Customer Service in Leisure and Recreation Essay Example for Free

Customer Service in Leisure and Recreation Essay The Importance of Customer Service Increased sales are one of the key ways to tell how well the company is doing. Excellent customer service means customers will buy more and recommend more products and services other people, which will add to the increase in sales. While sales are very important to leisure and recreation organisations, another way to measure the success is in terms of customer numbers, which is particularly true for non-profit making organisations. Customer service plays a major role in attracting new customers and the main source of this is the powerful influence of word of mouth. Existing customers who are impressed by the customer service at an organisation will tell other people about it. This means that an organisation keeps its existing customers as well as gaining new ones. An effective customer service policy is that customers will view the organisation in a positive way. This means the image of the organisation will be enhanced by the standard of customer service. Having a good public image is very important for: * Attracting new customers * Retaining existing customers * Reinforcing customer satisfaction * Securing repeat business * Gaining an edge over the competition An organisations public image is the mental picture that we have of the organisation. This can be based on our own experience, what others have told us about it or on what the organisation itself has told us about via its marketing activities such as advertising and public relations. Read more:Â  Recreational Activity Example Television programmes such as Watchdog also help us for an image in our heads, especially when they start reporting viewers complaints. This could have a very bad effect on the organisation. Good customer service can also enhance the image of an organisations individual products or services. For example, customers may have a positive image of a sports centre, but also have a positive image of the individual products and services such as the reservations system and changing facilities. Good customer service gives an organisation a competitive advantage. If you sell a similar product or service, you gain an edge by offering a better quality service and this gives a greater chance of attracting customers. A pleasant working environment is another benefit of good customer service. If customers receive good customer service, they will respond in a friendly and appreciative manner. Customer satisfaction is extremely important in a business and this means the organisation must meet the needs and expectations of the customers. Customer loyalty is very important in a business and good customer service helps reinforce customers loyalty to the organisation with every visit they make. If customers are loyal, they are likely to return and these people are known as repeat customers. This means the customers of the past become the customers of the future. If an organisation has poor customer service, they will suffer from: * Decreased sales * Fewer customers * A poor public image * An absence of competitive edge * An unhappy and less efficient workforce * Dissatisfied customers * Lack of customer loyalty and repeat business Personal Presentation The first impression the customer gets of personal presentation is very important as it is one they will never forget. It directly influences customers satisfaction and the image they have of the organisation. Personal presentation includes appearance, personal hygiene, personality and attitude. Appearance covers everything from clothes and footwear, to hair, make-up and jewellery. The reasons for providing staff with a uniform are: * It helps create a positive first impression * Staff are recognised instantly as working for a specific organisation * It is easy to identify a member of staff when a customer needs advice or assistance * It can indicate the department in which a member of staff works * It helps to create a professional corporate image A lot of organisations now provide their employees with a uniform. Organisations rely on their employees judgement for deciding what is and is not acceptable in terms of appearance. Some organisations set ground rules and to a large extent, this reflects the nature of the organisation and the type of customer it serves. For example, a five star hotel will be very strict with the dress code of the employees who work at the front-of-house. They will be required to wear a uniform and it may also include rules on footwear, hairstyling and make-up. The most important point is to make sure that dress and general appearance suit the job, the organisation and the customers expectations. On the other hand, the organisation should make sure that the uniform is comfortable, easy to maintain and look appropriate for staff of all builds. Anyone serving customers should have excellent standards of personal hygiene. Different types of organisations will have different standards of personal hygiene, for example, anyone who works in the food industry will be expected to wash their hands at least a dozen times a day. First impressions also come from the employees own personality. Again, different jobs require different personalities. A childrens sport coach will require a different personality to a personal fitness instructor because they are working with different types of people. From the personality of the employee, people can tell a lot about the organisation itself. The employees attitude towards the customer is critical. The customers feel that they want as much attention as possible when they go into a workplace and if an employees attitude is poor, they may feel neglected and not wanted. Types of Customers Customers have different needs depending on who they are and the circumstances. There is a difference between internal and external customers. Internal customers are members of staff or outside suppliers who contribute towards the service provided for the external customers. External customers are the people who actually buy or use the organisations products and services. External customers are then categorised into individual, group, age, culture, language spoken and specific needs. Many leisure and recreation providers serve groups and the individuals who compromise them in ways that enhance and promote customer service. Customer age groups are classified as children and adults. Although the companies feel the age of the customers is important, they also feel it is important not to make assumptions about customers needs based solely on age. Cultural background influences peoples traditions, tastes, preferences and opinions and it will therefore influence the type of service they need and expect. It is also important not to make assumptions on the culture of the customer. Foreign visitors are an increasingly important part of the UK tourism market. People still want to feel that they can be dealt with even though there is a language barrier. Large organisations often employ multi-lingual staff to communicate with non-English speaking customers. Some customers have specific needs that may require special customer service in addition to that provided to meet the general needs of everybody. These include sensory disabilities, mobility problems, literacy, dietary requirements and people with young children. Dealing with Customers Almost everyone working in the leisure and recreation industry has to deal with customers, whether be face-to-face, on the phone or in writing. Face-to-face communication has many advantages but only the staff use it well. For example, your presentation can help create a positive image. You can also use facial expressions and gestures to help communicate more effectively. Telephone communication is used in most leisure centres and it provides an essential part of customer service. Some organisations even use the telephone as the main method of dealing with the customers. For some organisations, written communication is the main way of keeping in touch with customers. Menus, tariffs or price lists and letters are all forms of written communication, along with bills, advertisements, notice boards, tickets, e-mails and timetables. Non-verbal communication comprises all forms of communication that are spoken or written down. 80% of communication is non-verbal, so it is clearly very important in customer service. Body language is the main form of non-verbal communication and people can tell how interested the staff are just by looking at them. Selling Skills Selling skills are an important part of customer service. Every time somebody asks for help, advice or information, it is probably a selling situation. As a member of staff, you should be helping customers a lot and to be able to do this effectively, you should have good knowledge of the products and services you are trying to sell. Customers can only buy products and services from an organisation if they know they exist, therefore raising customer awareness is a key part of selling skills Establishing rapport with the customer means encouraging a conservation in which the staff and the customer are both communicating on the same level. Within this category, you must also make the customer feel they have your undivided attention without being too over the top. The easiest way for staff to identify the customers needs is to ask if they need any help. From the reply, the staff will be able to decide what further questions to ask to identify the customers specific needs. Presenting the product or service to the customer in an appropriate way is important. For example, is someone wants to buy something but cannot afford it, then the staff should suggest something of a similar range but at a less expensive price. Closing the sale means actually getting the customer to buy the product or service you are offering. Some people may wish to go away and think about the offer that has just been made and in this case, it is probably a good idea to reserve the product or service. Taking a customers payment is also included in closing a sale. This should be done cheerfully, politely, friendly and gratefully to make the customer feel that they have made the correct choice by buying this product or service from this store or centre. Customer service does not end when the customer hands over their money. This is known as after-sales service and sometimes this will be immediate such as asking the customer of they have enjoyed their visit. Sometimes, if people subscribe to a gym for a year, they may need help in using the service after a couple of months. This is where after-sale service comes in useful. A technique known as AIDA is used in the design of advertising and promotional material and when considering effective selling skills. A stands for attention, I stands for interest, D stands for desire and A stands for action. If you use this technique, it will result in the customer desiring the product and therefore taking action by buying it.

Development of Early Child Narratology

Development of Early Child Narratology Aims: I aim to evaluate how the structure and composition of early child narratology develops and evolves with age. To conduct this evaluation I will approach local primary schools for examples of short narrative texts written by Key stage 1 pupils (4-7), to serve as empirical data. I will assess these texts by employing the six part Labovian narrative model and analysing the presence and frequency of narrative components, evaluative temporal indicators and markers. Background: This study builds on many other works as the Labovian model is now frequently used to assess narratology in children, (see Kernan, 1977; Eaton, Collis and Lewis, 1999). The idea of linguistic and narrative development in children is also a popular issue. One study that specifically charts the evolution of child narrative with age is â€Å"Telling stories of experiences: Narrative development of young Chinese children† a study by Chien-JuChang in which young Chinese children were visited in their homes at age 3 years and 6 months and then at 3 month intervals for the next 9 months. Their individual development in three key areas (narrative structure, evaluation, and temporality) was evaluated with the conclusion that â€Å"Chinese children, generally speaking, include more narrative components, evaluative information, and temporal markers in their narratives over time. However, the growth patterns and rates of change for each child on each narrative measure vary.† Hypothesis: My hypothesis is that as a child is introduced to more narrative texts, and comes to identify narrative components, that he or she will employ them more frequently and more readily in their own narratives. Thus, I hypothesise that there will be a marked increase both in the inclusion of these features in individual narratives and in the cohesion between the narratives of the evaluated children (their similarity to each other) in the older age ranges, as they adapt and adhere to literary and narrative norms. I believe that there will be a greater proliferation of linguistic devices and conventions, as well as more narrative components, in the older childrens narratives. Although I will not specifically be studying the effects of ethnicity or socio-economic background I believe that these factors will skew the data slightly as my hypothesis centres on the fact that the children will have been exposed to similar volumes and types of narrative material. This may well not be the case for pupils from a different cultural background or a less affluent family environment. Data: The data I will use for this investigation will be collected from local and, hopefully, schools which are more widely distributed throughout the country, to give a representative sample of empirical data. I will approach the schools to provide short texts from every early years age group so that I have approximately 50-100 short texts from pupils aged from 4 to 7 with a similar number for each age group. I will specify that I would like work from a cross section of abilities, genders, ethnicities, and socio-economic and cultural backgrounds so as to have a representative sample of narratives for an age range. I will also request that the gender, ethnicity and socio-economic group be specified for each child included in the study as, although I am not directly studying the consequences of these factors on the narratives, it would be informative and useful to see if they affect the cohesion of the data in any way. All texts will be included as an appendix to the final extended essay and the appropriate permissions will be obtained from the schools and, if necessary, from the parents of the children whose work is used. Methodology: As previously defined I will employ the Labovian 6 part narrative model to assess the texts. This will be both a quantitative and qualitative analysis as it will deal not only with the evolution in the number of narrative components in each text but also their function and type. The results of the analyses will be presented in tabulated form. Initially I will fill in a table to give the main characteristics of each narrative and then tabulate the overall results. An example of a narrative text and a simplified table are given as an appendix. My work so far: I have investigated a number of studies covering similar subject areas and approached schools in my local area to see if they would be willing to provide samples of work The response so far is encouraging. I have also obtained some examples of writing from neighbourhood children and analysis of these texts seems to back my hypothesis thus far. Naturally I will be unsure until I study the larger volumes of empirical data foreseen by my study. Timescale: Owing to the complexity of obtaining the data and analysing it, this project will be quite time consuming. I believe I will require one month to obtain the work and the various permissions and a further month to analyse the texts and tabulate the results. I will then need a further two weeks to present my conclusions, draft and check the final copy. Annotated Bibliography Applebee, Arthur 1978. â€Å"The Childs Concept Of Story: Ages Two To Seventeen†. Chicago: University of Chicago Press. This book defines the â€Å"interaction of children and stories†. Various chapters discuss the stories told by primary school children, their organisation and motivation as well as children’s responses to stories and story telling. It also contains a number of appendices giving information about the methods for data collection and analysis employed by Applebee throughout his investigations. Chang, Chien-Ju 2004: â€Å"Telling stories of experiences: Narrative development of young Chinese children† Applied Psycholinguistics, 25: 83-104 Cambridge University Press This presents a study in which young Chinese children were visited in their homes at age 3 years and 6 months and then at 3 month intervals for the next 9 months and their individual development in three key areas (narrative structure, evaluation, and temporality) assessed. Gutierrez Clellen, V. F., Quinn, R. (1993). Assessing narratives of children from diverse cultural/linguistic groups. Language, Speech, and Hearing Services in Schools, 24, 2-9. This article discusses the issues surrounding cultural and ethnic background and the impact on a child’s narrative development. This supports my claim that linguistic and narration conventions are learnt and states â€Å"narrative contextualization processes are culture-specific† Kernan, K. T. (1977). Semantic and expressive elaboration in childrens narratives. C. Mitchell-Kernan and S.Ervin-Tripp (Eds.), Child Discourse. New York: Academic Press, 91-102. This paper was presented at the Child Discourse Symposium at the Annual Meeting of the American Anthropological Association (Mexico City, Mexico, November 1974) and presents a theoretical and ground breaking discussion of children’s narrative discourse and the acquisition of discourse competencies. Labov, William., and Waletzky, Joshua. 1967. â€Å"Narrative analysis: oral versions of personal experience.† Essays on the Verbal and Visual Arts, ed. June Helm, 12-44. Seattle: University of Washington Press. Seminal and scholarly text discussing the basics of narrative analysis detailing the six point model, etc. Pena E. D., Gillam R. B., Malek M., Ruiz-Felter R., Resendiz M., Fiestas C., and Sabel T. : Dynamic Assessment of School-Age Childrens Narrative Ability: An Experimental Investigation of Classification Accuracy J Speech Lang Hear Res, October1,2006; 49(5): 1037 1057. This article provides useful and information about analysing the â€Å"macrostructural and microstructural aspects of language form and content† (in this case in narratives given by first and second grade students describing a picture book.) Appendix one – example narrative (direct transcript) On Saturday, Daddy, Mummy, Jamie and me went to the park to go on the swings. It was really cold so Daddy bought me and Jamie a hot chocolate to warm us up. It was really funny because Jamie dropped his down his jumper and had to wear Daddy’s jumper. It was to(sic) big for him and he looked really funny. I went on the swings and the roundabout and the slide and then Jamie and me sat on one side of the sea(sic) saw while Daddy sat on the other. Mummy took pictures of us. Then we went to the sweet shop and bought some jelly babies. They are my Mummys favourite and I like them to(sic). Then we went home and watched ice age 2 and then we had tea. Then we went to bed. We all had a lovely day and Daddy said it was nice that me and Jamie didn’t shout at each other. Jenny, age 6 Example tabulation Table 1 – Labovian concepts Table 2 Common markers Used by the child in her narrative

British Concepts of the Rule of Law

British Concepts of the Rule of Law Brief 211716 The Rule of Law: Write an essay critiquing the concept of the rule of law. To what extent does todays British state reflect the ideals at its core? Outlined below is a short critique of the concept of the rule of law, as well as an evaluation of the different opinions or perspectives of this concept. The rule of law as a distinct and separate concept is well over a thousand years old. It has legal and constitutional origins in Ancient Greece and Anglo-Saxon England.[1] It was the common law of Anglo-Saxon England that had the strongest influence upon the concept of the rule of law, when even the Norman conquest could not stop its ongoing development.[2] The fundamental basis of the rule of law is the notion that all members of any society are not above the law of the land, whether they are monarchs, politicians, the nobility, or indeed ordinary people. The rule of law itself is a concept that contends that everybody lives under the same jurisdiction, of the law of their particular land from its rulers and its lawmakers downwards.[3] At first appearance the concept of the rule of law seems to be a straightforward one, yet there are disagreements about the exact nature of the ideals at the core of the concept itself. The critique below will thus discuss the extent to which today’s British state reflects the core ideals of the rule of law.[4] England was the country, as already mentioned, in which the concept of the rule of law was developed. The concept being influenced by the common law, Magna Carta, and the Bill of Rights of 1688 establishing the notion that the state should uphold the rule of law to protect its citizens, instead of ignoring the law and subjecting the people to their autocratic will.[5] Magna Carta was supposed to firmly establish the concept of the rule of law and curtail the power of the state. In reality the monarchy, despite often-repeated claims of accepting the concept of the rule of law, still held considerable power until the 18th century, when the Prime Minister started to make widespread use of the royal prerogative instead.[6] The British state regarded the concept of the rule of law as being a reflection of the strength of liberalism as espoused by John Locke and others, the increasing influence of capitalism, as well as a result of the legal and political supremacy of Parliament. The House of Commons passed legislation, whilst the House of Lords contained the highest court in the land, all in the name of the monarch whilst representing the people.[7] The unwritten constitution meant and continues to mean that whether or not the state keeping to the rule of law in Britain was less clear than in other countries. The lack of a written constitution was considered to be a legal not to mention a constitutional virtue instead of a problem as some legal experts have argued. It was assumed that because the British state has claimed to have adopted the concept of the rule of law for its constitutional, as well as its legal systems that the British government and all its departments in reality accepted and adhered to the notion in full. There are times though when governments have acted in ways that suggested they believed that they were above the rule of law. Generally if government ministers or senior civil servants act in ways that appear to be contrary to the rule of law they will lose their jobs, protecting the government from the legal or political consequences of their actions.[8] Providing the political party forming the British government holds a Parliamentary majority in the House of Commons, it theoretically can pass constitutional and legal not to mention politically motivated legislation that might run counter to the rule of law. British governments have on various occasions been accused of only paying lip service to the concept of the rule of law.[9] Detractors of the lack or limited rule of law within the British state as large parliamentary majorities and the powers accorded via the royal prerogative has allowed governments to adopt policies without fully consulting Parliament, the courts, and ignoring the wishes of the general public. Governments with parliamentary majorities have argued that they are carrying out the policies contained within their manifestos, democracy does not always fit in exactly with the concept of the rule of law. The late Lord Hailsham a former Law Lord once described the constitution of the British state as being an elected dictatorship.[10] Arguments, as well as debates concerning how the concept of the rule of law affects the legal and the constitutional situation within the British state partially reflect the vagueness and also the ambiguity of the very of the rule of law itself. People with more liberal or more democratic attitudes were not particularly convinced that the British state was not totally committed to the core values within the concept of the rule of law.[11] The critics of the contemporary British state argue that the rival political parties have considered the concept of the rule of law less important than the gaining and maintaining of political power via the winning elections. Such critics have pointed out that the combination of an unwritten constitution and the use of the royal prerogative has allowed the British state to bypass the democratic process through the use of dubious though not illegal means whenever it suited British governments to do so.[12] However, in many respects Britain’s membership of the European Union has had profound constitutional and legal consequences for the British state when taken as a whole. The British Parliament no longer has the complete legal and political sovereignty with European Union legislation taking priority over domestic laws.[13] The European Convention for Human Rights also has the power to make judgements about British laws and the government can change the legislation it considers to be contravening human rights.[14] The ways in which the British state reflects the core values of the concept of the rule of law has undoubtedly changed 1997.[15] The New Labour government was committed to wholesale constitutional and legal changes which have reshaped the British State, thus affecting how the core values of the concept of the rule of law are reflected inside today’s Britain itself.[16] In 1997 the outgoing Conservative government had been deeply unpopular in Scotland and Wales due to its economic policies whilst it had governed both countries without any Scottish or Welsh MPs. New Labour was the dominant political party in Scotland and Wales so it was committed to the introduction of devolved government to both countries in order to reduce support for nationalist parties as much as making the British state more responsive to the core values of the rule of law.[17] Devolved government has given the voters of Scotland and Wales a greater degree of input into the legal and political decisions that concern their lives. The introduction of devolution also means that the Scottish Parliament and the Welsh Assembly can pursue policies and pass legislation that is different from those implemented in England.[18] There is also the possiblity that devolution could to lead to the independence of Scotland at some point in the future, which would literally shrink the British state whilst demonstrating that the democratic will of the Scottish people was not been ignored. Devolved government has also been restored in Northern Ireland as part of the peace process. Power sharing is hopeful sign that there is a return to the normal rule of law after the Troubles had closed down the Storemont Parliament and led to thousands of deaths. Devolution is intended to make the British state more responsive and more representative for all the people of Britain.[19] A fundamental shift in the way that the core values of the rule of law are thus reflected in the British state has been witnessed in the area of human rights. New Labour passed the Human Rights Act 1998 in order to protect the human rights of all British people by enshrining the European Convention of Human Rights into the constitution, as well as the legal system.[20] The purpose of the Human Rights Act 1998 was to make sure that the British state could not abuse or reduce the human rights of its own people, in other words to comply with the rule of law.[21] The Human Rights Act 1998 increased the power of the courts to make legal decisions instead of the Home Secretary using the royal prerogative, for instance for judges to set the maximum term for jail sentences. The Human Rights Act 1998 also made it easier for people to question the decisions of government departments that have adversely affected their lives. Being able to hold the government and its various departments into acc ount is certainly a reflection of core values that mean the British state is abiding by the rule of law. Other legislation such as the Data Protection and the Freedom of Information Act are intended to improve the rights of citizens whilst making the government, officials, and departments more accountable for their actions.[22] To conclude today’s British state does to some extent reflect the concept of the rule of law as the government is democratically elected, yet can have its actions scrutinised by Parliament, the media, and the European Convention of Human Rights. The introduction of devolution in Scotland and Wales has made the British state more responsive to the wishes of its component countries and their populations, whilst increasing the risks of the United Kingdom dissolving in the future. The Human Rights Act 1998 is also a reflection of the core values being reflected as the rule of law. However, despite membership of the European Union and the change linked with the Human Rights Act 1998 the British government and its ministers can still wield considerable influence and power. Bibliography Alder J, (2007) Constitutional and Administrative Law, 6th edition, Palgrave, London Breyer S, (2008) Active Liberty, Oxford University Press, Oxford Coxall B, Robins L Leach R (2003) Contemporary British Politics 4th edition, Palgrave, London Eatwell R Wright A, (2003) Contemporary Political Ideologies 2nd Edition, Continuum, London Gardiner Wenborn (1995) the History Today Companion to British History, Collins and Brown Ltd, London MacDonald A, (2007) Reinventing Britain, Constitutional change under New Labour, Politico’s, London Martin E A, (2003) A Dictionary of Law, Oxford University Press, Oxford McCormick, (2002) Understanding the European Union, Palgrave, London Nugent N, (2003) The Government and Politics of the European Union 5th edition, Palgrave, London Parpworth N, (2004) Constitutional and Administrative Law, Butterworths, London Young H, (2003) supping with the Devils – Political writing from Thatcher to Blair, Guardian Books, London Footnotes [1] Alder, 2007 p. 149 [2] Gardiner Wenborn, 1995 p. 360 [3] Breyer, 2008 p. 19 [4] Martin, 2005 p. 441 [5] Eatwell Wright, 2003 p. 27 [6] Sharma, 2003 p. 15 [7] Alder, 2007 p. 149 [8] Parpworth, 2004 3.15 [9] Parpworth, 2004 3.15 [10] Young, 2003 p. 1 [11] MacDonald, 2007 p. 48 [12] Breyer, 2008 p. 19 [13] McCormick, 2002 p. 5 [14] Nugent, 2003 p. 10 [15] Young, 2003 p. 230 [16] Coxall, Robbins, Leach, 2003 p. 370 [17] Parpworth, 2004 3.15 [18] Alder, 2007 p. 149 [19] MacDonald, 2007 p. 48 [20] Alder, 2007 p. 153 [21] MacDonald, 2007 p. 48 [22] MacDonald, 2007 p. 48

Can Skepticism Be Defended, Perhaps In A Limited Form? Essay -- essays

Can Skepticism Be Defended, Perhaps In A Limited Form? 1. Introduction This essay centres around what it means to know something is true and also why it is important to distinguish between what you know and do not or can not know. The sceptic in challenging the possibility of knowing anything challenges the basis on which all epistemology is based. It is from this attack on epistemology that the defence of scepticism is seen. 2. Strong Scepticism Strong scepticism states that it is not possible to know anything. That is we cannot have absolute knowledge of anything. This can however immediately have the reflexive argument turned on it and have the question begged of it: â€Å"If it is not possible to know anything then how is it you know that nothing is knowable ?†. Strong Scepticism is therefore unable to be defended. 3. A Definition of Knowledge Knowledge can be said to be information that the brain has received that meets a certain set of criteria. When someone states that they know something they must also believe that, that something is so. If they did not believe in it then how could they take it in as knowledge ?, they would instead be doubtful of it and look for evidence or justification as to why they should believe it. Secondly for someone to believe in something they must also believe that it is true. If they did not believe that it was true then what is mentioned above would not occur. So, so far it is decided that knowledge should be true belief. How does one come to the conclusion that something is true however ?. We seek justification. The justification really is the most important part of the criteria because without it one cannot say something is true and therefore cannot say that one believes. This does however bring up the question of how does something become justified ?, do we hear it from other people ?, see it on the news ?. The justification of something really depends on its predictability. If something becomes predictable then it can becomes justified aswell. For example, I know that the sun will rise tomorrow is a fair thing to say because I believe this is so, I believe this is true, and I am justified in believing this due to my past experience* of the predictableness of the sun rising each day. The only problem with meeting the set of criteria laid out above is that one must use one senses to do so and as shall be shown ... ...Britain: Methuen & Co. Ltd. Dancy, Jonathon (1985), An Introduction to Contemporary Epistemology, Great Britain: Basil Blackwell Ltd. Descartes, Rene (as translated by E.S. Haldane and G.R.T. Ross) (1969), The Philosophical Works of Decartes vol. I - II, Cambridge: Cambridge University Press. Edwards, Paul (1965), The Logic of Moral Discourse, New York: The Free Press. Gorovitz, Williams (1967), Philosophical Analysis, An Introduction to Its Language & Techniques, New York: Random House. Guthrie, W. K. C. (1971), The Sophists, Cambridge: Cambridge University Press. Hamlyn, D. W. (1983), The Theory of Knowledge, London: Macmillan Press. Harris, Errol (1969), Fundamentals of Philosophy - A Study of Classical Texts, U.S.A.: Holt, Rinehart and Winston, Inc. Harrison, J. (1966-67). A Philosopher's Nightmare or The Ghost not Laid. Proceedings of the Aristotelian Society, Vol LXVII. Hume, David (1962), A Treatise of Human Nature, Great Britain: Fontana Library. Presley, C. F. (1967), The Identity Theory of Mind, St Lucia: University of Queensland Press. van Inwagen, P. and Lowe E. (1996) . Why Is There Anything At All?. Proceedings of the Aristotelian Society, Vol LXX.

Tourette Syndrome :: essays research papers

Tourette Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  Tourette Syndrome was named for Georges Gilles de la Tourette, who first described the syndrome in 1885. Although the disease was identified in 1885, today in 1996, there still is a mystery surrounding Tourette Syndrome, its causes and possible cures. Tourette Syndrome is a neurological disorder that researchers believe is caused by and abnormal metabolism of the neurotransmitters dopamire and serotonin. It is genetically transmitted from parent to child. There is a fifty percent chance of passing the gene on from parent to child (Gaffy,Ottinger). Those most at risk are sons of mothers with Tourette Syndrome. About three-quarters of Tourette Syndrome patients are male. Males with the disorder have a ninety-nine percent chance of displaying symptoms. Females, have a seventy percent chance of displaying symptoms. This ration of 3-4:1 for males and females may be accounted for by referral bias. Also, there is a frequent number of reported cases within the Mennonite religious isolate population in Canada. The specific genetic transmission however, has not been established. Some researchers believe that the mar is on an autosomal dominant trait. Some cases however are sporadic, and there may not be a link to family history involved. These cases are mild however, and not full blown. The onset of Tourette Syndrome must be before the age of fifteen, and usually occurs after the age of two. The mean age onset of motor tics is seven. The mean age onset for vocal tics is nine. In order for a person to be classified as having Tourette Syndrome they must have both multiple motor tics and vocal tics. These tics however do not have to occur everyday. In fact, affected individuals may rarely exhibit all of the symptoms, or all of the tics. The vocal and motor tics must also occur within the same year, for a person to be classified as having Tourette Syndrome. Symptoms can disappear for weeks or months at a time. However if people afflicted with the syndrome try and suppress their tics, they will re occur with increased ferver. Tics increase as a result of tension or stress, and decrease with relaxation or concentration on absorbing a task.   Ã‚  Ã‚  Ã‚  Ã‚  Tics are classified into two groups: complex and simple tics. Simple tics are movements or vocalizations which are completely uncomprehendable and meaningless to those not suffering from the disorder (Peiss). Complex tics are movements or vocalizations which make use of more than one muscle group to appear to be meaningful (Peiss). Simple motor tics are: eye blinking, head jerking, shoulder shrugging or facial grimacing. Simple vocal tics are: throat clearing, coughing, snorting, baiting, yelping.

Community Health Nursing: New Brunswick Essay

A1. Community Description: The city of New Brunswick is located in Middlesex County, New Jersey. New Brunswick is the county seat of Middlesex, located in the sixth Congressional District, and part of New Jersey’s seventeenth state legislative district. The city is centrally located between New York and Philadelphia. It is approximately 40 minutes southwest of New York and 45 minutes northeast of Philadelphia. According to the U.S. Census, the total area of the city is 5.789 square miles; 5.227 square miles of land and 0.562 square miles of water. New Brunswick’s climate is humid and subtropical with considerable rainfall throughout the year. There are warm and humid summers and cold winters. The healthcare industry has played an important role in the city’s economy. New Brunswick has been known as â€Å"The Healthcare City† due to its world-class healthcare system and research facilities. It is home to Saint Peter’s University Hospital, a state-designated child’s hospital and regional perinatal center. It is also home to Robert Wood Johnson University Hospital, one of the nation’s leading academic health centers, and Central New Jersey’s only level I trauma center. The Cancer Institute of New Jersey, also located in the city, is the only cancer center in the state that has been designated by the National Cancer Institute as a comprehensive care center. Located in downtown New Brunswick is the state university of health sciences, UMDNJ-Rutgers University Robert Wood Johnson Medical School. It is ranked among the top 50 primary care medical schools in the U.S. Also home  to the city is The Bristol-Myers Squibb Children’s H ospital and Johnson & Johnson’s corporate headquarters, which is the world’s sixth largest consumer health company. A2. Data: New Brunswick residents have widely divergent backgrounds. According to the 2012 U.S. Census, the total population of New Brunswick was 55,181 with 14,119 households and 7,751 families. Approximately 50% of the population is Hispanic or Latino, which is the 14th highest percentage in New Jersey ((Mascarenhas, 2011). The population is also made up of 45.4% White, 16% Black or African American, 7.6% Asian, 0.9% Native American, 25.6% from other races, and 4.4% from two or more races. The population under age 18 was 21.1%, ages 18-24 was 33.2%, ages 25-44 was 28.4%, ages 45-64 was 12.2%, and age 65 or older was 5.2%. According to the 2010 U.S. Census Bureau, the city’s median household income was $44,543 with a median family income of $44,455. Approximately 25.8% of the population and 15.5% of families were below the poverty line. This includes 25.4% under age 18 and 16.9% age 65 and over. According to the U.S. Bureau of Labor Statistics, 5.2% of the population is unemployed. There was 31.5% of the population without health insurance coverage; 13.7% were under age 18, 43.5% were residents ages 18-64 and employed, and 62.8% were residents 18-64 and unemployed. New Brunswick’s public schools are one of 31 Abbott districts, ensuring that students are receiving education in accordance with New Jersey’s state constitution. Minority enrollment was 99% with Hispanics making up 82% of that. Percentage of economically disadvantage students, based on data reported to the government, was 77%. New Brunswick high school’s academic performance is significantly behind compared to other high schools in the state (NJ Department of Education). According to the NJ Department of Education, in 2012-2013 there were 62 high school dropouts. The 2012 NJ School Performance report revealed substandard academic results in the high school’s proficiency assessments. According to the NJ School Performance report, the dropout rate was 4% and the high school is meeting 0% of its performance target in graduation and postsecondary measures rate. To prepare for disasters, New Jersey has a task force on disaster planning and a guide on emergency preparedness, which was developed by The Middlesex County Public Health Department. These provide information that will help residents prepare for and be ready to respond to emergencies without any warning. The county has planned ahead to help protect the safety and well-being of the community by providing a guidebook and a disaster planning guide. The guidebook provides information on the following: how to develop a family emergency plan, emergency supply kits, pet preparedness, information on shelter, what stations to turn to on the radio and television for notifications, evacuation, emergency preparedness tips, county, state and federal contacts, and other resource contacts and websites for more information. New Jersey has had a plan to reduce effects of a disaster since 1984 which has been re-written in 2011-2012 to form relationships between emergency management agencies and the federal government. The NJ Office of Emergency Management and the Federal Emergency Management Agency offers resources and programs to help communities with disaster aftermath. A4. Interpretation: New Brunswick is known as â€Å"The Health Care City† and home to world-class healthcare system and facilities. The city, however, has shown evidence in the past of health problems that contradict these resources. Key issues revolve around access to health care, cultural and language barriers, and problems obtaining specialty care, and unmet needs of those with mental health. Problems that contribute include poverty, unemployment, and lack of access to quality health care. There is a high percentage of low-income residents without health insurance coverage and may not own their own cars. Standard access issues such as lack of insurance and transportation has posed a problem for residents. Much of the public transportation in the area was limited and did not go from where most of the residents live to specialized health care providers and these services were mostly located outside of the city. While diversity can be an asset, it can also bring about challenges such as potential language barriers. Language barriers in the community were identified, and Spanish was an overwhelmingly predominant one. New Brunswick  has a growing Latino community creating significant barriers to accessing health care. Latinos would be reluctant to seek health care if they are not able to communicate their needs effectively. In addition, receiving and understanding instructions related to treatment and medications can cause problems Mental health issues are another major health problem. Changes in relation to immigration and loss of social support are sources related to depression. Depression in women is often related to problems with alcohol abuse in men as well as domestic violence. These problems can further be related to stress from multiple jobs, long work hours, low wages, and the obligations of supporting family in their home country. Depression can also develop in elderly residents who are isolated as well as those who live in senior buildings. A5. Community Diagnosis: Fortunately, there have been ongoing efforts to improve the health and well-being of the city’s residents. Government and non-government representatives participated in contributing to the development of strategies and resources to improve the health of the community. Health task forces have been established to identify priority health needs and concerns. The task force has conducted surveys that revealed information on the health conditions of New Brunswick residents. Through the collaboration and combined efforts of other organizations, many cost-efficient and time-efficient programs have been offered to residents. Access to care is as a result of lack of insurance, availability of services, and cultural and social barriers. Mental health issues have been statistically difficult to assess because it is not always reported. However, the community is committed to improving the health issues identified and have encouraged residents to participate. The health of the community depends on different factors, including individual behaviors, the environment, education, employment, access to healthcare, and quality of healthcare. A3. Genogram Community Diagnosis For the data assessed, New Brunswick, NJ has made steps in addressing health care needs and concerns of the community. There is an abundance of resources available for the residents of the community. Strategic plans have been created by the community to improve the quality of life through better health. This includes improving access to primary as well as specialty care. Providing information in both English and Spanish to promote knowledge and compliance have been established to cater to the growing diverse population. New Brunswick, New Jersey Healthcare in the Community Middlesex County Health Improvement Plan Rutgers Center for State Health Policy Saint Peter’s University Hospital Robert Wood Johnson University Hospital Rutgers Robert Wood Johnson University Medical School Cultural Assessment Predominantly Hispanics or Latinos Language barriers 25.8% population and 15.5% families below poverty line 31.5% population without health insurance coverage Limited access to specialized care Difficulty assessing mental health issues Population Economic Status Located in Middlesex County, NJ Population 55,181 Predominantly Hispanics Median household income $44,54325 25.8% below poverty line 5.2% reported unemployment rate 31.5% without health insurance coverage Disaster Assessment & Planning NJ Task Force on Disaster Planning Middlesex County Public Health Emergency Preparedness Guide Guidebook and disaster planning guide Family emergency plan NJ Office of Emergency Management and Federal Emergency Management resources References Mascarenhas, R. (2011). _Census data shows Hispanics as the largest minority in N.J._. Retrieved from http://www.nj.com/news/index.ssf/2011/02/census_data_shows_hispanics_as.html NJ Department of Education. (n.d.). _Doe data 2012-13 dropouts_. Retrieved from http://www.state.nj.us/cgi-bin/education/data/drp.pl U.S. Bureau of Labor Statistics. (n.d.). _Local area unemployment statistics_. Retrieved from http://www.bls.gov/lau/ U.S. Census Bureau, Population Division (2014). _Annual estimates of the resident population: April 1, 2010 to July 1, 2013_ . Retrieved from http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk NJ Department of Labor and Workforce Development. (2011). _NJ labor market views_. Retrieved from http://lwd.dol.state.nj.us/labor/lpa/pub/lmv/LMV_1.pdf

Can biology learning process be improved through language

This action research aimed to better the acquisition and instruction of biological science at Form III degree by bettering the linguistic communication literacy of the pupils. The survey was both qualitative and quantitative as both attacks were related to each other for breath and deepness of analysis, which helped in the bite of information. In this chapter on methodological analysis I explain why action research was the best pick harmonizing to me, what were the analysis processes, ethical considerations, cogency, dependability and reflexiveness. The definition of an Action Research and the model of the Action Research survey, dwelling of planning, moving, detecting and reflecting are besides discussed. 3.1 Research paradigms The intent of this research is to better Biology instruction and larning through linguistic communication literacy. In order to make up one's mind which research methods to utilize it is of import to hold a expression at different research theoretical accounts. Research workers have assorted positions about the universe and hence, utilize different logics and techniques to look into it. Consequently there have been two chief viing theoretical accounts which have evolved: the rationalist besides called quantitative paradigm and the interpretative besides known as the qualitative paradigm ( Hammersley & A ; Atkinson, 1997 ; Bassey, 1995 ) . A paradigm can be defined as â€Å" a basic belief system or universe position that guides the probe † ( Guba & A ; Lincoln, 1994, p.105 in Denzin & A ; Lincoln, 2000 ) . The following efforts to cast some visible radiation on the rationalist and interpretative paradigms.3.1.1 The rationalist paradigmThe rationalist is linked with a world â⠂¬Ëœout there ‘ in the universe that exists whether or non, irrespective of who observes. Harmonizing to Cohen et Al. ( 2000 ) , â€Å" The ontological and epistemic footing of positivism is a belief in a individual independently bing world that can be accessed by research workers following an objectivist attack to the acquisition of cognition. † The research worker and the object of research are assumed to be independent entities. The rationalist can analyze the object without act uponing it or being influenced by it. Whenever any influence is recognized, schemes are adopted to command it. The methodological analysis of the rationalist paradigm is based on the theoretical account of the societal scientific disciplines. The perceiver is separate from the entities that are capable to observation ( Bassey, 1999 ; Silverman, 2000 ) . Furthermore, harmonizing to Opie ( 2004 ) , â€Å" taking a rationalist attack to educational research will about surely lead to processs, which result in the aggregation of quantitative informations and proving hypotheses, such as informations from questionnaires and difficult facts from experimental work. † The rationalists do non take into account their values. They carefully manipulate variables to forestall outcomes from being improperly influenced.3.1.2 The interpretative paradigmWorld is seen as a concept of a human head in the interpretative paradigm. Peoples perceive and so interpret the universe in ways, which are frequently similar, but non needfully the same. The interpretative paradigm is qualitative. This paradigm is conce rned with significances and the manner people understand things and forms of behaviours ( Denscome, 1998 ) . As Blaikie ( 2000 ) provinces in Mason, J. ( 2002, pp 56 ) Interpretivists are concerned with understanding the societal universe people have produced and which they reproduce through their continuing activities. This mundane world consists of the significances and readings given by the societal histrions to their actions, other people ‘s actions, societal state of affairss and natural and humanly created objects. † ( 2000: 115 ) . Furthermore, harmonizing to Mason, J. ( 2002, pp 56 ) , â€Å" interpretative attacks, nevertheless, is that they see people, and their readings, perceptual experiences, significances and apprehensions, as the primary informations beginnings. Interpretivism does non hold to trust on â€Å" entire submergence in a scene ‘ hence, and can happily back up a survey which uses interview. † The interpretative research worker has a detailed, rich and empathetic description, written straight and slightly informally ( Bassey, 1995 ) .3.1.3 Research paradigm for my researchHarmonizing to Grim et Al ( 2006 ) the divide between quantitative and qualitative societal methodological analysiss is so dramatic. A semi quanti-qualitative research I believe suited me best. For the intents of this survey, foremost of all the qualitative attack was adopted because it is in line with the thought of Creswell who states that the end of qualitative research â€Å" is to trust every bit much as possible on the participants ‘ positions of the state of affairs being studied † ( Creswell 2003, p. 8 ) . . Furthermore, this method was chosen because the research worker ‘s function will be that of a non-participant perceiver. Interviews, group treatments, observation and contemplation field notes, research journal, and analysis of paperss were done. The quantitative processs on the other manus were besides used for illustration through questionnaires in my methodological analysis.3.2 Action researchAction research is a procedure in which participants examine their ain educational pattern consistently and carefully, utilizing the techniques of research. It is based on the undermentioned premises: aˆ? Teachers work best on jobs they have identified for themselves aˆ? Teachers go more effectual when encouraged to analyze and measure their ain work and so see ways of working otherwise aˆ? Working with co-workers helps instructors in their professional development ( Watts, 1985, p. 118 ) . Implicit in the term action research is the thought that it begins with a rhythm of presenting inquiries, garnering informations, contemplation, and make up one's minding on a class of action. Typically, action research is undertaken in a school scene. It is a brooding procedure that allows for enquiry and treatment as constituents of the â€Å" research. † Frequently, action research is a collaborative activity seeking for solutions to jobs experienced in schools, or looking for ways to better direction and increase pupil accomplishment. Rather than covering with the theoretical, action research allows practicians to turn to those concerns that are closest to them, 1s over which they can exhibit some influence and do alteration. Furthermore, the procedure of action research assists pedagogues in measuring demands, documenting the stairss of enquiry, analysing informations, and doing informed determinations that can take to coveted results. Action research involves a self-reflective spiral of planning, moving, detecting, reflecting and re-planning. It provides flexibility well-suited to altering state of affairss due to its cyclic or coiling procedure. Within each rhythm there is action followed by critical contemplation. Stairss in Action Research Within all the definitions of action research, there are four basic subjects: authorization of participants, coaction through engagement, acquisition of cognition, and societal alteration. In carry oning action research, we construction modus operandis for uninterrupted confrontation with informations on the wellness of a school community. These modus operandis are slackly guided by motion through five stages of enquiry: 1. Designation of job country 2. Collection and organisation of informations 3. Interpretation of informations 4. Action based on informations 5. Contemplation ( Ferrance, E. 2000, p.6 ) I have chosen to make action research because it is a brooding probe of a problem.A The procedure will get down with the development of inquiries, which will be answered by the aggregation of informations. I will roll up informations, analyze, and construe all the consequences. Furthermore, I adopted the action research theoretical account because it is simple, systematic, and comparatively easy to utilize in the schoolroom, but most of all, appropriate for my research rubric. This theoretical account besides provides me with the chance to analyze and reflect on my instruction schemes and manners in an effort to increase linguistic communication literacy among my signifier 3 pupils in the acquisition of biological science every bit good as bettering my ain pattern and hence, lending to my ain uninterrupted professional development. There are several qualities of action research which allow it to prosecute strict apprehension: The engagement of all interested parties provides more information about the state of affairsA ACritical contemplation in each rhythm provides many opportunities to rectify mistakes. This is particularly so when there are rhythms within rhythms within rhythms, and where the critical contemplation is characterised by a vigorous hunt for disconfirming groundsA AWithin each rhythm the premises underlying the programs are tested in action.3.3 Research rhythmsA normally known rhythm is that of the influential theoretical account of Kemmis and McTaggart ( 1988 ) who believe in – program, act, observe, reflect ; and so, in the visible radiation of this, program for the following rhythm. It is the cyclic nature of action research, which allows responsiveness.A To my head, a cyclic procedure is of import because it gives more opportunities to larn from experience if there is existent contemplation on the procedure and on the results, intended and unintended. Furthermore, Action researc h allows us the chance to determine and polish our ain instruction and to construct on our ain successes. The process for this research will be chiefly learner centered, where the pupils will larn by making.3.4 Research InstrumentsThis subdivision contains description on how I conducted my research, with peculiar accent on research instruments. These are important in the procedure of roll uping information to reply the research inquiries and/or confirm or reject premises. There are different types of informations aggregation instruments, each with its ain specific properties, thereby geting specific utilizations. In this peculiar research, the observation agenda, research journal, equal observations, artifacts, and concentrate groups were used as instruments to roll up informations, in an effort to depict to the full and every bit amply as possible, whether the acquisition and instruction of biological science improved through linguistic communication literacy.3.4.1Observation agend aA really common method of research instrument is called observation agenda. In this instance the research worker has the function of non-participant perceiver. Non-participant observation involves the research worker acquiring into state of affairss where behaviour, interactions, and so on can be observed at first manus ( Harvey & A ; Mc Donald, 1993 ) . I undertook this method and walked about, casually, at the location to be researched, at a good clip to carry on research. The principle for utilizing observation as a tool for informations aggregation was to measure the pupils ‘ public presentation and how they reacted to assorted schemes. Furthermore, this research instrument was used because it normally collects really dependable, high-quality informations, and is regarded as being a cost effectual method of carry oning research. A big sum of information could besides be gathered in a short clip. As Cohen et Al ( 2000, pp 305 ) says, ‘Observation enables research workers to understand the context of programmes, to be open-ended and inductive, to see things that might otherwise be unconsciously missed, to detect things that participants might non freely speak about in interview state of affairss, to travel beyond perception-based informations and to entree personal-knowledge. ‘ Furthermore, as Cohen et Al ( 2000, pp 315 ) provinces, â€Å" Observation methods are powerful tools for deriving penetration into state of affairss. As with other informations aggregation techniques, they are beset by issues of cogency and dependability. Even low illation observation, is itself extremely selective, merely as perceptual experience is selective. † Furthermore, the covert engagement observation was used ( that is where the research worker does non uncover the grounds of her observation ) during normal biological science categories to cut down the component of prejudice to bring forth more dependable and valid information. This was done to decrease the incidence of the presence of the research worker to impact the behaviour of the pupils under survey. I wanted all the participants to act usually although they were expected to pass on merely in English linguistic communication every bit far as possible. In footings of cogency besides, experimental research findings are considered strong. Trochim ( 2000 ) states that cogency is the best available estimate to the truth of a given proposition, illation, or decision. Harmonizing to him, experimental research findings are considered strong in cogency because the research worker is able to roll up in depth information about a peculiar behavior and the usage of multiple beginnings of in formation helps increase cogency.3.4.1.1Structured observationStructured observations utilizing checklists coupled with a evaluation graduated table was used during the survey. The checklists allowed me to corroborate if a pre-specified behaviour was present. The usage of a checklist besides allows to concentrate on the precise facets of behavior to be analysed and circumvents a superficial overview of the schoolroom kineticss ( Macintyre, 2000 ) .3.4.1.2 Informal observationInformal observations were planned when transporting out the assorted lessons so as to enter information in a methodical manner in the research journal. This allows for contemplation on the troubles encountered and the behaviour of pupils.3.4.2 InterviewsHarmonizing to Freebody, P. ( 2003, p 137 ) , â€Å" Interviewing is best understood as an interactive event in which members of a civilization draw on and reconstruct their shared cultural cognition, including their cognition about how members-of-their-certain -kinds routinely speak in such scenes. † Informal interviews were carried out with the focal point group pupils. The feedback obtained from the interview was most constructive because the pupils were critical and had a different perceptual experience of the instruction and larning procedures from that of the instructor. They were a really enriching beginning of information because it was the pupils ‘ voice could be heard. The informal interviews were besides really valuable because they provided instant feedbacks on the research procedure, and helpful suggestions for betterment.3.4.3 QuestionnairesStudents questionnaires ( See Appendix **** ) were designed to assist the instructor research worker on her pattern and to inform her on future work.3.4.3.1Justification of questionnaire3.4.3.2Questionnaire design3.4.3.3Pre-test of questionnaire3.4.4 Research journalThe instrument I used to enter observations was a research journal. For each observation, the day of the month, clip, continuance, and description of information s observed were written. I jotted down notes in a journal that served as memory assistance and afterwards every bit shortly as possible full field notes were constructed. ( Hoepfl, 1997 ) .3.4.5 Peer observationsA co-worker from the Biology section was asked to go to some of the Sessionss and to observe down his observation in a checklist that was provided to him. He was asked to look for direction of resources, direction of clip, whether the aims of the lesson was met, schoolroom direction, and category engagement ( Refer to peer checklist in appendix **** ) . This instrument was used to triangulate informations and to formalize the action research.3.4.6 ArtifactsStudent ‘s books and work were collected for rating. For this intent, I designed a marker strategy, establishing on which I have judged the quality of work of the pupils. The taging strategy consisted of different standards. Each standard was allocated 4 Markss, giving a sum of 20 Markss. These tonss were so compared to estimate any betterment or advancement in pupils ‘ public presentation. ( Refer to appendix ****** for a sample of the taging strategy )3.4.7 Focus GroupsA focal point group is another first-class type of informations aggregation instrument, which has specific features, properties, and uses. Focus groups are meetings affecting groups of persons who have been selected by the research worker, who are peculiarly observed for the specific research subject. In this regard, frequent meetings were organised affecting the nine pupils who were observed for the research. Through these meetings, I tried to happen out from pupils if the schemes that were employed in the lessons were making all the pupils. It was after run intoing the pupils that I could acquire a better penetration on the activities to transport out to better the authorship of pupils.3.4.8 Critical friends3.5 SamplingSampling is important for analysis. For the intent of this thesis, I carried out purposive sampling. H ence, I chose a purposive sample of 30 % of 27 pupils in a signifier 3 category where I work. This sampling is representative of the mark population. The pupils are of low ability but among them, there are some pupils who tend to make better than the others. Hence, for trying, 30 % of the population was chosen stand foring a figure of 9 pupils. I sampled them as follows ; three high winners, three norm and three low winners. However, I would wish to indicate out here that when I refer to high achiever and low winner, it is non in its actual sense because all the pupils are of low ability. Here, high winner refers to those pupils who ever come out foremost, 2nd and 3rd in the tests and low winner refers to those who tend to be ranked among the last in the category.3.6 Student ‘s ProfileThe population of involvement for this survey consist of 27 pupils ( aged 14-15 ) in a signifier III category of a miss ‘s urban secondary school. The pupils joined the college with really hapless C.P.E. consequences. The pedagogues have to work hard with these pupils to do them come out with winging colorss in the S.C. test. The bulk of them belong to below middle-class households. This peculiar category was selected because it is the lone signifier three category where I work.3.7 TriangulationHarmonizing to Silverman ( 2008 ) triangulation is a research scheme whose major premise is that sociological research is a find procedure designed to acquire an nonsubjective truth that may be systematized as a formal theory of societal construction and procedure. It assumes that looking at an object fro more than one point of view provides research workers and theoreticians with more comprehensive cognition about the object. Furthermore, harmonizing to Freeman, D ( 1998, pg 96 ) , â€Å" triangulation is about what makes something hardy, able to back up its won weight, and hence reliable. Triangulation information beginnings are a affair of where you acquire your information ; triangulation aggregation methods are affair of changing the ways in which you gather that information. † Therefore, to minimise defects for the action research, I made usage of cross- scrutiny as an of import manner of look intoing that the grounds collected is every bit accurate as possible. The assorted research instruments used helped in triangulating informations and render the undertaking strong in footings of cogency and dependability. The triangulation method used as informations aggregation ( Figure aˆÂ ¦aˆÂ ¦aˆÂ ¦ ) provided a step of cogency affecting the assemblage of informations from three different points of positions, viz. , that of the instructor, the pupils and a participant perceiver. Direct Teacher Observation Using a Checklist DATA COLLECTING TOOLS Participant Observation/Peer Validation Student Questionnaires Informal InterviewsFigureaˆÂ ¦aˆÂ ¦ . : The program for Triangulation Data Collection during the survey.Validity and dependabilityAs Silverman ( 1998 ) in Freebody, P. ( 2003, p 168 ) , â€Å" qualitative research workers in instruction demand to take earnestly the demands for dependability and cogency. † Denscombe, M. ( 1998, pg 85 ) , â€Å" Sing things from different position and the chance to confirm findings can heighten the cogency of the informations. They do non turn out that the research worker has ‘got it right ‘ , but they do give some assurance that the significance of the information has some consistence across methods. † As Silverman ( 1998 ) in Freebody, P. ( 2003, p. 168 ) , reveals qualitative research workers in instruction demand to take earnestly the demands for dependability and cogency. And harmonizing to Bassey ( 1999, p. 75 ) , dependability is the extent to which a research fact or determination can be repeated, given the same fortunes, and cogency is the extent to which a research fact or determination is what it is claimed to be. Furthermore, Kirk and Miller ( 1986 pp 20 ) define dependability as ‘the grade to which the determination is independent of inadvertent fortunes of the research ‘ . Furthermore, Silverman ( 2001, pp207-208 ) points out that look intoing the dependability is closely related to guaranting the quality of field notes. My research survey involved both qualitative and quantitative informations. The qualitative and quantitative researches seek for both dependability and cogency to supply a agency of garnering informations. Denscombe ( 1998, p. 85 ) , points out seeing things from different position and the chance to confirm findings can heighten the cogency of the information. The writer besides reveals that they do non turn out that the research worker has ‘got it right ‘ , but they do give some assurance that the significance of the information has some consistence across methods. This was done by the usage of the triangulation to back up the truth of the information gathered during my survey. The triangulation method used as informations aggregation provided a step of cogency affecting the assemblage of informations from different points of positions, viz. the pedagogues, students and co-workers.3.9 ReflexivityCarr and Kemmis ( 1986 ) commented reflexiveness as being: â€Å" Social life is automatic ; that is, it has the capacity to alter as our cognition and thought alterations, therefore making new signifiers of societal life which can, in their bend, be reconstructed. Social and educational theories must get by with this reflexiveness ; the ‘truths ‘ they tell must be seen as replies to peculiar inquiries asked in the rational context of a peculiar clip. † Carr and Kemmis ( 1986, p. 43 ) In connexion to my research undertaking, I applied reflexiveness by tie ining my research with all those concern viz. the school where I am working, my co-workers and the pupils involved in the survey. It was really of import for me to obtain informations, whether quantitative or qualitative, which are reliable to the research I am undergoing. I made it really clear to all those concerned that the research I am making will be good to the school, to the pupils and others pedagogues in this field of survey and last but non least to assist me in my professional development in being an pedagogue.3.10 Boundary lines and Restrictions3.11. Ethical considerationsAs Watt ( 1995, p. 1 ) mentioned, run intoing ethical standards leads non merely to a comparatively clear research scruples but to better research. Indeed Bassey ( 1999, p. 73 ) further refer research moralss under three headers: regard for democracy, regard for truth and regard for individuals. I conducted my survey following the re gulations of educational moralss. In order to keep rigorous ethical criterions to transport out the research, it was of import that I follow an established ethical guideline. So, at the really beginning of the research, the name of the school where the survey was carried out was non mentioned for the interest of confidentiality. Before get downing my research, I seeked the permission and credence of the Rector of my school ( Refer to appendixaˆÂ ¦. ) . The curate was informed about my research, its purpose, the agencies of roll uping the information and the deductions of the survey for the schools, my section and the students. A missive was addressed to the parents through the selected students to corroborate engagement in the survey. I wanted the participants to be in a place to give informed consent ( Cohen et al. , 2000 ) sing their engagement in the research. The pupils were informed about the intent and purpose of the survey and that they will be chosen as a sample to tran sport out a survey.The individuality of all participants was protected and anonyms were used in the thesis for confidentiality. The mark group was made cognizant that their work was being observed for the intent of research. The pupils were told that their work would be taken as artifacts and whatever observation would be made, would stay confidential, and in no manner be used against them. No parent and pupil had any expostulation.3.12 DecisionAn action research is the best-organized procedure of happening solutions to jobs through a planned and systematic aggregation, analysis, and reading of informations. Therefore, through this action research, I want to portion my cognition and experience about the betterment of instruction and acquisition of biological science through linguistic communication literacy, to fellow co-workers involved in the educational field.