Improving Reading Performance of Students with Learning Disabilities

Improving Reading Performance of Students with Learning Disabilities Introduction Students who read well typically do well in school (Shaywitz Shaywitz, 2008). Nearly 10% of students in the American education system find it hard to improve performance (Printz, 2006).Advertising We will write a custom proposal sample on Improving Reading Performance of Students with Learning Disabilities specifically for you for only $16.05 $11/page Learn More A child who does not read well has a higher possibility of being labeled with a learning disability, dropping out of school, or later having less success in work (Herberg, McLaughlin, Derby, Weber, 2012). Regrettably, teachers continue to differ as to how to enhance children’s reading knowledge so all the children will be literate when leaving school (Kaufman, McLaughlin, Derby, Waco, 2011). Consistent with the research literature, there are many successful and valuable teaching methodologies to enhance reading performance and word acquisition. Such methodologies consist of ski ll-centered programs like Direct Instruction (DI) (Erbey et al., 2011). Direct instruction involves explicit using lectures that contrast sharply with tutorials, and inquiry. Instead of using models, educators use demonstrations of the subject materials. Precision coaching that allows children to increase knowledge vigorously and monitor day-by-day performance (Ruwe et al., 2011) is part of these coaching and evaluation methodologies. In precision coaching, the educators aim is not abstract and general. Rather, it is focused and trained on getting particular results. Teacher-and children-coordinated drill (a live session where students and teachers engage at a personal level to solve pertinent issues) and practice techniques like feedback cards (the cards provide valuable guided feedback), detailed notes, constant reading (McLaughlin et al., 2009), and Direct Instruction flashcards (Falk et al., 2003; Ruwe et al., 2011) have been certified for their efficiency. The utilization of cl ass-based peer coaching (Erbey et al., 2011) has enhanced classroom social and educational behaviors across an extensive range of behaviors and children categories.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Development in word knowledge and fluency is associated with a drill and practice process known as reading racetracks (Erbey et al., 2011; Green et al., 2010). Reading racetracks (which are tools that help students increase reading fluency by capturing their attention) use mistake elimination, timing, group or tutor comment, and plotting of children performance (McLaughlin et al., 2009). A racetrack is made of 24 units or squares arranged in circle like a racetrack. Two pictures of Ford Mustangs appear at the upper and lower side of the track. The coach places in the drawings a list of word sets (Ruwe et al., 2011). The children are usually instructed by the teacher with flashca rds first, then are allowed to practice individually utilizing the track. After that, the instructor times the child for 60 or 120 seconds to see how quick he or she can verbally read the words around the racetrack. Care is taken not to insert two words beside one another, which are phonetically alike. The child and instructor count the number of right or mistakes and plot this result on standard or conventional graph paper. After the initial three racetracks, an assessment racetrack is made to provide further practice and maintenance of treatment outcomes over time (Printz et al., 2006). The following methodologies are included in this proposed study, but contain an original extension of many of these data-centered methods. This study employs the â€Å"outline, guide, examine, and re-examine† found in Direct Instruction methods. The precision training strategies (Printz et al., 2006) of timed reading practices, fluency developing, survey sheets, and child self-reading of per formance are employed. The utilization of drill and practice processes similar to McLaughlin et al. (2009) is also adopted. Finally, a token strengthening program (Printz et al., 2006; Green et al., 2010) will be appraised and adopted. This study will use a â€Å"reading track† system (Printz et al., 2006; Ruwe et al., 2011) and precision coaching (that allow students to monitor each day’s performance) methods to improve the fluency and correctness that children read words in isolation. The racetracks that will be adopted conform to the direct instruction practice of not incorporating words, which are visually and phonetically similar in the same session (Hyde et al., 2009).Advertising We will write a custom proposal sample on Improving Reading Performance of Students with Learning Disabilities specifically for you for only $16.05 $11/page Learn More The purpose of the present research is to assess the efficiency of utilizing Reading Racetrack s to improve the reading of words found on the K-2 list key phrases adopted in the school district. A token strengthening program is as well engaged as further motivation for the research. During a one-minute timing of verbal reading, right and wrong phrases will be measured. Literature Review Introduction The study of the art and science of reading focuses on understanding the relationship between mind growth, social relationship, and learning by borrowing concepts and concluded studies from the fields of education and neuroscience (Printz et al., 2006). The results of the present study may aid in enhancing training practices for all children and assisting teachers in the development of more successful methods to teaching students with learning disabilities. Some of the general design elements built into certain hardware and software provide simple but strong techniques to back-up students’ requirements, both at home and in class. This literature review provides a synopsis o f learning technology practice and methodology with tangible examples of how parents, instructors, and children can utilize technology to improve reading performance of students with learning disabilities. Learning Technology Technology is often integrated into learning interventions and policy with a purpose of facilitating education for children with learning disabilities. As specific elements (Direct Instruction flashcards, Precision Coaching, feedback cards etc) are provided within conventional products, children with learning disabilities are gradually able to interact with educational technologies and instructors are gradually able to modify content for changing children’s preferences or requirements. Moreover, novel technology applications and learning software exclusively for children with learning disabilities emerge on a daily basis from curriculum developers, parents, instructors, and even learners themselves.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More These features are contributing to a global need for changes in policy and teaching methods that can influence when and how technology is utilized to improve reading performance of students with learning disabilities (Ruwe et al., 2011). The 2004 approval of the Individuals with Disabilities Education Act (IDEA) summarizes the needs and resources for students with learning disabilities in the United States. The IDEA requires Personalized Learning Intervention (PLI) groups, which consist of parents, to re-examine and recommend Educational Technologies (ETs) and establish needed features for an individual child. This consists of specific technologies needed for children with learning disabilities to produce learning materials, interact with syllabus content, or relate to their peers and instructors (Erbey et al., 2011). Differentiation and Technology Differentiated teaching requires instructors to present content that is customized correctly for the range of children in each category, to instruct utilizing flexible methods that provide varying means for learners to interact with the content and with one another, and to offer learners a choice of techniques to document their learning (Romjue et al., 2011). Within both instructor coaching and career development, special instructors are gradually trained to acquire necessary knowledge in their teaching methods. Given that, some special students may opt to learn normally, and the push for affirmative action in this area, General Education Instructors require Special Education knowledge to offer the bulk of daily instruction for learners with disabilities in normal classrooms, with resources and back up from special education professionals (Hyde et al., 2009). In addition, institutions are gradually offered technology-based syllabi that offer excellent ways of interaction and comprehending for learners with disabilities. Many of these syllabi integrate flexible lesson plan methods based on brain studies and/or genera l lesson plan practices. For instance, Richard Mayer (2008) suggests evidenced-centered media design practices that demonstrate how learning is improved when educational practices foresee the cognitive procedural load needed at every level of education. He provides detailed media design suggestions that support critical production of main features and strategies, reduce irrelevant production, and promote generative production to improve learning skills. Mayer’s results show that the correct mixtures of resources – like animation with recitation or pictures with the appropriate phrases beside them – can enhance learning than when notes are presented using an informal rather than a formal method, indicating that our social interaction with the content influences how we learn. Technology Use at Home and In Class Four to six percent of learners in United States institutions have been diagnosed with learning disabilities, totaling 2.7 million learners in 2007 (McLaug hlin et al., 2009). Over 50% of those children spend most of their day in general learning classrooms. Technology inputs that support learners with learning disabilities are becoming more accessible, but class consumption remains behind because general education instructors have not been trained to use such technology effectively. Approximately 35% of learners with disabilities access supportive technology to enhance learning as illustrated by Metzloff et al. (2009). Specific knowledge of supportive technology may be needed to satisfy the requirements of children with certain learning disabilities, but technology reviews even in such instances are often missing. Special technology reviews are occasional checks by perennial instructors and developers of supportive technology to ensure that such technology captures the needs of the intended users. A study of 400 instructors who teach children with learning disabilities found that below 33% of their children had ever had a supportive t echnology review (Ruwe et al., 2011). Research carried out by the Harvard Family Research Program proposes eight methods in which instructors and administrators can encourage parents’ participation in homework to assist students to improve and reinforce learning skills. Four of the proposed ways need considerable parental capability and/or parent-centered coaching and instructor support. These consist of parents’ direct participation in assignments and completion of homework. In addition, it consists of parents’ development of helpful strategies that match classroom roles to their children’s understanding, skills, and capabilities. Studies offer suggestions that propose an affirmative impact from parent-to-parent support teams and instructor-parent partnerships in improving and supporting individualized assignment systems for all children (Lolich et al., 2012). Technology Appropriateness Technologies that aid children with disabilities tackle physical and time challenges can have a quantifiable impact on the children’s interaction with learning. Children who strive to understand image, print, and audio resources are less capable of experiencing deep interaction while absorbing new content since the decoding procedure uses an uneven share of active memory (Wall Siller, 2002). Education instructors, researchers, and professionals agree that special children ought to know how their specific impairment affects their education. Howard Gardner’s (2000) research on several intellects supports learner self-recognition of preferences, strengths, and weaknesses in various fields of learning: rational, spatial, intrapersonal, and naturalistic (Gardner, 2000). Future brain studies may recommend individualized reviews that could quantify varying degrees of learning through utilization of diverse technology-centered approaches at diverse levels in a child’s development. Method Participants Participants of this study are chil dren aged 14 years who have been diagnosed with any specific disabilities that may impair learning. The diagnosis is a procedure carried as per Wechsler Intelligence Scale for Students-III and children with disabilities score lower than the outcomes of that intelligence scale in one or all of the scales. Outcomes of the Wechsler Intelligence Scale for Students-III (Printz et al., 2006) are Oral 90, Performance 104, and Full Scale 102. The schoolteacher will administer the Wechsler Intelligence Scale for Students test two weeks before data gathering begins. The study will take place in the coaching classroom of an elementary school in a rural area. The Special Education Instructor, the teaching assistant, and the first author will be present in the coaching room. The authors will select the participant based on the average level of reading performance and readiness to contribute to the study. Such data will be provided as part of the graduation requisites of the first author from a p ublic university. Materials Resources required for this research are two reading racetracks, conventional plotting paper, a stop watch, data compilation checklist, blue and black pens, list of words, and instructor-made flashcards. A representative sample for a reading racetrack is as shown below. Figure 1: A model Reading Racetrack (Lolich et al., 2012, p. 247) Variables and measurement processes The dependent variables are the number of words the child reads accurately or in inaccuracy. The first author records the number of accurate and inaccurate words read for a one-minute period. Prior to each period, the child is allowed 120 seconds (3 minutes) to practice the racetrack in isolation. The child is timed once in a day based on the number of words they read. This study will take one week. The participants will be awarded points based on a token education program for a specific number of accurate responses. The number of rights required to earn points increases overtime as the i ntervention itself becomes more rewarding. Study Design and Requirements To evaluate the efficiency of the racetracks paired with Direct Instruction, precision coaching and a personal token program, the researcher will utilize the following. Data Collection Survey Pursuant to the measurement processes and variables discussed above, the researcher will embark on original data collection. As proposed above, this study consists of presenting a list of key words and requesting participants to read the words orally for one minute. The researcher makes a check on a conventional graph paper for each inaccurate reading and the total number of readings. An accurate ‘answer’ is defined as reading the word accurately (consisting of self-corrections). A wrong ‘answer’ is defined as reading a word wrongly, skipping a word, or pronouncing another word. The researcher will collect the data for two days. Reading racetracks As noted before, reading racetracks are tools that enable students (especially those with disabilities) to eliminate mistakes in reading through practice. In this research, the researcher selects six words from a universal record of key words for each racetrack, being careful not to incorporate two phonetically similar words. The researcher confirms that the child has previous reading experience with 60% of the words from practice, as mentioned above. The researcher utilizes a growing number of words in the course of the program. The program takes a week as mentioned above. At the start of each day’s session, the child is given 120 seconds to practice the reading system individually. If the participant asks help to decode a word, the researcher offers help. After 120 seconds of practice, the student is timed for 60 seconds. An accurate answer is defined as reading the word in each unit accurately or self-correcting whereas an inaccurate answer is defined as skipping a word, reading a word inaccurately, or pronouncing a word from a different unit as noted above. At the end of the one-minute session, the participant will aid the researcher to compute the number of accurate and inaccurate answers, in addition to recording the information. After calculation, a number of points are awarded to the participant (e.g. one point for every 5 accurate reading answers and then progressively increased during the program to one point for every 10 accurate answers). Immediately following data collection, the researcher uses the Direct Instruction System, which models, instructs, examines, and re-examines for a support effect, such as timing, sign language teaching, or a pen. When the participant completes a racetrack with 100% correctness, a different racetrack is implemented on the next day. Data is gathered roughly three times in a week for a total of six weeks. Reliability of Data The data collected has to capture the parameters and requirements of this research. To fulfil this requirement, the researcher carries o ut an Inter Observer Consistency (the inherent coordination between participant and the researcher(s)) once during data collection. In this paper, there is likely that a number of people may be involved in collecting data. Each time a participant pronounces a word, the researchers record an accurate or inaccurate mark individually throughout the one-minute durations. This may result in different recordings. Hence, the researcher has to make effort to ensure data reliability. To achieve inter researcher conformity, the researcher in this paper divides the number of conformities per researcher by the total number of conformities and non-conformities and multiplies that number by 100. ‘Conformity’ is defined as researchers having a similar response captured for each word pronounced verbally. ‘Non-conformity’ is the instance where researchers have dissimilar responses for a word pronounced verbally. Process of Assessing a Disabled Participant Constructing or de veloping an assessment tool is a process. The process chronologically involves the following steps according to Mayer (2008). Identifying the area of difficulty for the learner. For instance; a childs habitual omission of letters while reading Determination of the frequency of the problem and its gravity with regard to its effect on reading. Sampling of relevant tests commencing with the easiest level until one derives the items, which are at the learner’s level. Carefully paying attention to motor or sensory difficulties and letting the learner to react in the way they function best. Preparations Before the introduction of the learner to experience, proper preparedness of the professionals conducting the testing to administer and score the same and a friendly environment should be ensured first. Most learners are test phobic. To alleviate this problem, they should be explained all the steps to be involved in the testing, the testing items, and procedures clearly. This help s clarify any misconceptions to them and other participants. It would be equally important to involve the parents, as this would in turn help them understand the test and its importance. Hence, win them as part of the assessment support team. Their knowledge about the learner should also be embraced, as it would render the test more meaningful to the learner and their family. Besides establishing a rapport with the learner, it would also help minimize their test stress or phobia, before the test a lot. Ensuring the test is at their level would also help in this a lot. Once everything is in place, the assessment should be done and the results got something that should usher in the following step. Conclusion To facilitate planning for the assessment, the team members should work collaboratively and in a participative manner too to ensure a wholesome assessment. Additionally, the assessments should be carried out in learner’s school or at home unless the learner proves to have b oth educational and other problems calling for specialized attention. Prior to the commencement of the learner, the teacher, and other team members should have a planning schedule for the determination of what is to be assessed and how the information is to be gathered as well as assessment objectives. Assessment objectives entail areas to which forces should be prioritized. Besides this, it should also give clarifications for referral questions, review regarding learners’ information (particularly from parents and other teachers, locate rules and responsibilities of member for diverse information collection across multiple setting. References Erbey, R., McLaughlin, F., Derby, M., Everson, M. (2011). The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities. International Electronic Journal of Elementary Education, 3(3), 213-226. Falk, M., Band, M., McLaughlin, F. (2003). The effects of reading racetracks and flashcards on sight word vocabulary of three third grade students with a specific learning disability: A further replication and analysis. International Journal of Special Education, 18(2), 51-57. Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education That Every Child Deserves. New York: Penguin Putnam. Green, C., McLaughlin, F., Derby, K., Lee, K. (2010). Using reading racetracks and flashcards to teach sight words to students with disabilities: Effects for acquisition and response maintenance. Journal of Educational Research, 13(2), 84-98. Herberg, J., McLaughlin, F., Derby, K., Weber, P. (2012). The effects of repeated readings and flashcard error drill the reading accuracy and fluency with rural middle school student with learning disabilities. Academic Research International, 2(3), 388-393. Hyde, C., McLaughlin, F., Everson, M. (2009). The effects of reading racetracks on the sight word fluency and acquisition for two elementary students with disabilities: A further replication and analysis. The Open Social Science Journal, 2(1), 50-53. Kaufman, L., McLaughlin, F., Derby, K., Waco, T. (2011). Employing reading racetracks and DI flashcards with and without cover, copy, and compare and reward to teach of sight words to three students with learning disabilities in reading. Educational Research Quarterly, 34(2), 27-50. Lolich, E., McLaughlin, F., Weber, K. (2012). The effects of using reading racetracks combined with direct instruction precision teaching and a token economy to improve the reading performance for a 12-year-old student with learning disabilities. Educational Sciences, 3(2), 245-249. Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. McLaughlin, F., Williams, F., Williams, L., Peck, M., Derby, K., Bjordahl, M., Weber, K. (2009). Behavioural training for teac hers in special education: The Gonzaga University program. Behavioural Interventions, 14, 83-134. Metzloff, N., Kuhl, P., Movellan, J., Sejnowski, J. (2009). Foundations for a new science of learning. Science, 325, 284-288. Printz, K., McLaughlin, F., Band, M. (2006). The effects of reading racetracks and flashcards on sight word vocabulary: A case report and replication. International Journal of Special Education, 21(1), 103-108. Romjue, H., McLaughlin, F., Derby, K. (2011). The effects of reading racetracks and flashcards for teaching sight words. Academic Research International, 1(2), 134-146. Ruwe, K., McLaughlin, F., Derby, K., Johnson, K. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, 23, 241-255. Shaywitz, S., Shaywitz, A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Developmental Psychopathology, 20(4), 1329-1349. Wall, R., Siller, M. (2002). Quick facts on the use of multimedia presentations and technology. American Foundation for the Blind, 19(1), 201-216.

How to Increase Concentration (Studying Hack)

How to Increase Concentration (Studying Hack) The life of a student is great. You have the freedom to learn, to grow, to find yourself, hang out with your friends. Now if only you could skip over the actual studying part you might be on to something! School work is real work, and sooner or later you are going to have to buckle down and get your grey matter in gear and do some serious studying. When you need to buckle down, the ability to concentrate is an important one. If you are used to the noise of the Internet and gadgets, where you get things popping up at you right away with little to no waiting, having to sit down and focus on studying can seem like a real chore. Not to worry, help is at hand. Since you know you have to study or run the risk of flunking out of school, here are some suggestions to help you buckle down and improve your ability to concentrate when it matters: Start by getting organized Make sure that you have all the materials you need in one location. If you have to get up to go look for books or papers, concentration-killer. It will also mean that you will be spending a lot more time studying or working on your assignment than if you got organized right away. Make sure your environment is comfortable If the room is too hot or too cold, you wont be able to work effectively. Are you hungry or thirsty? Make necessary adjustments to your environment and look after these basics before you get started. You wont do your best work if you are listening to your stomach rumble. Its a good idea to have a bottle of water with you so that you can stay well hydrated while you are working. Remove distractions from your desk Take everything off your desk except for the coursework or study materials you are dealing with right now. Place other books or papers on the floor or in another location for the time being. You need to give this subject your full attention. Use your course outline as a guide If you arent sure where to start tackling the material you should be studying, pull out your course outline. Use it to give you some structure around where to start in your studying. It will list the main units that the course covers. Once you have the main units listed, you can start making a list of each chapter or section your instructor has covered. Then start filling in smaller pieces until it starts to make more sense. You should be able to see a pattern emerge as you go through this process. Try to find something interesting about the course material You may not find a course particularly interesting, but if you do some digging you should be able to find some nugget of information that is interesting about the topic. You have to do the work of studying anyway and for some courses this is going to be a stretch, but try to put the best face on the experience that you can. Dont worry about your school performance If you are worried about not doing well in your studies, you will find it very difficult to stay focused on anything you are trying to read or write. The harder you try, the more you will feel bogged down in the exercise. Try taking a few deep breaths to clear your mind and help you feel ready to settle down to work. A good technique to try is inhaling for three seconds, holding your breath for three seconds, and exhaling for three seconds. This will give you time to slow down any racing thoughts and a too-rapid heartbeat. Once you feel more centered, it will be easier for you to take in the ideas you are trying to learn. Take a break when you feel you need one If your mind starts wandering and you cant stay on topic, look at your watch. If you have been working diligently for a couple of hours without a break, get up and stretch. Have something to drink. Eat a snack or a meal if you are hungry. Give yourself a limited time to recharge and then sit back down to work so that you can concentrate anew.

Primary Crime Data Sources in the United States Essay

Primary Crime Data Sources in the United States - Essay Example This means that unreported crimes are not covered by the data. Therefore, the Uniform Crime Reports can not be said to cover all crimes but only reported crimes. They conclude that alone the Uniform Crime Reports do not provide comprehensive and conclusive data on incidence of crime in the United States so they must be considered only one part of an analysis of crime an supplemented with other sources of evidence. While they do not consider the National Archive of Criminal Justice Datas National Incident-Based Reporting System the same could be said of it. Its data is based on reported crime and leaves unreported crime unconsidered and unaccounted for. No official publications on crime rates consider unreported crime. Arguably, by definition, unreported crime cannot be considered using strictly quantitative measures. Unreported crime is best studied using other research methods such as interviews with residents of and employees of social service agencies in the city or area under examination. They may be particularly true in areas where law enforcement agencies and the criminal justice system are distrusted or feared. Lynch and Jarvis (2008) point to an even greater problem with academic statistical analysis of the Uniform Crime Reports. They note that the data is produced by and for law enforcement agencies and is intended to provide broad indicators of crime trends to law enforcement agencies. They also note that the data is not statistically rigorous, nor does it claim to be, because it was never conceived as a tool for academic analysis. Unlike the Uniform Crime Reports the National Incident-Based Reporting System also includes data on clearance or the disposition of incidents. This is particularly useful data for researchers and is not impaired by the fact that only reported incidents are included in the data set. For example, Jarvis and Regoezci (2009) used the National Incident-Based Reporting System to

Business communication writing Assignment Example | Topics and Well Written Essays - 500 words

Business communication writing - Assignment Example Therefore, issues affecting customer loyalty must be handled with all the sobriety and attention that it deserves. Having deliberated through all your views, I think that we should sell through the remaining conventional wipes and not order new ones. This is because clearing our shelves completely as we wait for the newly formulated baby wipes will not only cause of loss of revenue. Where will we take all the conventional baby wipes that we have? We cannot just remove them and stash them away somewhere. The damage is already done with our customers’ loyalty, so the best thing is to make things right by not losing more customers as well as revenue. Secondly, clearing our shelf space all at once may make us lose our shelf space. Our competitors are looking for any slight opportunity to take advantage of any slip-up that might befall us. Therefore, if they notice our shelves are clear, they may find a way of taking our shelf space and even some of our loyal customers. The stock of conventional wipes that we have currently can last for a short period of time leading to sixty to ninety days loss of shelf space. In order to prevent this long period of shelf loss, we will pump more funds to into the research to ensure that the formula is arrived at within the shortest time possible. I have already talked with Martin Wolf and he reassured me that he will work extra hard with his team to ensure that we have the formula within fifty days. We will hire additional staff on contract basis to help him work day and night to ensure that the formula is a success. I am optimistic that by the time our customers will start experiencing the pinch of our dry shelves, we will have natural baby wipes back on our shelves. The buck now lies with the marketing team since they have a hard task of reassuring our customers that we have not changed on the promise we made to them. The marketing team will roll out a campaign to market the new natural baby wipes

Gansz V. Alton Haunted House Essay Example for Free

Gansz V. Alton Haunted House Essay The case of Gansz V. Alton Haunted House originated when a girl tripped while running from an individual with a loud motor driven chainsaw at a haunted house in Alton, Illinois on October 29, 2011 (Faces of Lawsuit Abuse, 2013). The girl’s father, Terry Gansz, claims the haunted house tour included a section where patrons were directed through a passage leading to a ramp with an entry to the rear of the haunted bus. American Legion is being blamed for the design of the haunted house making it difficult for patrons to exit the attraction (Madison Record, 2013). Arguing that the plaintiff voluntarily assumed the risks of the haunted house, the defendants claim they are not at fault and should not be liable for any injuries claimed (Madison Record, 2013). Issue: Has negligence been demonstrated? Rule According to Cheeseman (2013), negligence is a A doctrine that says a person is liable for harm that is the foreseeable consequence of his or her actions (p.91). The elements of negligence include: Duty of Care Breach of Duty Harm Legal Causation The case of Gansz versus Alton Haunted House exemplifies the foundation of the fault principle. Terry Gansz the father of a young girl who was injured when she tripped over a ramp at the Haunted House alleges that there was failure to ensure the safety of the patrons who visited the haunted house.  Alton Haunted House had a duty to exercise reasonable care for those who would visit the haunted house. The unforeseen danger of the participants were not averted and the injuries suffered by the young girl is the fault of Alton Haunted House. Alton Haunted House believes the young girls harm was the result of her own negligence. It was not the duty of the young girl to research beforehand the possible dangers of the haunted house. Analysis In our analysis of the case team D recognized that there were flaws in the defendant’s case. The defendants had a responsibility, a duty in fact, to ensure the safety of the patrons. There should be a limit as to how far actors should be allowed to come to patrons. Also nowhere in the case did it state that a sign was posted stating enter at your own risk or anything of that nature. So team D concluded that the defendant must be held liable for their action because there were no clear policies in place for employees with regards to chasing patrons. . Duty of care is listed as Duty of care is defined as the obligation people owe each other that is, the duty not to cause any unreasonable harm or risk of harm (Cheeseman, 2013, p. 91). We believe that is was there duty to ensure safety. Conclusion Learning Team D reviewed the case of Gansz v. Alton Haunted House using the IRAC method. Based on the issue, rule, and analysis conducted, the team’s conclusion is that Alton Haunted House is liable for negligence because they breached their duty of care. This breach resulted in foreseeable injuries to the plaintiff. In this case, patrons did assume a level of risk by entering into the house; however, Alton Haunted House still had a responsibility to ensure their employees were properly trained and supervised prior to interacting with patrons in order to minimize the risk of injury. This case provides an excellent example of the liabilities business owners may encounter. Therefore, in any business managerial setting it is imperative that owners carefully consider how their actions or lack of actions could lead to a lawsuit. References Faces of Lawsuit Abuse. (2013). Girl chased at haunted house sues Alton. Retrieved from http://www.facesoflawsuitabuse.org/2012/10/girl-chased-at-haunted-house-with-chainsaw-sues-alton-american-legion/ Madison Record. (2013). Bellville attorney to represent Alton in haunted house lawsuit. Retrieved from http://madisonrecord.com/issues/366-personal-injury/249477-belleville-attorney-to-represent-alton-in-haunted-house-lawsuit Madison Record. (2013). November trial vacated in girls suit against Alton haunted house. Retrieved from http://madisonrecord.com/issues/366-personal-injury/259790-november-trial-vacated-in-girls-suit-against-alton-haunted-house-cmc-set-eve-of-halloween

Dont Worry You Can Be Happy, by John B. Thomas :: Happiness Essays

What's it going to take? David Myers says in the article 'Don't Worry You Can Be Happy'; by John B. Thomas. 'Happiness relies largely on things unrelated to money, such as meaningful activities and enriching relationships.'; With that the article states that with the following ten steps you can improve your happiness. One: learn to like your self. Two: take control of your destiny. Three: practice expecting the best. Four: become more extroverted. Five: try acting happy. Six: consider new work. Seven: Sleep, sleep, sleep. Eight: Foster close relationships. Nine: Tie the knot. Ten: have faith. So with all of the ten steps you can see that with a little faith and following these steps you could 'Be Happy';. Throughout the article Thomas makes very valuable points, two that I have to agree with 100%. The first point that I agree with is having faith. Having faith in a religious way or just in life in general. Both types of faith will bring you an inner happiness. You look at those people who are sick or very ill. The one who has faith seems to make a stronger and quicker recovery. You'll also notice that from these people that they are very at peace and bring happiness to those around them. The second point that he makes that I agree with is sleep, sleep, sleep. I've notice that in life you need to sleep. People who have trouble sleeping become very irritable and unhappy. You'll also notice that those people whom do sleep they tend to be more patient, alert and more extroverted. These people to me, which are getting enough sleep are happy with that point in their life and can pass their happiness to others. You'll also notice that people seem to make more mistakes and have trouble being happy when they unable to sleep. So when looking at happiness and sleep you'll notice that you have to get enough sleep to be happy in life. When looking at the list you have to wonder what do I do to make myself happy? For me I surround myself with my friends who are happy. Knowing that their happiness would rub off on me. I also find myself trying to make others happy by helping them, when they are down in their time of need. Being there for others can be very self-gratifying and boost happiness for both you and the person whom you are helping.

Literary Devices in Sinners in the Hands of an Angry God Essay

In Hell we imagine it to be torturous, horrid, and filled with pain and suffering. In the story, Sinners in the Hands of an Angry God, it thoroughly explains what Hell would be like. Literary devices are used to emphasize how horrific Hell would be for sinners, and it scares you into being a Christian. The first literary device used is personification. An example from the text of personification is, â€Å"Justice bends the arrow at your heart.† This is showing if you don’t worship God and constantly sin, God will send you to Hell where you belong. This scares me and should put fear into everybody who wants to go to Heaven. The next way the author uses literary devices in the story is imagery. An example of imagery is, â€Å"The devil is waiting for them, Hell is gasping for them, the flames gather and flash about them.† This example creates an image in my head of standing over Hell and looking down at the tortured, burning souls. It makes me want to be a better Christian and to convince others to be Christians too. The last way the author uses literary devices is by similes. â€Å"His wrath towards you burns like fire.† This makes me think about how angry God becomes whenever we sin. It drills into my mind about how badly His hatred and disappointment towards sin really are, and how He will punish you if you do not ask for forgiveness. As you can see, the author describes Hell as a very awful place and is not a place you want to find yourself. He used literary devices in the story to emphasize how horrific Hell would be for sinners through personification, imagery, and similes. This is a significant reminder to me of my faith and encourages me to tell others about Christianity.

Relationships with Government Regulators and Policymakers Essay

No, I did not believe that Merck acted in a socially responsible and ethical manner with regard to Vioxx. Vioxx is a prescription medicine used to relieve signs and symptoms of arthritis, acute pain in adults and painful menstrual cycle and Merck was one of the world’s leading pharmaceutical firms. Corporate social responsibility means that a corporation should act in a way that enhances society and its inhabitants and be held accountable for any of its actions that affect people, their communities, and their environment. I didn’t believe Merck acted in a socially responsible and ethical manner with regard to Vioxx is because Merck had long enjoyed a reputation as one of the most ethical and socially responsible of the major drug companies. Drug development and testing Merck was renowned for its research labs, which had a decades-long record of achievement, turning out one innovation after another, including drugs for cholesterol, hypertension, tuberculosis and other. In product development and testing, scientists know Vioxx there are serious health risks and the drug may have side effects such as cardiovascular complications but scientists think that the lives that could have potentially been and now know that the effects of the medication can improve then change and it can minimize the harmful side effects. During the development and testing phase for Vioxx has many issues regarding the safety of the drug were questioned due to the many cases of heart attacks and strokes resulting from the medication but also have people think heart attacks and strokes were common and they had multiple causes, including genetic predisposition, smoking, obesity and a sedentary lifestyles. Marketing and advertising This was new in the pharmaceutical industry as it was the first time the FDA were allowed to advertise to consumers and the advertising technique of Vioxx that was used was thru direct-to-consumer. Merck used an Olympic figure skater as the primary character within their commercials and telling viewers that she would â€Å"not let arthritis stop me.† The drug companies defended DTC ads, saying they informed consumers of newly available therapies and encouraged people to seek medical treatment so consumers then would request this medication, making doctors feel obliged to prescribe. Drug company focused most of their marketing efforts on prescribing physicians and as a result of this fiasco, implications for big pharmaceutical firms like Merck are clear, they have take more time to conduct more clinical studies and assess the health risks associated with the drugs even if it means a delay in the entry of the drug into the market. Relationships with government regulators and policymakers Vioxx were regulated by Food and Drug Administration (FDA) and work of FDA is whether or not to approve a new drug. Some evidence suggested that the morale of FDA staff charged with evaluating the safety of new medicine had been hurt by relentless pressure to bring drugs to market quickly. The government and policymakers received large sums of money from the development company during the advertising phase and market introduction. The Agency has not had an opportunity to review the data from the study that was stopped in the depth that Merck has, but agrees with the company that there appear to be significant safety concerns for patients, particularly those taking the drug chronically and FDA plans to work closely with Merck to coordinate the withdrawal of this product from the US market. Handling of the recall Merck announced a voluntary worldwide withdrawal of Vioxx. From the published evidence of Vioxx is crystal clear risk of heart attack, as early as in the late 1990s, the company should be aware of risk awareness and the company’s internal documents confirmed the the company’s awareness of the risks. Yet Merck continued not only to sell the drug, but to market it heavily and as a first line choice, not merely for those thought to be at higher risk of stomach bleeding. Merck decisions and judgments of certain problems with Vioxx’s launch can be faulted. They are either ignored or dismissed early signs of an increased risk of heart attack, whether it is in their own research and other post, trying to get to market faster. This proved to be deadly further studies in line with the concerns, and lead ultimately to lead to another wrong decision to recall the drug from the market and Merck would have hoped for, instead they lost the market of customers who would still h ave taken Vioxx in spite of the risks.

Ethical Concerns of Genetic Re essays

Ethical Concerns of Genetic Re essays Ethical Concerns of Genetic Research Throughout the course of the last several centuries, science and religion have been at odds with one another. During the Enlightment era, much conflict arose as to what constituted Earth- its shape, size and position in relation to the sun. In the 19th century, the squabble over evolutionist theory versus that of creationism (an argument that continues today) ensued. However, in the last decade or so, a new roadblock in the always-narrowing rift between scientific theory and theological theory has arisen: the debate over genetic research. Many conservative figures oppose certain types of genetic research, feeling the fate of ones offspring should be left to the divine; others contend that man should be able to do anything capable with technology. Since 1978, 100,000 babies have been born via Assisted Reproductive Technology {Clonaid}. In the early days IFV (Invetro Fertilization) was not accepted by many conservatives. It was first viewed as the modern day return of the notoriously inhumane Nazi scientific experiments {Masci 475}. Today IFV is considered a socially acceptable method for infertile parents to have children. In 1997, Dr. Ian Wilmut successfully cloned the first sheep named Dolly. This breakthrough has caused a black and white view of genetic research {Masci 151}. More recently the human Genome was decoded in the summer of 2000. This means that man now knows the genetic language (commonly referred to as the language of God) and can now, literally, read the book of human life {Masci 212}. Stem cells research has also recently been debated. Stem cells are cultured from embryos and have been proven to cure paralysis and many more neurological disorders {OHESCR}. All the above-mentioned scientific breakt hroughs seem to be positive miracles that will only better humanity. The truth of the matter is, all these medical advancements...

Understanding the Significance of Pandoras Box

Understanding the Significance of Pandora's Box A Pandoras box is a metaphor in our modern languages, and the proverbial phrase refers to a source of endless complications or trouble arising from a single, simple miscalculation. Pandoras story comes to us from ancient Greek mythology, specifically a set of epic poems by Hesiod, called the Theogony and Works and Days. Written during the 7th century BC, these poems relate how the gods came to create Pandora and how the  gift Zeus gave her ultimately ends the Golden Age of humankind. The Story of Pandoras Box According to Hesiod, Pandora was a curse on mankind as retribution after the Titan Prometheus stole fire and gave it to humans. Zeus had Hermes hammer the first human woman- Pandora- out of the earth. Hermes made her lovely as a goddess, with the gift of speech to tell lies, and the mind and nature of a treacherous dog. Athena dressed her in silvery clothing and taught her weaving; Hephaestus crowned her with a marvelous golden diadem of animals and sea creatures; Aphrodite poured grace on her head and desire and cares to weaken her limbs. Pandora was to be the first of a race of women, the first bride and a great misery who would live with mortal men as companions only in times of plenty, and desert them when times became difficult. Her name means both she who gives all gifts and she who was given all gifts. Never let it be said that Greeks had any use for women in general. All the Ills of the World Then Zeus sent this beautiful treachery as a gift to Prometheus brother Epimetheus, who ignored Prometheuss advice to never accept gifts from Zeus. In the house of Epimetheus, there was a jar- in some versions, it too was a gift from Zeus- and because of her insatiable greedy womans curiosity, Pandora lifted the lid on it. Out from the jar flew every trouble known to humanity. Strife, sickness, toil  and myriad other ills escaped from the jar to afflict men and women forever more. Pandora managed to keep one spirit in the jar as she shut the lid, a timid sprite named Elpis, usually translated as hope. Box, Casket or Jar? But our modern phrase says Pandoras box: how did that happen? Hesiod said the evils of the world were kept in a pithos, and that was uniformly employed by all Greek writers in telling the myth until the 16th century AD. Pithoi are huge storage jars that are typically partly buried in the ground. The first reference to something other than a pithos comes from the 16th-century writer Lilius Giraldus of Ferrara, who in 1580 used the word pyxis (or casket) to refer to the holder of evils opened by Pandora. Although the translation was not exact, it is a meaningful error, because a pyxis is a whited sepulcher, a beautiful fraud. Eventually, the casket became simplified as box.   Harrison (1900) argued that this mistranslation explicitly removed the Pandora myth from its association with All Souls Day, or rather the Athenian version, the festival of Anthesteria. The two-day drinking festival involves opening wine casks on the first day (the Pithoigia), releasing the souls of the dead; on the second day, men anointed their doors with pitch and chewed blackthorn to keep the newly released souls of the departed away. Then the casks were sealed again. Harrisons argument is bolstered by the fact that Pandora is a cult name of the great goddess Gaia. Pandora is not just any willful creature, she is the personification of Earth itself; both Kore and Persephone, made from the earth and rising from the underworld. The pithos connects her to the earth, the box or casket minimizes her importance. The Meaning of the Myth Hurwit (1995) says that the myth explains why humans must work to survive, that Pandora represents the beautiful figure of dread, something for which men can find no device or remedy. The quintessential woman was created to beguile men with her beauty and uncontrollable sexuality, to introduce falsehood and treachery and disobedience into their lives. Her task was to let loose all the evils upon the world  while trapping hope, unavailable to mortal men. Pandora is a trick gift, a punishment for the good of Promethean fire, she is, in fact, Zeuss price of fire. Brown points out that Hesiods story of Pandora is the icon of archaic Greek ideas of sexuality and economics. Hesiod didnt invent Pandora, but he did adapt the story to show that Zeus was the supreme being who shaped the world and caused the misery of the human lot, and how that caused human descent from the original bliss of a carefree existence. Pandora and Eve At this point, you may recognize in Pandora the story of the Biblical Eve. She too was the first woman, and she too was responsible for destroying an innocent, all-male Paradise and unleashing suffering ever after. Are the two related? Several scholars including Brown and Kirk argue that the Theogony was based on Mesopotamian tales, although blaming a woman for all the evils of the world is definitely more Greek than Mesopotamian. Both Pandora and Eve may well share a similar source. Sources Edited and updated by K. Kris Hirst Brown AS. 1997. Aphrodite and the Pandora Complex. The Classical Quarterly 47(1):26-47.Harrison JE. 1900. Pandoras Box. The Journal of Hellenic Studies 20:99-114.Hurwit JM. 1995. Beautiful Evil: Pandora and the Athena Parthenos. American Journal of Archaeology 99(2):171-186.Kirk GS. 1972. Greek Mythology: Some New Perspectives. The Journal of Hellenic Studies 92:74-85.Wolkow BM. 2007. The Mind of a Bitch: Pandoras Motive and Intent in the Erga. Hermes 135(3):247-262.

Business Proposal Essay Example | Topics and Well Written Essays - 500 words

Business Proposal - Essay Example The benefits involved with training employees are more than the costs incurred. A variety of training programs are available, including, employee diversity training, employee orientation, team building training, workplace safety and development training. Many organizations view the training process to be a waste of the resources and time of the company. The training is a long process that requires the dedication of the parties involved. Training of the employees of an organization should follow a proper laid out procedure. It should be the responsibility of the management to plan for this process. The first step in this process is setting clear goals of the program so that the management can assess the importance of the training process. Guiding principles that support the values of the company needs formulation. It will help in maintaining the focus of the training group. A strategic training plan should fundamentally highlight the impacts it has on the goals and missions of the organization. The management should support the training process (Adegoke, 2013). After the training, the staff should be involved in a new activity they learnt in the training. The assignment of the new duty will demonstrate that the management is interested in the training program. A measurement of performance of the training process is an important aspect. Professionally monitoring of training and the results evaluated for purposes of establishing, whether they achieved the targeted results, is a vital part of the process. A training budget should exist, according to the time schedule the process is expected to extend. Proper utilization of the resources of the business is necessary, and assessment of the utilization of the finances used in training is mandatory. The assigned period will depend on the technology used and the specific workplace. Time is an

My Position on the FDA Essay Example | Topics and Well Written Essays - 750 words

My Position on the FDA - Essay Example While debates continue, on risks associated with the GMO use to human health, questions continue to arise as to whether FDA should take action in assessing the risks of these foods, in isolation and separately from GM foods and require labeling of food items, to have consumers informed, about the presence of GM ingredients, to enable them to make purchase decisions accordingly. I strongly feel that FDA played a significant role in approving the GMO for the reasons that thorough research and testing is done to ensure that these products are safe for both human and animal consumption. Food and Drug Administration (FDA) of the United States is charged with a number of duties and one of such is protection of the public health through assuring the efficiency, safety and security of medical devices, cosmetics, biological products, food supply together with human and veterinary drugs. FDA is a federal agency that deals with the regulation of GMO products among other agencies, which include the United States Department of Agriculture (â€Å"USDA†) and the Environmental Protection Agency (â€Å"EPA†). The FDA policy leaves the duty of ensuring food safety entirely to the manufacturer or producer. So the company to assert the safety of an item meant for consumption and not any independent review team. The health of the prospective consumers will, therefore, be left at the mercy of companies or manufacturers that could just be interested in maximizing turnover while treating with little regard the need for the GMO foods to meet certain health standards. The FDA guidance to industry issued in 1997 did cover voluntary consultation procedures, though it still depended, upon the product’s developer, to offer safety data. At present, there is no regulatory scheme for the GM foods to confirm their safety for human consumption. There is an increasing use of chemical herbicides, which are poisonous and engineered particularly for killing plant life.