Methods BT1 Numeracy - Free Essay Example

Research Methods BT1 Numeracy Abstract This research will investigate the readiness of students to join the basic training program. It will focus on the perceptions of staff at No1 Radio School while marrying these comments to student performance. The research will focus on the levels of numeracy within the student population and their ability to apply this to the course material, whilst relating this to their current level of qualifications. These issues are not purely associated with the Royal Air Forces training but are prevalent throughout the education and training sectors. The subjects of literacy and numeracy have been identified as areas that are vastly under research, it is hoped that the issues raised in the short research project will identify further research questions that in turn may form part of further research. Introduction The field of work this research will investigate lies within the MoD, specifically the RAF at DCAE Cosford. The school being used to conduct this research is No1 Radio School, delivering training to Basic Trainees and Assimilation Trainees for all ground trades now known as Trade Group Four (TG4). The students ages range from 17 to 30 years of age. This research will focus on one specific target group, Basic Training 1 (BT1). These students are new members of the Royal Air Force and will have just completed their basic training at Halton (Ten weeks); they have come to Cosford to begin their trade specific training. The course is ten months in length, over which the students will cover both principles and trade training. The entry requirement for this trade is a minimum of three GCSEs, in Physics, Maths and one other subject. However they do accept some individuals with lesser qualifications as an exception and occasionally current members of the RAF who wish to change their trade. The trade requirements are specific and therefore it would be reasonable to assume the students basic level of literacy and in particular numeracy, would be sufficient to allow them to develop throughout this course. Research Issue. This research will look specifically at the levels of numeracy within the BT1 student population. It will try and identify if there is a problem and seek to provide evidence of any issues while providing recommendations for improvement. To ensure that there is no breach of ethics, the research will focus on the perceptions of the staff and the results from the students. This research issued raised questions that required answering, why is it that qualified students find the level 2 key skills and the level 2 maths phase of the BT1 training difficult? It is these issues that have intrigued me for some time. I believe this issue is worthy of research, however it is quite possible that additional questions will be raised that fall outside the scope of this research and may require additional research before they can be answered. Research Focus It has become apparent that new students entering the Royal Air Force as trade group 4 operator maintainers, although qualified for trade do not appear to posses the prerequisite knowledge required to complete the Key Skills at level 2 and the Maths phase of the course. That is not to say they all fail. That would be far from the truth, it is the difficulty they demonstrate when completing this phase of the course. The reason that this research is so important is this first phase of the course is crucial for the students. It gives them the skills and knowledge they require, which in turn will allow them to apply this knowledge to new problems and situations as they progress through the course. These skills could be considered tools of the trade, without a good grasp of these concepts the students will not gain the maximum benefit from the course. Literature Literacy and numeracy have become major issues in the field of education since the Moser report 1999, the working group chair by Sir Claus Moser in the opening statement of the report stated, Something like one adult in five in this country is not functionally literate and far more people have problems with numeracy. Moser, C (1999) This statement is met with surprise when you discuss this subject, however Moser states, We have found that people are staggered when one confronts them with the basic facts about literacy and numeracy, and rightly soIt is a state of affairs that cannot be allowed to continue, and our Report proposes a wide ranging approach to the challenge Moser, C (1999) Many organisations have concerns about the statistics when it comes to Literacy and numeracy in the adult population, Wells, A (2004) states, Surveys in the 1990s suggested that between 15 and 19 per cent of adults had poor basic skills. However, the International Adult Literacy Survey in the late 1990s suggested a much higher figure of 23 per cent or seven million adults. Wells, A (2004) Are we seeing a true picture of the problem? This research has highlighted concerns from staff about the students abilities. It would seem from the statistics that there is a strong correlation. One area this research was unable to quantify was how does gender affect numeracy, It was not possible to confirm or deny this because there were insufficient females included in the sample group to make a good judgement. However a recent article published by the DFES suggests there is a considerable difference between females and males when it comes to numeracy. Grinyer, J (2006) states, Women and men perform near equally for literacy, but men significantly outperform women at numeracy. Grinyer, J (2006) At level 2 this is an interesting fact and one that is perhaps worth of further research. If gender is an issue then what about current qualification level. Grinyer, J (2006) states Highest qualification appears to be the best predictor of an individuals literacy and numeracy level, with parental background and local deprivation having larger effects than current employment status Grinyer, J (2006) Research Hypothesis. The research hypothesis should be constructed in such a way that the research can disprove the hypothesis. So while the researcher believes students have issues with numeracy that directly affect their ability to perform throughout the course, and that the accepted entrance qualifications standards do not reflect the abilities of the students, the hypothesis should refute this. (See the hypothesis) The Hypothesis for this piece of research is: All BT1 trainees are sufficiently numerate to attend the BT1 course, as all trainees are qualified to a minimum standard. (Three relevant GCSEs) Research Hypothesis. There are a number of possible questions encompassing a range of different methodologies the scope of this research will be limited to one Research question, below are two possible questions. Why do students on the BT1 course suffer with the issue of numeracy when attending the taught lessons, completing assignments and examinations when they are course qualified? How do staff perceive the readiness of students on the BT1 course to deal with the academics of the course? After consideration and due to the constraints of this research it was decided to use the later, an interpritivest approach. Using this question offers the research some distinct advantages, firstly a limited scope and secondly and more importantly, it eliminates the students from the research which removes a large percentage of the ethical issue that may arise from questioning the students directly. This research should identify how instructors feel about the perceived problems students have when using the different forms of numeracy. Mercer, N states, one function of theories is to set agendas for research à ¯Ã‚ ¿Ã‚ ½ to generate certain kinds of questions which the research will attempt to answer. Mercer in Walford (1998 p.42) This question could use a likert style method of answering, thus allowing the individual to grade their agreement or disagreement of the above question. This question as it stands would not necessarily be suitable for the students to answer as it is likely to produce a Yes/No response, however it could be acceptable for the staff. The same question could be asked in a different way. i.e. How has the GCSE maths helped the students with their study of the other principle subjects? Although it would be more difficult to analyse a short answer would bring out more of the individuals feelings, where as the likert style just grades the agreement or disagreement. Other questions that might be asked are: I. Do you feel the students could complete this course successfully without this qualification (GCSE maths)? II. How did the students maths affect their ability to complete this phase of training? III. Has the student qualification helped them with their studies? Youngman (1986) in Bell said, The more structured a question the easier it will be to analyse. Bell (1999 p.119) Research Paradigm What is a paradigm? A Paradigm à ¯Ã‚ ¿Ã‚ ½ group of coherent ideas about the nature of the world and of the functions of researchers that are adhered to by a group of researchers, conditions and patterns of their thinking which underpins their research actions. What paradigms exist? There are a few key paradigms that exist within educational research positivist and Interpretiveist. Positivist research uses scientific, Statistical analysis and empirical methods, Cohen and Manion said, Traditionally, the word refers to those techniques associated with the positivistic model à ¯Ã‚ ¿Ã‚ ½ eliciting responses to predetermined questions, recording measurements, describing phenomena and performing experiments. Cohen and Manion(1996 p.38) Interpretiveist research deals with human emotions, personnel perspectives. Cohen and Manion said, The central endeavour in the context of the interpretive paradigm is to understand the subjective world of human experience. Cohen and Manion(1996 p.36) Ethnographical methods are interpretivist. Gall, M. et al (1996, p607) say, Ethnography involves first hand, intensive study of the features of a given culture and the patterns in those features. Judith Bells thoughts on quantitative and qualitative research identify that quantitative researchers collect facts and study the relationship. They are measured using scientific techniques producing quantifiable and generaliseable conclusions, where as a qualitative perspective is more concerned with individuals perceptions of the world; Seeking insight rather than statistical analysis. In addition she concludes that on occasions qualitative researchers draw on quantitative techniques and vice versa. This would suggest that one method alone does not have all the answers and therefore we could consider various methods when conducting research. This research will use an interpretiveist methodology, this approach has been selected as the most appropriate as the information will come from members of staff, the information they provide will be their interpretation of the situation hence interpretiveist. This approach has been chosen as more appropriate than positivist approach because there is little scientific evidence and the amount of data collected would be insufficient to produce any valid statistical analysis. Ethnographical and eclectic research was also dismissed although it bridges the gap between Positivist and Interpertiveist research. It would however,still have positivist elements as mentioned previously. However the over arching reasoning for adopting an interpretiveist approach was the limited nature of this research project. Although, it is hoped that the findings from this research will generate further questions and spark yet further research questions for future research Research Methodology This style of research could be considered a case study, as its focus is centred on a specific group of students, belonging to a single organisation. Cohen and Manion state, a case study researcher typically observes the characteristics of an individual unit à ¯Ã‚ ¿Ã‚ ½ a child, a clique, a class, a school or a community Cohen and Manion (1996,p106) While this approach would work it is more suited to a continuous improvement program and not a specific piece of research, in addition the length of time it would take to conduct a program of this nature makes this approach unsuitable. In planning the research, various methodologies were considered, however due to the limited nature of this research and to limit the impact of ethical issues, this research decided that an Interpretiveist approach would be most suited. This style of research is relevant, as the research will investigate the attitudes and opinions of the staff and not the students, while using student data to support or refute the findings. To facilitate this research there were a number of preferred techniques available for gathering the data: Interviews / Meetings Academic results Reference to external sources (Collages, Universities, Schools, Government Departments) The main reason behind this strategy, methods and analysis tools was time. The other key issue was ethics, for these reasons this research will be conducted through focus group meetings with staff using structured questions, this data will then be compared with the average results for a class. This approach will limit the impact of ethical issues and allow some conclusions to be drawn. This approach was discussed with the staff that felt that due to busy teaching commitments this was the most appropriate solution. Judith Bell states, Talking through problems and possible topics with colleagues is an essential stage of any plan. Bell (1999 p.21) The focus group will consist of five lecturers and four instructors, it is envisaged that a single meeting will take place to pose the questions to the staff. The data will be collected via questions directed to the staff in discussion groups; the responses of the staff were recorded. (See Annex B) To support the findings from the discussion groups the students results will be analysed. Data Collection instruments The data collection will be achieved through structured questions delivered at group meetings where the responses will be tabulated; this will give a feeling for the staffs concerns and perhaps some misconceptions. It will also allow any further research to focus its attention on specific areas of concern. Once the data has been collected this can be cross referenced to the student results, identifying any disparities, in addition student results and student retention rates may be useful sources of information. The other methods considered were, interviews, these could be time consuming, as staff are not always available. A well constructed questionnaire could produce valid reliable results in a reasonable time frame. However due to the limited time constraints, this research will utilise meetings with a number of groups and evaluate comments from those meetings to produce an Interpretivist style report. This will not provide hard evidence, however it will illustrate any concerns or trends that may be apparent which in turn could instigate further research. This approach although less structured will give a general feel for the issues, which could lead to further research questions. Sapsford and Jupp note the following facts about collecting data, There are both advantages and disadvantages to both highly structured and less structured methods; in no sense is it true to say that one is more objective than the other. Sapsford and Jupp (1996, p94) Research validity ensures the data collected is accurate and meaningful, collecting data in a non valid way would affect the final analysis; which may produce misconceptions when analysing the research data, thus rendering the research valueless. The research will improve validity through accurate data collection and careful analysis of the results, in addition reliability and repeatability could be enhanced through the triangulation of the data collected. Triangulation is method of verifying the data, checking and ensuring accuracy and ensuring that the findings are qualitative and thus reducing the chance of unsubstantiated data. Cohen and Manion said, Triangulation may be defined as the use of two or more methods of data collection the study of some aspect of human behaviour. Cohen and Manion(1996 p.233) The triangulation of the data was achieved through data collected from the meeting notes; these were then supported by student results and reference to national statistics. Chosen methods of data collection. This project will use a structured set of questions derived from the research question. The aim was to ask these questions at the focus group meeting, where the staffs responses and opinions were recorded. The rationale behind the choice of research and the methodology is predicated upon the limited nature of the research this in turn has limited the choice of methodology (interpertiveist). The limited time scale in which this research was conducted has in turn restricted the modes of research used to produce the data for evaluation; the aim was to gain a feeling from the staff as to how they perceived the research issue. The use of structured questions helped guide the process of data gathering and allowed the collection of data within a very short time scale, this was imperative due to the limited time constraints of this research. The interpritiveist approach allows the staffs feelings to be represented against the set criteria thus giving a good degree of relevant data for analysis. While this approach aided the collection of data at a rapid rate it did not offer the widest selection of data. Other methods could have produced further data to support or refute the findings. However this research hopes to triangulate its findings against student data (examination and assignment results). Research ethics. The matter of ethics is an important one; if the researcher wants to achieve open and honest answers they must consider ethics when conducting the research. To reduce the impact of this research the methodologies have been carefully chosen to reduce the data collection to that of the staff. The students results will be anonymous, to such an extent that the research will not identify the individual students, thus reducing the opportunity for others to identify individuals through the results and class group. Researchers cannot always predict what they might find and they may not like what they find; however it is the duty of the researcher to be open and honest about the research they are conducting. These are some of the things to consider when conducting research: Peoples amenity, that is to say protecting an individuals identity, ensuring that a respondents comments cannot be tracked back to a single individual or group. The Oxford Brookes University classifies research ethics and says, The integrity of any research depends not only on its scientific rigour, but also on its ethical adequacy. Ethical issues are many and varied, and may be quite complex. Research involving human participants is undertaken by many different disciplines and conducted in a broad range of settings and institutions. While some issues are specific to professional groups, all research should be guided by a set of fundamental ethical principles to ensure the protection of human participants. Wood,L (2006) Design Constraints One of the main issues when conducting any form of research is time; given enough time the research could produce massive amounts of facts, figures and an impression of peoples feelings. In addition to time there is always the cost of conducting research. However most organisations would expect any form of research to be conducted within certain time constraints, thus limiting costs and obtaining results within that time frame. Therefore the research can only be expected to deliver some of the information that is available, and that data would need to be substantiated through triangulation, generalisability and reliability. It is the limited nature of this research that has influenced the chosen methodology, interpertiveist. Although this may limit the validity of the research, the triangulation of the staffs comments and answers to the set questions when linked to student results, should give a reasonable confidence in its findings. Analysis of Results The questions asked at the focus group and the responces are given below: The group was asked, Are current BT 1 Trainees academically equipped to join this course? The staff responded with the following statements: Although students are qualified they do not seem to be prepared for the challenges this course offers. Some staff feel that GCSEs are a lower level qualification than a traditional O level (This used to be the entry requirement some years ago.) Although the students are qualified they do not seem to have the prerequisite skills to work effectively on the course. Students do not seem to remember some of the basics of mathematics. It would appear from the response that the staffs perception is that students are not prepared for this course and that the qualifications they hold do not reflect the students abilities. The BBC news web site on 30 October 2003 stated, The survey found 47% of the adults in England or 15 million people had a lower level of mathematical knowledge than was needed to gain a grade G at GCSE. The Department for Education and Skills blamed decades of neglect for figures showing millions of people lacking basic literacy and numeracy skills. https://news.bbc.co.uk/2/hi/uk_news/education/3227263.stm There seems to be a general distrust of current qualifications as opposed to the traditional O Levels. This was the minimum entrant standard for this trade. The group was then asked, Which area of the course do students find difficult? The Maths is the most difficult for students because they do not possess the basic skills required to complete the work. Key Skills, Numeracy Some struggle with Electronic fundamentals mainly due to a lack of maths ability. They coped well with Addition and subtraction, however multiplication, division were more problematic. Additional areas where students struggled were percentages, area and fractions. These are not the only subject areas where students found difficulty, however they cover the major problem areas. These issues are similar to those identified in a recent TES, they stated, In last years skills action plan, the Assembly government revealed that 24% of the working age population lacked level 1 literacy skills and 53% level 1 in numeracy. In Wales, 20% have no qualifications compared with 14% across the UK (TES Cymru, June 30 2006) The focus of the problem seems to be centred on the Maths / arithmetic elements of the course. One of the key areas was Key Skills, in particular numeracy. Students seemed to find this difficult; they did not seem to posses the basics. Staff were asked to consider, Are there any circumstances that might affect students ability to perform on the course? Poorly prepared when leaving school. Length of time away from a learning environment. Lack of ability Some seem unable to apply previously learnt knowledge to new situations. Its is difficult to believe the students were poorly prepared as they all are qualified, suggesting they once had the knowledge, however it is interesting to note the comment about the length of time, as it is well known that constant and repetitive use of knowledge aids retention, lack of use leads to little or no retention of knowledge. A recent news article in the Daily Mail by HARRIS, S (2006) stated, One in five about to embark on teaching careers still have problems spelling and using punctuation as well as doing the most simple multiplication, division and percentages. Harris, S (2006) The question, Do you believe the students are suitably qualified? Staffs response to this was, Yes, they are for the trade and on paper, but do the qualifications match up to the expectations of the course? This alludes to a previous question about students being prepared. Do the qualifications meet the minimum requirements of the course. The answer is yes they do, however there seems to be a void between students retained knowledge and the paper qualifications. To illustrate this issue the House of Commons raised the issue of literacy and numeracy with the Secretary of State for Defence being asked, how many and what proportion of new recruits to the army in the last 12 months had (a) literacy and (b) numeracy skills at or below (i) entry level 3, (ii) entry level 2 and (iii) entry level 1. Mr. Touhig replied, Consolidated literacy and numeracy initial assessment figures for recruits to the army in the period 1 November 2004 to 31 October 2005, are provided as follows. Literacy Numeracy Entry level 1 Entry level 2 Entry level 3 Entry level 1 Entry level 2 Entry level 3 Percentage 0.71 7.81 32.51 0.19 7.65 37.11 Number of recruits 72 795 3310 19 770 3737 Total number of recruits(11) Literacy Numeracy These figures were given from an Official Report, column 98W on departmental staff literacy and numeracy. No Author (2005) The group was also asked, Are students prepared for the academic rigor of this course? No, Students are ill prepared when it comes to learning in this environment. This may also relate to the time away from a learning environment, the beginning of the course is quite intensive and therefore the students find it difficult to get back into a learning environment. In summary of the responses, the staff feel the students were inadequately prepared for this course. However this was not for lack of qualifications more a perceived difference between the more traditional O Level and the existing GCSE qualifications, while the time away from the learning environment may have its part to play. Student results for the first eight classes illustrate that not all students struggle to achieve good results. (RAF pass is set at 60) So could this purely be a staff issue and not one of the students. As the results below indicate some classes obtain reasonable results, that is to say, not all struggle. The results for the first eight classes are shown below: Maths BT1/01 BT1/02 BT1/03 BT1/03 BT1/05 BT1/06 BT1/07 BT1/08 59 66 75 56 72 66 68 62 Electronic Fundamentals BT1/01 BT1/02 BT1/03 BT1/03 BT1/05 BT1/06 BT1/07 BT1/08 68 73 82 77 73 74 59 While these classes passed the respective subjects, there are some low scores in maths for classes 1, 4 and 8. Electronic Fundamentals produces better results, however class 1 and 7 have still scoured low marks. This information is not entirely conclusive as can be seen from the results, some classes did well. Findings The hypothesis has been refuted through the data collated from staffs responses to questions and the student data, all be it limited in nature this research has been shown to support the staffs comments. The analysis of the questions suggests a lack of ability on the students part, this however does not seem to be predicated on qualification. The staffs perceptions of students abilities seem to suggest the students are not sufficiently prepared to attend this course, more over they are not used to the training methods utilised within the MOD. These facts when grouped together cause the students and staff some problems, however this is not to say that large numbers of students are failing to achieve a pass in these subjects, therefore is there a problem? On the face of it, no. However modifications to the training methodology and some additional sessions may improve some of these issues. This research has investigated a broad range of issues relating to new students entering the RAFs BT1 training program, their ability to cope with the academic pressures of the course and their ability to complete the work to the required standard. It would appear many students, although qualified on paper have some difficulty when it comes to the Maths and Electronic Fundamentals phases. Some of the underlying problems relate to the methods of delivery on the course as it is unlike traditional academic institutions. This means that the students take time to adjust to this training methodology and as the Maths and Electronic Fundamentals phase of the course is at the front end, it does not allow sufficient time for this adjustment to take place. On the subject of time between learning, many students left school twelve months before joining the course and have not practiced these skills for some time. As with the maths unless a student continues to use these skills they are quickly forgotten. However this does not explain why students do not remember when prompted. Perhaps this could point to a lack of understanding at the initial point of learning and may require further research to substantiate this theory. Recommendations This piece of research has been limited in its nature, however it has allowed the researcher to gain a wider perspective on these issues, to further improve this work and make the findings more valid it is proposed to include the students in any future research. The students were excluded in this case to speed up the data collection and to reduce any ethical issues that may arise from the research. Further research could be developed from the finds of this research, however the level and depth of this research would need to be improved if it were to provide sufficient information for the RAF to consider these new findings. References WOOD, L Ethical Standards for Research involving Human Participants Code of Practice. Last Modified: 18 May 06, Accessed on: 29/05/06 HARRIS, S Thousands of new teachers fail literacy and numeracy tests Last Modified: 14 /08/06, Accessed on: 16/08/06 No Author House of Commons Daily Debates Volume No. 439 Part No. 70, Last Modified: 22 /11/05, Accessed on: 16/05/06 L, COHEN, and L, MANION (1996) Research Methods in education fourth addition. 4th Ed, London: Routledge Publishers GALL, M.D., BORG, W.R., GALL, J.P.(1996) Educational Research: An Introduction. Sixth Edition., New York: Longman Publishers. BELL, J (1999) Doing your research project, A guide for first time researchers in education and social science. 3rd. Ed, Buckingham: Open University Press SAPSFORD, R., JUPP, V. (1996) Data Collection and Analysis. London: Sage Publishers Ltd. WALFORD, G (1998) Doing educational research 4th Ed, London: Routledge Publishers

The Unknown Details About College Essay Prompts Most People Arent Aware Of

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<h1>Fifth Grade Argumentative Essay Topics - Writing a Template</h1><p>There are a few valid justifications why a few people decide to compose their fifth grade parrc contentious exposition subjects without any preparation. While there are positively approaches to compose your own exposition subjects have made considerable progress throughout the years, it is still best to utilize a layout for these themes as opposed to doing everything by hand.</p><p></p><p>It has for quite some time been a standard to compose your initial two to four years of school in fourth grade English. This is by all accounts a strong and effective strategy for most. Truth be told, this is the standard to the extent how English courses are found out in open schools.</p><p></p><p>It would be extremely hard to return and do fifth grade exposition themes without any preparation when it would seem as though you are doing it the standard way. There a re likewise a ton of things that are difficult to change, for example, accentuation, language structure, sentence structure, and composing style. Be that as it may, it is simpler to change these.</p><p></p><p>For occasion, if the fourth grade exposition subjects are done from the fourth grade educational plan, at that point you will have the option to utilize an alternate composing style. This will permit you to do five evaluation pugnacious paper topics.</p><p></p><p>If you decide to rework without any preparation, at that point you will have the option to return and change your composing style and consequently have the option to abstain from composing the standard fourth grade article themes. Actually, you can even do this for your 6th and seventh grade pugnacious exposition topics.</p><p></p><p>While it is hard to return and do a similar point and article subjects from the 6th and seventh grade, it might be c onceivable to do your theme from the seventh grade educational plan. You will most likely need to do a ton of research and discover precisely what you have to expound on so as to locate the right theme for your subject. This can be a great deal of work, however it is conceivable to modify your theme and make it your own.</p><p></p><p>This will assist you with avoiding composing a great many points that has been done and utilized for the years. It will likewise make it a lot more clear the general structure of your article theme just as the thought behind it.</p><p></p><p>When you rework your subject, it will end up being your own unique composing style that you have recorded yourself. This can assist you with answering the subject of for what reason do a few people decide to compose their articles without any preparation. It makes the topic significantly more intriguing to talk about and can assist the understudy with learning and prac tice how to utilize the data appropriately in their class.</p>

Writing an Agrumentative Essay on Guns

<h1>Writing an Agrumentative Essay on Guns</h1><p>Writing a contentious paper on weapons can be a dubious recommendation. Many are hesitant to say something that has been the subject of warmed discussion between the individuals who accept the Second Amendment is self-serving and in this manner must be evacuated, and the individuals who trust it ought to stay set up. On the off chance that you are new to this sort of composing, there are a few things you should mull over as you get started.</p><p></p><p>First, be predictable with your composition. Try not to include subtleties in your subsequent draft on the off chance that you made major syntactic blunders in your first draft. On the off chance that you need assistance composing and altering, there are courses you can take to show you how to do this. Try not to skip around starting with one point then onto the next. Make it predictable all through the whole essay.</p><p></p> <p>Secondly, you should mull over whether the peruser will have the option to relate your point of view about firearms to their own viewpoint. This implies, for instance, on the off chance that you are composing an article about how firearms to help ensure against abusive behavior at home, you will need to concentrate on abusive behavior at home circumstances where weapons were utilized. On the other hand, on the off chance that you are composing a paper about the privileges of the American individuals to remain battle ready, you will need to utilize a similar model, however rather talk about the requirement for progressively close to home guns licenses.</p><p></p><p>Last, you ought to think about the effect of firearm proprietorship on your examination. This implies you ought to choose whether or not the data is pertinent to the peruser's needs. On the off chance that the article is being utilized for an advanced education class, it is significant that the data introduced is precise and relevant to the exercise you need to instruct. In the event that the data was accumulated over some undefined time frame, for example, on account of guns, at that point you have to consider how much weight you should provide for the information.</p><p></p><p>Now that you have investigated your musings on the most proficient method to compose a contentious article on firearms, the time has come to write every one of your thoughts down so you can have an away from of your last considerations and what bearing you need to take the piece. Subsequent to doing this, you will be more ready to handle any further troubles or difficulties you may confront when you start writing.</p><p></p><p>There are just a couple of essential standards that you should remember when composing a paper on firearms. In particular, you have to recall that you are expounding on something significant and you should be genuine with y our sentiment. Simultaneously, you ought to abstain from offering preposterous expressions or expectations except if they are upheld up by facts.</p><p></p><p>Finally, while your goal is to feature a contention, you should attempt to move toward it as a discourse between the peruser and you in the exposition. As such, on the off chance that you are attempting to bring up an issue about the Second Amendment, you should plot your position in the exposition and afterward let the peruser react to it. After your peruser is happy with the appropriate responses they give, you should close the conversation by requesting that they read your article again and consider your ideas.</p><p></p><p>These are the essential tips you ought to recollect whether you are keen on composing a paper on firearms. Simply make sure to be straightforward, aware, and accurate; these are the components that will help you in your composing journey.</p>

All that Glitters Is Not Gold - 1340 Words

Herbert Hoover took office in 1929 with an abundance of optimism and the promise of a New Day† for his American people. In his inaugural speech, he boasted, In no nation are the fruits of accomplishment more secure and claimed, Anyone not only can be rich, but ought to be rich. The American economy had blossomed like never before as Americans had become accustomed to living a healthy and comfortable lifestyle through the distribution of wealth, purchasing of stock, and installment buying. Americans from numerous social classes were now given a chance of living the â€Å"American dream.† However, these benefits, which improved lifestyle, promoted Americans to live beyond their means and produce an unstable economy. Therefore, on October†¦show more content†¦Successively, banks profited greatly from these broker loans promoting banks to borrow more from the Federal Reserve, clearly depicting the profitability of the stock market. With the trend of stocks, the nation was caught in a â€Å"Speculative Market† given the continuously increasing stock prices. Investments made into the purchasing of stock, scared the Federal Reserve as a lot of money was being invested based on speculation and not assurance. Investors were borrowing money from those who borrowed as well (Brokers who went to banks for the money they loan). They believed, â€Å"The stock market boom: represented excessive speculation and, as such, should be stopped.† Therefore they implemented, â€Å"a tightening of money policies in an effort to restrict the stock market. The Federal Reserves’ policies were very minimal in their effect as banks still saw benefits in borrowing from the Reserve for the high demand in stock. Excessive speculation, from investors who expected that prices would keep rising, The Federal Reserve who worried the prices were to high and implemented policies hoping to ease the stock market pressure, in the end crashed the stock market. The speed at which the stock market crashed did not allow people to make adjustments to meet these quick changes. Which is why the stock market crash impacted the economy so severely. The stock market, which once induced wealth, now resultedShow MoreRelatedall that glitters is not gold2456 Words   |  10 PagesAll that glitters is not gold  is a well-known saying, meaning that not everything that looks precious or true turns out to be so. This can apply to people, places, or things that promise to be more than they really are. The expression, in various forms, originated in or before the 12th century[1]  and may date back to  Aesop.[2] Chaucer  gave two early versions in English: But all thing which that schyneth as the gold / Ne is no gold, as I have herd it told, and Hyt is not al golde that glareth.Read MoreAll that Is Gold Does Not Glitter1101 Words   |  5 Pagesthe skill in healing to match such evil weapons. But I will do what I can.† He â€Å"drew out the long leaves of a plant and†¦crushed it in his fingers† (Tolkien 248). Aragorn will do everything possible in his capacity to save Frodo’s life; he is using all of his healing powers and techniques to rejuvenate Frodo’s wounded body. Frodo expresses his gratitude and thankfulness while speaking to Gandalf. He appreciatively says, â€Å"Not to mention Strider, should take so much trouble and show me so much kindnessRead MoreRisk Management at Wellfleet Bank: All That Glitters Is Not Gold.1120 Words   |  5 PagesAssignment 1 Case Analysis – Risk Management at Wellfleet Bank: All That Glitters Is Not Gold. 1. Given its strategy, what kind of risks does Wellfleet Bank face? The first possible risk would be the operation risk. Refer to Wellfleet Bank, the Group Credit Committee has a unlimited level of authority. They could approve loans of any size within the bank’s regulatory limits which means there is no supervisory group can stop the group’s decision. Furthermore, to preserve the independenceRead MoreRisk Management at Wellfleet Bank: All That Glitters Is Not Gold3034 Words   |  13 Pages$1 000 face value bond with coupon rate of 8% paid annually has five years to maturity. If bonds of similar risk are currently earning 6%, what is the current price of the bond? 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Indeed, many of them are precisely the converse of existing facts.  Our proverbs have come down to us from the days of long ago; days when the world was very primitive and very simple and very different; when people never moved more than a mile and a half from home and were all afraid of the dark; and when wisdom was handed out by old men with white whiskers called prophetsRead MoreTheme Of The Gilded Six Bits814 Words   |  4 PagesHurstons The Gilded Six-Bits, readers may notice that there is not just one theme included in the short story but quite a few. For example, a few of the themes that can be recognized from the short story would be marriage, betrayal, and all that glitters is not gold. Marriage is a significant role in this short story. The relationship is among Missie May Banks and Joe Banks. Which can be noticed in the beginning of the story were the relationship is a strong bond amongst the two. For instance, MsRead MoreUI / UX Design Essay1059 Words   |  5 PagesHow To Build An App With Good UI/UX Design It is often said that not all that glitters is gold, but how about if it glitters and it is really gold? The satisfaction that comes from that will be enormous. You will, in essence, own something that just doesn’t seem to possess the qualities that you need, but that actually possesses all of those qualities and more. That is the effect a proper UI/UX design has on an app. Developing an app, launching it and waiting for reviews or feedback from the usersRead MoreThe Great Gatsby - Eden Imagery Essay1023 Words   |  5 Pagesand finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air (page 29). It is from this that Myrtle is trying to escape, this life-in-death valley that characterises the underbelly of New Yorks glitter and lights and finery, and this that she is dragged back to by the dawning jealous rage of a normally unassuming husband. To run away from the grey and the death, the colourful, brimming woman runs out, arms outstretched, to the car she thinks belongsRead MoreClose Reading Anylsis879 Words   |  4 Pagesa place and took and opened it up for an ice cream parlor’† (Hurston 285). â€Å"‘Yeah he’s up to date. He got de finest clothes ah ever seen on a colored man’s back’† (Hurston 285). Slemmons is a symbol of wealth and admiration. He is also the cause of all the drama that takes place in this story. Missie May gives us the impression that she is a loyal, faithful wife to Joe. However, after Slemmons comes to town, we learn that is not true. Slemmons is so used to having whatever woman he wants, soRead More The Search for Utopia in The Great Gatsby Essay1131 Words   |  5 Pagesarrival is a mixed blessing at best. The concept of paradise in The Great Gatsby is â€Å"a shifting, evanescent illusion of happiness, joy, love, and perfection, a mirage that leads each character to reach deeper, look harder, strive farther†(Lehan, 57). All the while, time pulls each individual farther from the moment he seeks.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is Myrtle Wilsons gaudy, flashy hotel paradise in which she can pretend that she is glamorous, elite, wanted and loved. She clings fiercely enough to this

Corporate Social Responsibility ( Csr ) - 865 Words

When it comes to corporate social responsibility (CSR), that bottom line almost always drives the narrative. Since the global recession, a large portion of the world’s corporate entities have increased attention towards its CSR. With an increased focus on environmental and social issues, these companies touted its efforts to remind the general public that they are on the side of change. According to a KPMG survey from 2013, 93% of the world s largest 250 companies (from 2012) published an annual report on its CSR efforts. Taking that transparency to another level, 60% of those reports came from independent audits to ensure the public that the CSR efforts were indeed up to their claims. These 250 companies, known as the G250, operate in 14 sectors across 30 countries. This year s CSR Rep Trak100, measuring the companies with the best CSR reputations, saw Europe, Latin America, North America and the Asian Pacific region represented in the list that saw Google top the list. Countries like India (up 53%) and China (16%) are seeing some of the most movement. Across all business sectors today, 50% or more report its CSR efforts. While it appears that the world’s companies are taking on a more conscious approach to the world around them, don’t be fooled. Most companies CSR efforts are directly tied to its bottom dollar. As CSR notes, Since the 2008 crisis, those companies with a stronger reputation have performed significantly better (almost 2X the return) than the overallShow MoreRelatedCorporate Social Responsibility And Csr1566 Words   |  7 PagesSocial responsibility or also called Corporate Social Responsibility (CSR)- is the firm’s engagement (voluntarily initiated) in and its compliance (legally mandated) to environmental, social, and governance issues (The Foundation, 2014). Also, is based on stakeholder’s needs being financially sustainable, and CSR can come from both corporate or not-to-profit organizations. 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This essay is going to discuss and provide an overview of corporate social responsibility (CSR) by debate some key issue in this area. 1.2 What is Corporate Social Responsibility? In 1953, Bowen’s Social Responsibility of the Businessman firstly discusses the idea of corporate social responsibility. He states the relationship between societyRead MoreCorporate Social Responsibility ( Csr )1314 Words   |  6 PagesSocial responsibility has become a primal interest to the humankind for the past two decades. In the earlier days, the firms and organizations concentrated only on the financial part of the business and ignored the ethical, social and moral sectors. But in the recent times, the businesses are getting a grip of the significance of the social, ecological and environmental effects on their success. This has resulted in the emerging interactions between organizations and social segments thus giving riseRead MoreCorporate Social Responsibility ( Csr )1173 Words   |  5 Pages Corporate Social Responsibility (CSR) is highly important to Millennials. If a company is lacking a CSR plan, now it a good time to start one. Millennials are looking for ways in making a positive impact on the world and are expecting the same from companies. They are looking for companies that contribute to the betterment of communities and the environment. Millennials put great value in supporting such brands, companies and organizations that share these values. Companies without a CSR in placeRead MoreCorporate Social Responsibility : Csr979 Words   |  4 PagesThe notion of Corporate Social Responsibility is a phenomenon globally known for many years. In spite of the fact that CSR has been neglected for quite a long time, nowadays several authors deal with this issue, as revealed by the development of theories in recent years concerning the topic. In spite of the fact that there has been a huge growth of literature it is still impossible to simply define CSR. Many definitions trying to capture the concept of CSR exist, but their content varies (MattenRead MoreCorporate Social Responsibility ( Csr )1370 Words   |  6 Pagesmore attention on the concept of Corporate Social Responsibility (CSR). The core issue is the appropriate responsibility of business. In as much as firms ought to obey the law, but beyond complete compliance with environmental laws, the question is whether firms have extra social responsibilities to commit part of their resources to environmental preservation voluntarily. This memo provides an exploratory investigation of the link between corporate social responsibility and the benefits accruing to a

Malcolm X Essay Summary Example For Students

Malcolm X Essay Summary 1. Many believed that the oppressed people needed a leader or savior who could improve their life conditions, and Marcus Garvey would fit that description. Marcus Garvey was a black leader who started a Back-to-Africa movement in the United State. Garveys main beliefs were that blacks would never receive justice in the countries where most of the people were white. He preached that blacks should go back to Africa, their homeland, and settle there. With Malcolm Xs father strong belief in the ministry of Garveyism, Malcolm took Garvey as true; that the only way to achieve anything would be hard if the white man is ruling the country. Malcolm had to be strong while preparing for the civil rights movement; that strength would be very necessary in accomplishing anything. His fathers ministry opened up the doors of truth of the harm of the white man on the blacks in America. Malcolm said that the black people would benefit in uniting the black race.Marcus Garvey was convinced that success demanded the building of a strong economic base so that blacks will be self-sufficient (Internet, Marcus Garvey). Because of Marcus Garveys beliefs, many African Americans, found new strength and renewed their vision of success. Therefore, Garveys teaching brightened up the chance for Malcolm to achieve change during the civil rights movement; providing a chance that everything would be all right and blacks would be equal to whites. Even though Marcus Garveys helped and wanted the best for his fellow black people, he slammed fellow African-American leaders as being white puppets. Many blacks saw Marcus Garvey a lot in Malcolm X in that they both believed that the black race needs to stay just black to have real power, that the white people are the enemies, and that blacks should not mix with whites. Malcolm learned that the road would be tough because of the great power the white man has in America and that where the black man can have power would be where there is no white man in c ontrol, such as in Africa. 2. Martin Luther King Jr., shared more in common with Malcolm X, then any other contemporary civil rights leader. Martin Luther King and Malcolm X had more in common after Malcolm broke away from Elijah Mohammed. Before Malcolm broke away, he was an angry man who could never see anything positive and the reason why he could not see anything positive was because the whites had no moral conscience. Malcolm also promoted segregation that is was the only way for blacks to achieve their rightful place in society. Martin Luther King, felt that blacks and whites should be united and there would be peace and happiness; this was the opposite of what Malcolm believed. In Malcolm X: The Man and His Times, Malcolm says that separatist and nationalist strategy for black survival and that only through violence would conditions change. Malcolm also says that the white society had no moral conscience and promoted the role of the angry black against racist America. After Malcolm left the Nation of Is lam, he, like Martin Luther King, believed greatly in unity and change through black pride and respect for oneself then hate and revenge, which he believed before. Malcolm even wanted to join forces with Martin Luther for their beliefs were very similar now. I think that the best thing that Malcolm and Martin Luther both believed in was the belief that blacks would attain freedom if they first get self-respect. They both fought for a difference in black America and to bring hope to blacks in the United States. Even though they had very different ways of promoting their message they both tried to bring power and strength to the black communities so that they can all rise above all the hatred that surrounded them. Malcolm X, compared to other contemporary civil rights leaders, was more aggressive. .u5ec9b8e147a56fe140cdd64439f4d8e1 , .u5ec9b8e147a56fe140cdd64439f4d8e1 .postImageUrl , .u5ec9b8e147a56fe140cdd64439f4d8e1 .centered-text-area { min-height: 80px; position: relative; } .u5ec9b8e147a56fe140cdd64439f4d8e1 , .u5ec9b8e147a56fe140cdd64439f4d8e1:hover , .u5ec9b8e147a56fe140cdd64439f4d8e1:visited , .u5ec9b8e147a56fe140cdd64439f4d8e1:active { border:0!important; } .u5ec9b8e147a56fe140cdd64439f4d8e1 .clearfix:after { content: ""; display: table; clear: both; } .u5ec9b8e147a56fe140cdd64439f4d8e1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5ec9b8e147a56fe140cdd64439f4d8e1:active , .u5ec9b8e147a56fe140cdd64439f4d8e1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5ec9b8e147a56fe140cdd64439f4d8e1 .centered-text-area { width: 100%; position: relative ; } .u5ec9b8e147a56fe140cdd64439f4d8e1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5ec9b8e147a56fe140cdd64439f4d8e1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5ec9b8e147a56fe140cdd64439f4d8e1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5ec9b8e147a56fe140cdd64439f4d8e1:hover .ctaButton { background-color: #34495E!important; } .u5ec9b8e147a56fe140cdd64439f4d8e1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5ec9b8e147a56fe140cdd64439f4d8e1 .u5ec9b8e147a56fe140cdd64439f4d8e1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5ec9b8e147a56fe140cdd64439f4d8e1:after { content: ""; display: block; clear: both; } READ: Essay On The Articles Of Confederation3. True Islam defers from the teachings of Elijah Mohammad, by Elijah and the true Islam stressed different things. Elijah Mohammad stressed that there was more than one God. That these Gods had a beginning and an end, which means they did die and did not live forever. He said that God was a black man and the first one was Wallace D. Fard. So, Elijah Mohammad said that their God was a black man and the white man was the devil. Elijah had a racist view, where he wished to never accept whites as sincere or capable of helping the blacks in their situation. He believed that Jesus was not miraculously born of a virgin. True Islam, believed in one God and that was Allah. He created all and from him they all came from only. The true Muslims believed that every righteous person is a god, but not a main God.True Muslims believed that Jesus was born from a virgin and died by being crucified on a cross. Even though they had many differences, the Nation of Islam and Islam were similar. They both called each other Muslims, they teach and worship in mosques, they appeal to the prophet Muhammad, they recite the Muslim creed, and they view the Quran as inspired Scripture. However, true Islam says that the only thing really in common is the language they both share. These true Muslims, believed that the Nation of Islam was misusing the word Islam because they were absolutely in violation of the certain basic principles contained within the Quran. 4. Malcolms trip to Mecca changes his ministry completely. It is like he opened up some doors that brought him to reality. He saw the error of his ways and moved to goodness. Before leaving to Mecca, Malcolm believed that white and blacks should not be together and that keeping them apart is the best for them both. He believed that the white man was the devil for he was keeping the black man from gaining his rightful power in the world. Malcolm felt that violence was the only way to overcome the problems of the black man out on by the white man in the world. Nevertheless, when Malcolm returned, he learned other that his ways of the past were childish and was going to lead him nowhere. He wished to start his own organization with opposite beliefs then he had before he went to Mecca. Talking to Dr. Mahmoud Youssef Sharwarbi opened his eyes to achieving his goals of freeing the black man from the white mans powers. With the help of his transformation from his return from Mecca helped hi m to bring power and strength to the black people in America so that they could rise above all the hatred and injustices that the white man put on them. Malcolm dropped his violent approach and took up a more nonviolent approach. With his new look on life, Malcolms message of black respect and black pride touched millions upon millions of blacks. Malcolms helpful speeches, which brought the black community together, helped to reach the goal of equality between all races. BibliographyClarke, John Henrik. Malcolm X: The Man and His Times. African World Press INC. September 1991. Dyson, Michael Eric. Reflecting Black: African-American Culture Criticism. 1993. Garvey, Marcus. Online. February 23, 2000. Garvey, Marcus. World Book Online. 2000. Laidlaw, Mark. Televangelist of the Marcus Garvey and his Philosophy on the Black Movement of the Nineteen Twenties. Online. February 23, 2000. Marcus Garvey the Preacher. Online. February 23, 2000. Nation of Islam. Online. February 23, 2000. Patterson, Lillie. Martin Luther King Jr. and the Freedom Movement. Checkman Books. September 1993. .u5a611008810b3be6252d09aa23b0e735 , .u5a611008810b3be6252d09aa23b0e735 .postImageUrl , .u5a611008810b3be6252d09aa23b0e735 .centered-text-area { min-height: 80px; position: relative; } .u5a611008810b3be6252d09aa23b0e735 , .u5a611008810b3be6252d09aa23b0e735:hover , .u5a611008810b3be6252d09aa23b0e735:visited , .u5a611008810b3be6252d09aa23b0e735:active { border:0!important; } .u5a611008810b3be6252d09aa23b0e735 .clearfix:after { content: ""; display: table; clear: both; } .u5a611008810b3be6252d09aa23b0e735 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5a611008810b3be6252d09aa23b0e735:active , .u5a611008810b3be6252d09aa23b0e735:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5a611008810b3be6252d09aa23b0e735 .centered-text-area { width: 100%; position: relative ; } .u5a611008810b3be6252d09aa23b0e735 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5a611008810b3be6252d09aa23b0e735 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5a611008810b3be6252d09aa23b0e735 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5a611008810b3be6252d09aa23b0e735:hover .ctaButton { background-color: #34495E!important; } .u5a611008810b3be6252d09aa23b0e735 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5a611008810b3be6252d09aa23b0e735 .u5a611008810b3be6252d09aa23b0e735-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5a611008810b3be6252d09aa23b0e735:after { content: ""; display: block; clear: both; } READ: Private Pension Plan EssayPement, Eric. Louis Farrakhan and the Nation of Islam: Part Two. Cornerstone. 1997. Biographies