. The children are from mainly white British heritage and the school admits pupils from a wide variety of social backgrounds (Ofsted, 2007). Prior knowledge of the class suggests that majority of the children have attended at least one of three pre school settings in the town including two private day nurseries and a charitable preschool. I decided to research this subject after a discussion with a small group of parents who were concerned that there children were still just playing now they were at school rather than participating in the more traditional curriculum, that they were expecting. This made me realise that some parents still did not view play as a significant learning tool to support the EYFS. I also began to question what parents really felt about pl ay as a learning tool, their views of the benefits or criticisms of a play based curriculum and if they even realised that there children would be taught within the EYFS when they began at primary school. Method To find out the views and knowledge that the parents have of both the EYFS and how they view play, I will be using questionnaires and interviews. I have decided to use questionnaires as they are ideal if you are trying to gather a large amount of primary information from a group of people, as suggested by Green (2000). A pilot questionnaire has been designed and given out to a selection of people who are similar to the people I will be giving my final questionnaire to. Once I have collected the draft questionnaires from my pilot group, I will be able to draw up my final questionnaire using any criticisms and suggestions that my pilot group give me. Green (2000) suggests that piloting your research questionnaire allows for the researcher to get rid of any uncertainty or vagueness that your questionnaire raises. The questions I am asking within my questionnaire are a mixture of differing sorts including open ended and closed questions. Green (2000) suggests that a combination of question types should be used when designing questionnaires, whilst Hucker (2001) reminds us that we should ensure that questions are relevant, using straight forward language avoiding assumptions and using a mixture of question types and avoiding leading questions. I feel that since I will have sent a first draft questionnaire to a pilot group of people, that the finished questionnaire I am sending to the parents will have hopefully been changed and rethought if needed, with questions altered or added and that they will meet all the suggestions of Hucker (2001) and Green (2000). Permission will be gained from the head teacher of the school. If the head teacher is happy with the questionnaire content and the proposed methodology for the research, the questionnaire will be issued to all thirty families within the EYFS classroom. Ethical considerations and confidentiality Aubrey (2000) reminds us that researchers have a duty to ensure that their research will do no harm to their participants and that participants will be treated with respect and their answers treated with anonymity and confidentially. The ethics of this research include ensuring the anonymity of all the participants and to present the information they share with me in a true light and to ensure the information remains confidential. Hucker (2001) reminds us that people who are involved in research have a fundamental right to know how the information collected about them will be used. To ensure that all parents know what my research is about I will enclosed a covering letter with my questionnaire outlining my intentions and the aims of the research, my details in case they wish to contact me to discuss anything regarding the research, alongside a brief paragraph outlining who I am and why I am carrying out this research. I will state within this letter that all questionnaires will be ke pt confidential and at no point will anyone be able to identify parents answers. Arrangements will be made to return all questionnaires in a sealed envelope to the class teacher and then passed onto myself. At no point will I know who has returned their questionnaire and who has not. I will suggest to the parents that the questionnaires are returned to the teacher in a sealed envelope, so that they will also not be able to view the answers given by the parents. Hucker (2001) suggests that it is an important idea to ensure triangulation in the research to show similarities across the range of methods used and to support validity and reliability in the research. Questionnaires are my first research tool and as another method to ensure triangulation, I will ask on my questionnaires if any parent would like to meet with me and participate in an interview. By using more than one method of research, I can hopefully show a fully rounded view of the research topic and as suggested by Robert-Holmes (2005) the different evidence produced can be combined and compared to provide a triangulated analysis. To prepare for the interview with any parent who would like to take part, I have decided to do an unstructured interview rather a structured interview and have decided on a list of questions to prompt me to ensure the interview flows and to aid me in doing this. I have chosen to complete unstructured interviews as Robert-Holmes (2005) suggests that structured interviews are very similar to questionnaires where as unstructured interviews shifts the focus away from the researcher and towards the issues and the true feelings of the participant. Bell (1999) suggests that during questionnaire the responses given by participants have to be taken at face value, where as during an interview rich material can be gathered, he likens this to putting flesh on the bones of any possible questionnaire responses. Robert-Holmes (2005) suggests it is an interviewers job to courteously listen to the responses made and to remain non judgemental at all times, this will be easier to do in a relaxed atmosp here. The prompts I will use will be open ended questions, similar to some of the questions asked within my questionnaire but in a much loser context with the aim to allow me more in-depth information on my research topic and parents views on play as a learning tool and gain an insight into their knowledge of the EYFS. An open ended question is a question in which the respondent is requested to provide their own opinion or ideas (Babbie, 2009). The responses my participant gives will be recorded by me in note form, but if I feel that I am missing out on significant information or not giving the participant my full attention, I may use a Dictaphone. This will be discussed with the participant and if they are not comfortable with this I will remain with note taking only. I will need to address the fact that the participants anonymity will have been compromised when doing the interview as I will obviously know whom they are, but I am aware I must ensure that they realise I will remain a confidant at all times and when quoting them or discussing there interview within this study, I will use a codename for each participant. Participants will also be made aware that they are free to withdraw from the study at any time. Hucker (2001) reminds us that there are many advantages of interviews including that they allow researchers to gain more in-depth information from the participants, but that disadvantages of interviews can be that the researcher can affect the research and that the interviewer can often influence the participants answers. Green (2000) agrees suggesting that interviewers should be aware that asking leading questions can be problematic and personal bias can make the research one sided rather than purposeful. Conclusion To summarise this piece of research seeks personal opinions, therefore will be a qualitative study. Aspects of validity, reliability and ethical issues have been discussed and will be maintained throughout. Questionnaires and Semi-structured interviews will be used to collect data from a sample population of parents with children in a EYFS classroom. Though this is a small study, responses will be interesting with regard to parental views towards views on play as a learning tool and the EYFS. Now that the method of data collection has been established, it is now possible to commence with the data collection. N.B After discussions with the Head teacher of the primary school regarding the content of the questionnaires, she has asked that I include two further questions in my questionnaire, the first being Where parents received their information of the EYFS and If parents would like further information on the EYFS and how they would like to receive this information The head teacher felt on a personal level for the school, that she would be able to use all the research to show how effectively the school is working in partnership with parents and where if at all they need to extend the parents knowledge of the EYFS. If the research shows that the school needed to support the parents further how they needed to improve and how parents would like to receive information was also important to her. I have agreed to this as I feel it could benefit all the parents, the children and the school. Hucker (2001) reminds us that carrying out research helps us analyse how we might do something better or mo re effectively, and the head teacher of the school wanted to be able to do this from my research. Data Collection and Analysis This chapter will discuss the data, how it was collected, analysed and interpreted. It will initially discuss the data collection process, any problems which I experienced and the successes I had. Specific themes will be identified and acknowledged alongside a brief description on the analysis of the data and how this data links to current literature. Once the main themes have been acknowledged, they will be examined and discussed in greater detail, which will lead towards the conclusion of the data and the summarisation of the main themes. Data collection Permission was granted by the head teacher of a primary school for me to carry out this research within the school, she agreed as the results would be beneficial to parents, children and staff. A letter of introduction was then distributed to the foundation stage class parents alongside a questionnaire. The letter outlined the research, and the parents were asked if they would complete the questionnaire and additionally participate in an interview. In total, thirty parents were invited to participate in the study. Problems with data collection On sending out the questionnaires, the initial response was low and after the first week only five parents had returned their questionnaire

Long Distance Learning Essay -- Education Research Learn Essays

Long Distance Learning Distance education allows you to study at home or in your office, according to your own schedule, there are no classes to attend. Generally, each course comes with a manual that may be accompanied by videotapes, audiotapes, audio CDs, computer diskettes, CD-ROMs, etc., depending on the nature of the course. As well, many courses incorporate computer conferencing, e-mail, listservs, computer-based quizzes, and the Internet. Some courses are entirely on-line, using the World Wide Web as an innovative learning environment. Distance education provides a contemporary means through which the University may expand in aiding others in furthering their education. The Open Learning program is an open admission distance-only mode of study that provides access to degree-credit university courses for individuals who wish to study independently but are not interested in pursuing a degree at the University level at the present time. You may register in the Open Learning program, even if you are registered at another educational institution or program. The Open Learning program extends the academic resources of the University to those interested in personal enrichment, professional updating, or eventual application to a degree program. Open learning program students must complete the same assignments and examinations as those in degree programs and is evaluated using the same standards. Upon successful completion of a course, learners receive the same credit we...

Drug Is Dangerous to the Society Essay

Drug abuse is a matter of concern because at this time many teens and youth succumbed to drugs. Once they are falling very difficult to stop from it. This is because the drug makes a person feel invoiced. When are addicted, often drug addicts will feel desperate to get back with whatever way they could. They can not stand to bear the punishment invoiced. This is what causes penaqgih difficult to stop drug addiction. However, strong determination and high resilience and spirit of repentance for the encouragement and support of family members to help them get back to the basics. Drug abuse adversely affects not only the individuals themselves but also to their families, communities, nations and countries. The youth is an important asset in a country. The youth as a catalyst to the country’s future development. Youth today face challenges that require quality equipment themselves. It does not give any benefits but also contributes to the monetary losses, moral decadence and so on. It also makes one tempted to engage in activities that are prohibited by religion, such as theft, murder and so on. Friends much it influences the behavioral development of children growing teenagers. Typically, they are easily influenced by the suggestions of friends that leads to destruction, but they do not listen to the advice of parents, school truancy and many more they do that may be harmful to them. Early prevention in order for an individual that does not succumb to the drug is the role of parents through the process of socialization preformance educating and nurturing their children with the values and teachings of religion With the perfect upbringing informally will avoid them from falling from substance abuse. In schools, teachers will be instrumental in giving teachings and guidance to students so that they will not succumb to the drug so that they understand the dangers of drugs, according to their thinking is more mature and can be educated through subjects such as in the eye civics. With this not only encourage them to follow even indirectly will learn and understand about drug abuse. The government, especially the Narcotics Control Bureau, the police and customs authorities will monitor and observe to check carefully through land and sea. The headman and village heads must be careful to monitor the safety of a particular village houses are empty. This is because houses are always a hive of drugs. The cooperation of the village chiefs and villagers will allow Arrangements are eradicate the problem of drugs in their area. If there is anything suspicious, let us join hands together to investigate and report to the authorities, if there are people who are drug addicts. With the availability of these measures, the authority to act and include drug addicts to rehabilitation centers, the earlier the treatment the greater are their hopes to recover and return to the beginning. In addition as a result of drug abuse or drug dealer is liable to punishment such as law to death. In conclusion, we have determined with a renewed determination to fight drugs. Drugs will we bury me and triggered an atmosphere of zero drug. Let us all drugs eliminate the â€Å"destruction† of society continue to be present in Malaysia. We had no choice but just a slogan at heart and in mind at all times that â€Å"All-Out War Against Drugs†.

Chicken Pox essays

Chicken Pox essays What do you think of when you here the term chicken pox? Probably a very itchy time in you life or an itchy time waiting ahead for you, unless you are one of the few lucky ones. I know catching chicken pox probably wasnt the greatest time in your life but almost everyone has to go though it. Its reminds me of getting your shots before you can begin school, you hate getting them, but you are told its a necessity. Before the sixth century shingles, a secondary infection of chicken pox was identified. Then after the nineteen century chicken pox was identified as a separate disease from the smallpox disease. In 1995 the United States Food and Drug Administration approved the first vaccine against chicken pox. This came after extreme testing in Japan which showed there was no lingering effects. Even though the vaccine is in use today and is proven to be safe, it is still under debate if it should be used and if it Chicken pox is caused by the varicalla-zoster virus (VZV). Chicken pox is very contagious, approximately four million cases occur each year. Breathing in sneezed air by someone who is infected with chicken pox is the most common way this disease is The most obvious symptom is a itchy rash which starts on the body and scalp and spreads to the face, arms, and legs. This rash forms blisters that dry and become scabs in four to five days. An infected person may have anywhere from only a few scabs to more than five hundred scabs on his or her body during and attack. When you get the rash you should have a doctor examine it. Rashes have many different causes, this is why it is best to have a doctor diagnose the disease. He or she might ask about contact with other children who have chicken pox or measles or other Rashes arent the only sign of chicken pox, a person migh ...

Free Essays on Facing It

Facing It In the poem, â€Å"Facing It,† Komunyakaa Komunyakaa writes of his personal experience visiting the Vietnam Veterans Memorial after surviving the Vietnam War, and the inevitable aftermath of death’s reality. In the poem he touches on the feelings he experiences while coming to terms with the loss of friends. While visiting the memorial Komunyakaa is not only reminded of those he lost to the war, but also of the injustices those serving endured at the expense of their race. In a true example of man versus himself he allows the reader to experience the emotional reuniting he has with his feelings while at the memorial. The thematic issues of race, inequality, and realism are significantly present in the undertones of his poetic expression. Komunyakaa uses connotations and denotations to develop these themes. He uses them to draw the readers attention to the reality that race played not only in the war but also in his experiences at the memorial. Komunyakaa places great emphasis on the comparisons he draws through the connotations of light and dark. His constant contrast of light, white, and reflection are starkly evident when marked against death, night, and black. The poem’s racial tense theme begins in the two opening lines, â€Å"My black face fades, hiding inside the black granite.† (1-2) This theme of racial contrast is developed further as the poem transitions back and forth from light to dark. An important turning point in the poem is when Komunyakaa writes of the white veteran who fails to see him and instead looks through him as they both face the wall. The language of race separates two men who both served, and survived the same war, â€Å"A white vet’s image floats closer to me, then his pale eyes look through mine. I’m a window.† (25-27) The white vet sees through him as though he is not even there. He refers to himself as a window, something that people undoubtedly... Free Essays on Facing It Free Essays on Facing It Facing It In the poem, â€Å"Facing It,† Komunyakaa Komunyakaa writes of his personal experience visiting the Vietnam Veterans Memorial after surviving the Vietnam War, and the inevitable aftermath of death’s reality. In the poem he touches on the feelings he experiences while coming to terms with the loss of friends. While visiting the memorial Komunyakaa is not only reminded of those he lost to the war, but also of the injustices those serving endured at the expense of their race. In a true example of man versus himself he allows the reader to experience the emotional reuniting he has with his feelings while at the memorial. The thematic issues of race, inequality, and realism are significantly present in the undertones of his poetic expression. Komunyakaa uses connotations and denotations to develop these themes. He uses them to draw the readers attention to the reality that race played not only in the war but also in his experiences at the memorial. Komunyakaa places great emphasis on the comparisons he draws through the connotations of light and dark. His constant contrast of light, white, and reflection are starkly evident when marked against death, night, and black. The poem’s racial tense theme begins in the two opening lines, â€Å"My black face fades, hiding inside the black granite.† (1-2) This theme of racial contrast is developed further as the poem transitions back and forth from light to dark. An important turning point in the poem is when Komunyakaa writes of the white veteran who fails to see him and instead looks through him as they both face the wall. The language of race separates two men who both served, and survived the same war, â€Å"A white vet’s image floats closer to me, then his pale eyes look through mine. I’m a window.† (25-27) The white vet sees through him as though he is not even there. He refers to himself as a window, something that people undoubtedly...

Human Resource Assessment for CIPD Assignment Example | Topics and Well Written Essays - 2250 words

Human Resource Assessment for CIPD - Assignment Example There are several behaviors required to reach the professional level as mentioned in the HR map. They include being collaborative, the courage to challenge, being curious, decisive thinker, driven to deliver, personally credible, role model, and skilled influence, among others. The HR profession map highlights ways of practicing HR in a highly efficient manner. To be an HR professional one has to accept criticism and have the courage to challenge others as this will let you know if you're going through the right path. You must get feedback and opinions from others either by surveys, questionnaires or personal face-to-face meetings with all employees from different levels. Having those meetings will strengthen the communication between an HR professional and other colleagues. In addition, it will build respect for other peoples opinions and strengthen good relations. Getting feedback and criticism will also help you to improve yourself and makes you learn from your mistakes if you decide to take it in a good way. In some cases, it is not wrong to seek others help and opinions either if that help would come from a higher level such as the management or a lower level. When it comes to taking opinions from the lower level this will give motivation to them, and here you are building indirectly an environment that contains team working (Purcell and Swart, 2003, p.56). One important skill that we should have as an HR professional is to be a decisive thinker. We have to think carefully before talking or taking an action. Not only that, when any conflict arises we should listen to all sides of the story and look at the situation from different angles and think outside the box. To be able to have the brainstorming skill our information should be up to date and that is by reading about HR, socializing with other HR people through workshops, training courses, meetings to exchange experience  and information.  

Should Arizona Keep Trying to Vote Sheriff Joe Arpaio Out of Office Research Paper

Should Arizona Keep Trying to Vote Sheriff Joe Arpaio Out of Office - Research Paper Example Economic arguments have sometimes been in favor of the immigrants such as the fact that they are a cheap labor source for the industries in Arizona City. On the other hand, the social impact arguments have mostly been negative particularly because the immigrants are often seen to be undermining national identity, taking up resources and jobs from the local city residents as well as causing other related problems such as congestion. Although some analysts argue that immigration workers are providing the much needed labor for the booming construction industry in Arizona, it is undeniable that they have also imposed both social and economic costs on the Arizona residents. The costs incurred by the health care systems in the entire Pinal County have significantly risen over the past few years and this is largely attributed to the rapidly rising immigrant population (Okie, 527). Another social that is related to the rising number of immigrants is the currently high level of drug trafficki ng in the City and its environs. Many researchers however believe most of the illegal Mexican immigrants are smuggling illegal drugs such as Marijuana across the Mexican border and this as also resulted in high levels of violence and crimes in the city. The high number of illegal immigrants has also resulted into an increased crime rate in the City of Arizona. This is particularly evidenced by the fact most of the state and federal prisons in the city have doubled up their spending in a bid to accommodate the rising number of criminals who are mostly illegal immigrants. Additionally the cultural conflict between the immigrants and the locals is now evident in several parts of Arizona. The ethnic tension between the Mostly Hispanic immigrants and the locals is growing. Most locals regard the immigrants as â€Å"illegal aliens† and believe