Forgiven Mortgage Debt should not be considered as an Income - Free Essay Example

Sample details Pages: 6 Words: 1807 Downloads: 3 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Level High school Did you like this example? Forgiven mortgage debt should not be considered as an income and people should not be taxed based on that because those who are in this situation already are in trouble and basically à ¢Ã¢â€š ¬Ã…“underwaterà ¢Ã¢â€š ¬Ã‚ . Taxation based on forgiven mortgage debt causes business unfairness and a lot of troubles for our economy in general and especially for lower and middle class families as well as for first time home buyers. During the economic recession which started in 2007, many people lost their job and many of them ended up losing their homes as well because of financial problems. Many of these people who had mortgage loans had trouble paying it, also many of them owe more on their mortgage than their home is worth it. Homeowners who were underwater they were able to sell their houses in short sale which means they sold their homes for less amount of money that their mortgage was and this was done with the bank agreement which allowed them to do so. The number of these underwater homeowners is decreased, however a lot of people still are struggling with their mortgage payments and according to IRS the number of tax fillings for mortgage debt exemption from 2007 until 2011 is increased. Difference between mortgage and forgiven debt is considered as income by government and is taxable, even though is à ¢Ã¢â€š ¬Ã…“phantom incomeà ¢Ã¢â€š ¬Ã‚ , income that you do not get in reality. Example, someone who owns $150,000 on his/her mortgage and they agree with the bank who lend the money to sell the house in short sale for $100,000 the difference which is for $50,000 is considered as an income and this difference is taxable. Mortgage Forgiveness Debt Relief Act was granted temporary by Government in 2007 until 2009 by President G. Bush and was extended twice by Obamas administration, first until December 31, 2012 and second until December 31, 2013. This Act was more than welcome for all those people who were down on their luck fi nancially. According to this some people may argue that mortgage forgiven debt should be taxable just like government thinks, regardless that those homeowners who came to this situation to sell their homes in short sales are people who did a lot to keep their homes and they have different reasons for doing it. Many of those people have lost their job due to a bad economy and simply cannot afford the home anymore. Sometimes there are large medical bills that suddenly came into play, also divorce can cause financial hardship. There are dozens of other legitimate reasons why someone is unable to afford his/her home. Simply these people are not dumb and didnt read what they were getting themselves into. I personally know people that I have worked with and that they lost their homes, they did not lose their home because they are not intelligent or they are not very well educated people actually they are very intelligent and educated people but it happen that they got themselves int o a very sad and unfortunate situation e.g. one of them got divorce and couldnà ¢Ã¢â€š ¬Ã¢â€ž ¢t effort to pay the mortgage by them self, also we have families who went through medical problems and so on. However; this bad situations some of them they survived somehow to keep their homes till now bur after expiration of the mortgage forgiveness debt relief act many of them are going to get tax bill on their phantom income. In interview given for New York Times, Senator Isakson said that à ¢Ã¢â€š ¬Ã…“forgiven debt was nothing more than à ¢Ã¢â€š ¬Ã…“phantom incomeà ¢Ã¢â€š ¬Ã‚  and should not be taxed. à ¢Ã¢â€š ¬Ã‚ ¦is unfair to end the exemption for those families who have manage to hold on their homes.à ¢Ã¢â€š ¬Ã‚  And more over he stated that à ¢Ã¢â€š ¬Ã…“These are the people who have tried the hardest to hang on their homes and keep the economy strongà ¢Ã¢â€š ¬Ã‚ . [Shaila Dewan à ¢Ã¢â€š ¬Ã…“NYTimesà ¢Ã¢â€š ¬Ã‚ ] When I mentioned at the beginning that taxat ion based on forgiven mortgage debt causes business unfairness is that there are other common situations in which cancellation of debt is not taxable example Bankruptcy where debts discharged during this process are not deemed taxable income. Moreover, we have to make difference between those people who bought house for investment, and people who they took out a home equity loan and took that world trip that theyà ¢Ã¢â€š ¬Ã¢â€ž ¢ve been dreaming of instead of using the money to improve their house from those who bought a house to live in it and invested in it. So here is a big issue government should make difference between these categories. I agree with K. Phillips when she question about exclusion thatà ¢Ã¢â€š ¬Ã‚  à ¢Ã¢â€š ¬Ã‚ ¦why keep putting a band-aid on it? Why stop with one year? Why not five years? Or ten years? Why not make it a permanent exclusion?à ¢Ã¢â€š ¬Ã‚  [K. Philips Erb à ¢Ã¢â€š ¬Ã…“Forbesà ¢Ã¢â€š ¬Ã‚ ] making permanent exclusion is the best way to h elp at least those people who worked hard to keep their house such as those people who invested in their house and faced finance troubles because of their unfortunate situations. It is clear that debt forgiveness is effective at preventing foreclosure. Theres an obvious reason and a not-as-obvious reason that principal reductions result in fewer foreclosures. The obvious reason is that less debt equals a smaller monthly payment. People get modifications because they have trouble making their mortgage payments, so smaller payments tend to help. Im just curious as to where IRS expect a homeowner to come up with $25-100,000 to pay for taxes when they cant come up with $1,000-1,500 a month for a house payment. Its not like they can go to a bank and get an unsecured loan, their credit score has just taken a 150 point hit according to Credit Score regulations. By taxing these people for their forgiven debt government not just is going to make extra trouble for these category o f peoples but it is going to make more dependent people to government; example maybe many of them that they will end up asking for help from government e.g. asking for food stamps because of their financial problems. In one way IRS is collecting some extra money but on the other hand government is making people more dependent on food stamps or on other government programs. One thing is clear that if government is not going to extend mortgage forgiveness debt relief act many lower and middle class families as well as first time home buyers are going to be in trouble because of many reasons that were mentioned above and à ¢Ã¢â€š ¬Ã…“Housing advocates argue that not extending the Act is simply bad policy, punishing those already facing serious financial difficulties and pushing off a potential recovery in the housing market.à ¢Ã¢â€š ¬Ã‚  [K. Phillips Erb] I understand your frustration with others seemingly getting free money because of a tax exemption. What you maybe arent t hinking about are the various reasons for a short sale. I have helped multiple families with short sales, and they have different reasons for doing it. Many times they have lost a job and simply cannot afford the home anymore. Sometimes there are large medical bills that suddenly came into play. A divorce can cause financial hardship. There are dozens of other legitimate reasons why someone is unable to afford his/her home. Was some of this due to inflated housing prices? To an extent, sure, but I dont think that very many of us could foresee how drastically prices would fall from their peak in 2005-06. I also reject the notion that all of these people that have found themselves in this situation were simply dumb and didnt read what they were getting themselves into. The people that I have worked with are very intelligent, educated people who got themselves into a very sad and unfortunate situation. Im just curious as to where you expect a homeowner to come up with $25-100,000 to p ay for taxes when they cant come up with $1,000-1,500/month for a house payment. Its not like they can go to a bank and get an unsecured loan, their credit score has just taken a 150 point hit. And yes, most of them tried to refinance/restructure their loans with the bank, but were declined or the offer they were given was not any better than their current situations. Maybe one of you will loan it to them? All this is due to faulty trickle down economy . We dont need this trickle down economy (Top Down Approach) anymore in which bankers get money from govt. then spend it as they like and do all kinda ponzi business, sub-prime crisis , etc etc. Now due to the fear of collapse they want more free money from govt. Why , why should they be rewarded for the problem they created in the first place . Is US govt. their puppet? Is the govt. by the bankers , of the bankers for the bankers. Or are these bankers have united as a secret organisation to squeeze out as much money from US govt. and US citizens. These bankers fat capitalists should be allowed to rest in peace (RIP) and US govt should change their economic policy drastically by accepting the Bottoms UP Approach in which govt. gives sustenance allowance DIRECTLY to each citizens bank account. This is because govt. is the only institution that can create free money. People no longer need jobs and factories should be run by robots completely. Only niche areas should have jobs such as robotics research but that also by the committed dedicated interested people. Since money would go directly to bank accounts of individuals, the money is still with banks. But now bankers and industries would have to provide quality products and services to earn that money from the individual citizens. So with this approach all poverty , hunger, homelessness, unemployment will vanish. This will be true democracy. None of this changes the fact that people signed a contract stating they would pay the bank x amount of dollars. If I bought ABC Company stock for $60/share and it plummets to $20/share, do I get any money back, no I do not. If I sign a legal document stating I owe x to the bank and they pay the difference on my behalf, why shouldnt I have to pay taxes on it? After all, I am the one who signed the note promising to pay them back. Sites: Dewan, Sh. (February 4, 2014). Welcome Relief for Homeowners, Until the Tax Bill Arrives. In The New York Times. Retrieved February 10, 2014, from https://www.nytimes.com/2014/02/05/business/economy/lenders-see-write-off-while-underwater-homeowners-face-stiff-taxes.html. Kelly, K and Rich, S. (December 30, 2013). New Maryland bill could shorten debt collection after foreclosure. In The Washington Post. Retrieved February 10, 2014, from https://www.washingtonpost.com/investigations/new-maryland-bill-could-help-foreclosed-homeowners-avoid-lengthy-debt- Swanson, J. (January 24, 2014). Official Argues Against Short-Sale/Foreclosure Deficiency Counting a s Income in 2014. In Mortgage News Daily. Retrieved February 11, 2014, from https://www.mortgagenewsdaily.com/01242014_loan_modifications.asp. https://www.forbes.com/sites/kellyphillipserb/2013/12/27/tax-break-ending-for-underwater-homeowners-is-it-the-right-time/ Don’t waste time! Our writers will create an original "Forgiven Mortgage Debt should not be considered as an Income" essay for you Create order

The Movie 12 Angry Men - 865 Words

As a Criminal Justice major, the classic movie 12 Angry Men has always been very influential and essential in my studies. This brilliant film is based on the concept of a fair trial to a young man, aged eighteen, who has been accused of stabbing his own father to death. Being tried for first-degree murder, the jurors vote most be unanimous on whether or not this child is to be sentence to death. Demanding the viewers to question the veracity behind our â€Å"fair† criminal justice system, this 1957 trial film will surely be one to make one ponder. Outlined in the Sixth Amendment of the United States Constitution is the criminal defendants right to a public trial by an impartial jury, meaning that all juries should be fair and unbiased. Unfortunately in our American Criminal Justice system today, it is nearly impossible to find a jury full of unbiased citizens. Throughout the film the characters remain anonymous, expect for the fact that they drop subtle hints to their underly ing biases. For example, we are aware that the defendant is a minority of that time, and of low social standing. Immediately, biases are set within the jurors whether they are aware of it or not. During the first preliminary vote, eleven of the twelve jurors vote guilty, excluding the one not guilty vote from juror eight. Juror eight then makes it clear that it is in his belief that the vote was made far too swiftly, and it was necessary for them to discuss the specifics of the case before jumping to anyShow MoreRelated12 Angry Men In The Movie : 12 Angry Men808 Words   |  4 Pagesoften touchy subjects in a unique light. In this movie the audience is faced with 12 jurors who hold the fate of a young man on trial for murder in their hands. It is supposed to be that one is innocent until proven guilty; however that is not the case in this movie. The Jurors are very prejudiced and closed minded throughout most of the movie for the most part. However, the one juror who is not that wa y is number 8. In the 1957 MGM film 12 Angry Men Juror number 8 relies primarily on his core valuesRead More12 Angry Men : Movie Analysis : 12 Angry Men1103 Words   |  5 PagesThe 1957 movie version of 12 angry men, brings twelve people together with different personalities and experiences to discuss the fate of a young boy that allegedly killed his father. At the very beginning many agree that the boy is guilty except for one man. Juror #8 votes not guilty and pushes to have the evidence talked through. Slowly after reviewing all the evidence carefully the eleven to one vote switched from eleven thinking guilty to eleven thinking not guilty. Each juror brought differentRead More12 Angry Men: Movie1698 Words   |  7 Pages12 Angry Men In a world where the jury is the voice of the peoples justice, twelve men sit in a room poised to determine the fate of one boys life. Did he do it? If he didnt, who did? Why would a young man kill his beloved father with a switchblade knife? The moment that the jury-comprised of twelve Caucasian men, abhorrent in todays society-entered the small, blank, bleak room, they had already come to the conclusion that the young man was guilty as charged without deliberation.Read MoreMovie Paper (12 Angry Men)1493 Words   |  6 PagesCOMM 132 October 2, 2014 Movie Paper (12 Angry Men) In the Movie, 12 Angry Men, 12 jurors were tasked with finding a young man guilty or not-guilty of murdering his own father. In order for the men to fulfill their duty as jurors, they had to come to a consensus of whether the young man was guilty or not by working together, as a group, in order to analyze the trials evidence and testimonies, to then come to an agreement on the defendant’s guilt or innocence. As a group that was formed solelyRead MoreMovie Analysis : 12 Angry Men1639 Words   |  7 Pageswithin a diverse group.The purpose of this paper is to analyze the importance of cooperative communities while providing different aspects of leadership. Movie Summary The movie 12 Angry Men is a depiction of a jury deliberation in the 1950’s involving the trial of a teenager that is accused of murdering his father. These twelve men were brought together by a random selection process to make a unanimous decision. In the beginning, all jurors believed the boy to be guilty without a doubtRead MoreAnalysis Of The Movie 12 Angry Men 933 Words   |  4 Pages12 Angry Men Overview In the movie of 12 Angry Men, a group of jurors must decide the fate of an inner-city boy, who is charged with killing his father. The case should have been a slam dunk, yet one man (Juror No. 8) in the initial vote cast reasonable doubt over the evidence of the trial. While deliberating their verdict, the details are revealed. Subsequently, the jurors slowly changed their vote to innocent on the basis of doubt. Despite their duty to separate personal matters from the factsRead MoreAnalysis Of The Movie 12 Angry Men 946 Words   |  4 Pages12 Angry Men For the purpose of this paper I will be using a movie based on a teen male who is on trial for the murder of his father in 1957. There are twelve men on the jury who are from all different areas of society. They have one goal, to decide based on testimony and evidence on whether the accused is guilty or not. The following information is one person’s observation of the movie â€Å"12 Angry Men† using the 5 Stages of Group Development. Keywords: Forming, Storming, Norming, Performing, AdjourningRead MoreMovie Review 12 Angry Men607 Words   |  3 PagesAns 6. â€Å"Prejudice always complicated the truth.† The movie 12 Angry Men, by means of several situational examples, reaffirms the fact. The first case in point is of the boy on trial who is born and brought up in slums. Many of the jury members, especially jurors 10, 7, 4 and 3 are heavily influenced by the prejudices they hold against children from the slums. In one of the scenes, juror 10, goes into a rage and explains why people from the slums cannot be trusted and calls them little better thanRead MoreAnalysis Of The Movie 12 Angry Men 2223 Words   |  9 Pages12 Angry Men is a movie centered around a murder case and the 12 men that are in charge of providing a verdict for a kid charged of first degree murder of his own father. In this movie, the characters have to face a long and grueling procedure of figuring out how to charge the kid after a six day long trial and hours long deliberation between the jurors. The film of 12 Angry Men has several key psychological aspects to it that can be accurately and summarily described. In the movie, the jury hasRead MoreMovie Analysis : 12 Angry Men1404 Words   |  6 PagesThe group type presented in the film 12 Angry men appears to be a task group. Task groups typically come together to accomplish a specific charge. In this case, their task was to decide a verdict of guilty or not guilty for the boy on trial. According to our text, some feature of this task group would include those listed under the â€Å"teams† category such as appointed leadership and focus on a specific task or charge. The members’ bond is simply there interest in the task, as they have no previous

Vocabulary Free Essays

string(175) " is a very learner-centered activity with the effectiveness of the learner’s strategies depending on his/her attitude and motivation towards new vocabulary acquisition \(p\." 3 Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom Jeff G. Mehring Abstract This paper examines the theories behind vocabulary acquisition in second language learning in order to put these theories into practice in a class. Learning vocabulary is an ongoing process which requires systematic repetition to help students learn, especially low context vocabulary. We will write a custom essay sample on Vocabulary or any similar topic only for you Order Now Students can retain the vocabulary they find useful and relevant to their subject matter by learning vocabulary through context, cooperative learning, and using technology. Results from an action research project will be reported. Introduction Until recently vocabulary had been widely overlooked in the ESL/EFL classroom. Maiguashca (1993) stated that teaching or studying grammar is based on a set of rules with a coherent structure which students follow or remember, but the same is not true of vocabulary (p. 91). Within the last few years, vocabulary has become viewed as an important aspect in second language learning, in fact, many believe just as important as the main skills of reading, writing, listening, and speaking. Nation (as cited in Nation and Waring, 1997) explained, â€Å"Vocabulary knowledge enables language use, language use enables the increase of vocabulary knowledge, knowledge of the world enables the increase of vocabulary knowledge and language use and so on† (p. 6). This contextualized approach to learning vocabulary will help students increase their vocabulary though authentic interaction. In this paper, I will examine the theories behind vocabulary acquisition and some results when they were put into practice during my student teaching. Theoretical Concepts Building vocabulary is extremely important for success in undergraduate or graduate studies. Nation and Waring (1997) reported that 5-year-old native English speakers beginning school will have a vocabulary of around 4,000 to 5,000 word families, adding roughly 1,000 word families a year until graduating from university with a vocabulary of around 20,000 word families (p. 7). Bauer and Nation (as cited in Nation and Waring) defined a word family as the base word, its inflected forms, and a small number of regular derived forms (p. 7). This means that students such as those in the English Foundations Program (EFP) at Hawai‘i Pacific University (HPU) have an enormous challenge ahead of them, considering that their previous schooling was in their L1, not English. If one uses Nation and Waring’s statement that native speakers have a vocabulary of around 20,000 word families at the time of university graduation, non-native speakers, before finishing EFP 1310, an advanced-level class in the EFP, and entering the undergraduate program, would have to increase their vocabulary from between 5,000 to 15,000 word families, depending on their previous English language studies. The good news is that according to Jamieson (as cited in Nation and Waring), once ESL students enter a school where English is the primary language, their vocabulary grows at the same rate as native speakers, around 1,000 word families a year; however, the initial gap never closes (p. 7). Understanding where ESL students are starting from will help in providing the vocabulary needed in order for them to improve and catch up. Learning vocabulary is an ongoing process that takes time and practice. Nakata (2006) acknowledged that vocabulary acquisition requires continual repetition in order for effective vocabulary learning (p. 9). Vocabulary acquisition is not something a student can spend time learning or memorizing, like grammar, and be successful. Acquisition requires the learner to be disciplined, spending time each day working on words he/she does not know in order for 4 learners to remember high frequency words and put them into their long term memory, Nation and Waring stated th at learners need to encounter the word multiple times in authentic speaking, reading, and writing context at the student’s appropriate level (p. 8). Developing lessons which allow the student to encounter new words multiple times, allowing them to put the new words into his/her long term memory can be time consuming. Developing word lists from the context of the lesson can reduce the work load, enabling the student to encounter the word multiple times through reading, listening, and speaking. Learning new vocabulary through context also helps the student understand the word’s correct usage and prevents students from making sentences from dictionary definition such as, There is a large cleavage between the rich and poor in America. Learning new words from a word list is much different from learning them in the context of a sentence or story. Yongqi Gu (2003) stated that learning new words through context is only one step students may use, and that students should think meta-cognitively and learn new words within the context of where they appear. (p. 14). To help the student learn the important words from the context of a lesson a teacher needs to focus on low context words, which necessitates a second distinction: high frequency and low frequency words. Nation (2005) defined high frequency words as words that occur quite frequently in the language, such as the, a, man, and woman. High frequency words occur so regularly in daily conversation that if students understand these words, they are able to write and speak in comprehensible English. Low frequency words, as described by Nation, are words that deal more with academic studies, words that appear throughout all academic texts and courses, but not very often in day to day speech, such as formulate, index, and modify (p. 48). This helps ease the burden a teacher has when trying to understand what words students understand; however, low frequency words are the more difficult aspect for teachers to teach and learners to understand. Creating vocabulary lists from the students’ textbooks and presenting these words through context in the lesson should help them to retain and use the new vocabulary. It will also carry through that students learn vocabulary better when they find the items to be useful and are able to put the new words into use more often while they study. Vocabulary, like other aspects of language learning, can be facilitated when done through cooperative learning. Yongqi Gu (2003) pointed out that vocabulary acquisition is a very learner-centered activity with the effectiveness of the learner’s strategies depending on his/her attitude and motivation towards new vocabulary acquisition (p. You read "Vocabulary" in category "Papers" 2). This is true because the main motivational learning factor must come from the student, but when learning vocabulary in a cooperative learning environment it allows students to learn from peers closest to them. Murphey and Arao (2001) pointed out that students felt more relaxed and learned more from peers since they saw that making mistakes is acceptable, having goals is good, and learning English can be fun (p. 2). So, even though vocabulary acquisition is a learner-centered activity in regards to studying and being disciplined to set goals, when done in collaboration with peers students may enjoy the activity more, learning more vocabulary in the end. Understanding that vocabulary learning is an ongoing process, that learning new vocabulary through context, and learning new vocabulary can be done cooperatively are what guided the classroom practices below. Vocabulary Development in Classroom Practices Context The course in which vocabulary development in line with the above theoretical concepts was implemented was EFP 1310 College Listening Skills, an advanced course in listening and note-taking. It stressed comprehension of classroom discussions and lectures, as well as a variety of other media presentations. The class was taught by two instructors: Dr. Hanh Nguyen as the lead teacher and myself as a student teacher. Together we worked to develop the students’ vocabulary in class. In this class there were 5 eighteen students, eleven females and seven males. Of the eleven females, seven were Taiwanese, one Belarusian, one Japanese, one Chinese, and one Indonesian. Of the seven males, three were Korean, two Japanese, one Taiwanese, and one Serbian. One male student was repeating this class for the second time. For two of the males and three of the females, this was their first English language class at a university. The average number of years spent studying English in the student’s home country was 6. 2 years and in the US, just over one month. explained that Test Your Word Level is adapted for the web from Paul Nation and Batia Laufer’s word levels tests, developed for learners with vocabularies of different sizes and types, with the 1,000 to 10,000 most frequent English words (p. 2). At the 1,000 word level, the items are multiplechoice and based on either pictures or short sentences. Learners check their answers and move on to a second test at a higher level, (80% or higher to move up), or moved down to a lower level, depending on their score. Assessing the student’s vocabulary level in the beginning of the semester was needed to set a starting point. It also helped students understand where they were and where they needed to go in order to do well in undergraduate studies. All of the students assessed in the EFP 1310 class scored in the 2,000 level except three students who were assessed at the 3,000 level. This means that their vocabulary level was between 2,000 and 5,000 word families, whereas their native-speaking counterparts would have around 15,000 word families. The second activity required students to learn three new words each week. The first time this class was taught each week students were required to write three new words in a journal along with a definition for each word and three example sentences using the word in context. They could pick these words from three sources: the next level up from the website where they had their level assessed, words from their textbook, and words from the AWL provided by the teacher. The website informed the students at what level they were assessed; then the students picked words from the level above that, studied them, and hopefully did better on the exam at the end of the semester. For example, students who were assessed at the 2,000 level would then study words from the 3,000 level to improve their vocabulary. If they did not want to do this, they could choose vocabulary words from the new vocabulary section listed at the beginning of each chapter of the textbook. Their last choice, if they did not wish to do the other two, was the AWL provided by the teachers. This list was prepared by examining the lectures in the text- Vocabulary Development Activities As mentioned earlier, Nation and Waring stated that learners need to encounter a word numerous times in order to use it properly. Building vocabulary is an ongoing process, and I believe good progress was made during the semester. The biggest obstacles encountered were the limited time and the number of words students had to learn in order to be well-prepared for undergraduate studies. Students now understood the importance of a large vocabulary and the amount of work they needed to put forth in obtaining it. In order to build the students’ vocabulary, and help close the vocabulary gap as much as possible, we carried out the following steps: (a) Students assessed their present vocabulary level, a starting point had to be determined so progresses could be assessed, (b) students learned three new words each week, getting the students motivated and changing their attitude on learning vocabulary, (c) the teachers created an academic word list (AWL) xtracted from the lectures and the textbook, developing vocabulary that the students would learn in the context of the lectures and use in the class discussions that followed, and (d) the students assessed their vocabulary at the end of the semester to see if they made any progress. To see their progress would motivate the students to continue the learning process. To begin with, the students needed to assess their pr esent vocabulary level. To do this, students visited http://www. lextutor. a and took a vocabulary test to determine their present level. Sevier (2004) 6 book, pulling out the academic words, and putting them on a piece of paper to be given to the students. Some of the words on this list were the same as the words from the new vocabulary section of the textbook. Getting the students to learn three new words each week posed the most difficult task. Students did not have these lists checked every week, but at the mid-term and final exams, so a few students quickly created these books just before this time period. At first it was planned to have each student post his/her three new words on WebCT so they could be checked more regularly and other classmates could learn from other student’s words. After this plan was put to a vote in class, the students decided to place their vocabulary words in a notebook and turn the notebook in before the mid-term and final exams. Learning from mistakes, we feel that it would have been better to check their vocabulary notebooks weekly, or have students post their new words on WebCT to help them acquire more low-context vocabulary, thus creating an even better activity for the class. To overcome these weaknesses, when I had the opportunity to teach the class again in the following semester (now as the sole teacher), students were required to post their three new words on WebCT instead of in a journal. They could choose the words from the same areas described above, but each week instead of writing them in a journal they needed to post them on WebCT for the teacher and classmates to see. The first reason was because the previous semester some students did not keep their journal regularly, only making the journal the day before it was due. The second reason was so classmates could learn from each other, near peer role modeling, and the teacher could use the words students were posting as part of the vocabulary section of the test. Students seemed to have taken a stronger interest in learning new vocabulary by transferring words they need to learn into a vocabulary journal or flash cards to help them study. Whether this process is successful or not will be seen at the end of the semester when the students take the vocabulary exam again to see their progress. The third activity was to provide lists of words for the AWL that appeared in the lectures in the textbook. Since EFP 1310 is an advanced course in the EFP program, and after this course most students enter undergraduate studies, the AWL is the appropriate list for this class. If it were a lower level class, lower levels of vocabulary would have been used. By pulling out the contextualized vocabulary from each lesson, we were hoping not only to increase the student’s vocabulary but also make the lectures more comprehensible. I helped with scanning and running each lecture through â€Å"RANGE† a software program developed by Nation (2005). This program allowed me to create a contextualized AWL specifically for our class, focusing on the vocabulary from the given lectures. Nation and Waring (1997) developed three levels of vocabulary lists: level 1 is the first 1,000 word families, level 2 is the second 1,000 word families, and level 3 is the university word list (UWL) or AWL (p. 14). RANGE is used to create word lists based on frequency and is useful for seeing what low frequency words are contained in a paper, technical information note, or a text aimed at foreign readers. It creates three ready-made base lists. Figure 1 shows an example of a lecture that was run through RANGE. The first includes the most frequent 1,000 words of English. The second includes the next 1,000 most frequent words, and the third includes words not in the first 2,000 words of English but which are frequent in upper secondary school and university texts from a wide range of subjects. All three base lists include the base forms of words and derived forms; thus, the first 1,000 words consist of around 4,000 forms or types. 7 Figure 1. An example of RANGE analysis output (see the Appendix for the sample text of this analysis) Tables Table 1 Three Base Lists Created from RANGE Software Program Types found in base list one Type a all also and bank business employees Range 1 1 1 1 1 1 1 Freq 9 2 1 3 2 13 2 F1 9 2 1 3 2 13 2 Types found in base list two Type competition critical hurt lot rush Range 1 1 1 1 1 Freq 1 1 1 3 1 F1 1 1 1 3 1 Types found in base list three Type affect community factors financing investigate obtain project range require Range 1 1 1 1 1 1 1 1 1 Freq 3 2 2 1 1 1 1 1 1 F1 3 2 2 1 1 1 1 1 11 After scanning each lecture and running it through the program, we pulled out only the level 3 words, the AWL, and put them into a word document. Before each lecture, the teacher printed out the appropriate AWL and gave it to the students to prepare them for the lecture. This practice was inspired by the notion that new words are best learned in context, or as Sternberg claimed, â€Å"Vocabulary using context is the most effective, or even a relatively effective, way of teaching that vocabulary† (p. 89). Since students had the chance to study and understand the vocabulary before listening to the lecture, we aimed to help them to concentrate on the content of the lecture and hear the vocabulary being used in context. Extracting the high context vocabulary from the lectures was a great way to focus on the content words from the lessons so students would be using them regularly in class, hopefully committing them to long term memory. It also saved the teachers a lot of time by not having to read the lectures and pull the vocabulary out. This allowed more time to focus on presentation of the lessons and vocabulary. The final activity took place at the end of the semester when students revisited the website, http://www. lextutor. ca, and had their vocabulary assessed a second time to see if it had grown. All of the students scored at the same level from the beginning of the semester, except one student who scored higher. The use of the same exam at the end of the semester gave validity to their scores since the level of the test did not change. Even though most students scored at the same level in the end, I do not believe that the vocabulary learning activities done in class failed. One level contains roughly 4,000 word forms and types, so a student may have tested into the lower end of level 2,000 at the beginning of the semester, and tested at the same level but toward the higher end at the completion of the semester. Since the test does not show this in more detail, it is difficult to know if the students have or have not made some progress. Conclusion Vocabulary acquisition has become an extremely important part of second language acquisition, and teachers cannot rely on students acquiring the needed vocabulary just through interaction with the language. I always understood that vocabulary was important in second language learning, but understanding what words to teach and in what manner have helped me to better plan my lessons so students can acquire the necessary vocabulary. Students need to be taught vocabulary in context so that they can retain the words and use them more frequently. Learning how the computer can help to develop word lists from the student’s textbooks has enabled me to focus on the words that were necessary in each lesson. Allowing the students to use the new vocabulary during the course of the lesson should help them retain it in their long term memories. Using a computer program to assess the student’s present vocabulary level also helped me to see what words needed to be taught to help students progress or catch up. In the end, however vocabulary is presented to the students, like all materials, it must be in appropriate situations, giving them the chance to use the vocabulary and build upon their language repertoire. 9 References Cobb, T. (1999). The compleat lexical tutor (Version 4. 5) [Computer software]. University of Quebec at Montreal. Maiguashca, R. U. (1993). Teaching and learning vocabulary in a second language: Past, present and future directions. The Canadian Modern Language Review, 50(1), 83-100. Murphey, T. , Arao, H. (2001). Reported belief changes through near peer role modeling. TESL-EJ, 5(3). Retrieved June 1, 2006, from http://wwwwriting. berkeley. edu/TESLEJ/ej19/a1. html Nakata, T. (2006). Implementing optimal spaced learning for English vocabulary learning: Towards improvement of the low-first method derived from the reactivation theory. The JALT CALL Journal, 2(2), 3-18. Nation, P. , Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt M. McCarthy (Eds. , Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge, UK: Cambridge University Press. Retrieved March 3, 2006, from http:// www1. harenet. ne. jp/~waring/papers/ cup. html Nation, P. (2005). Range and frequency instructions [Computer software]. Retrieved March 3, 2006, from http://www. vuw. ac. nz/lals/staff/paul -nation/nation. aspx Nation, P. (2005). Teaching vocabulary. Asian EFL Journal, 7(3), 47-54. Sevier, M. (2004). The compleat lexical tutor, v. 4. TESL-EJ, 8(3). Retrieved May 26, 2006, from http://wwwwriting. berkeley. edu/TESLEJ/ej31/m2. tml Sternberg, R. J. (1987). Most vocabulary is learned from content. In M. G. McKeown M. E. Curtis (Eds. ), The nature of vocabulary acquisition (pp. 89105). Hillsdale, NJ: Lawrence Erlbaum. Yongqi Gu, P. (2003). Vocabulary learning in second language: Person, task, context and strategies. TESL-EJ, 7(2). Retrieved October 3, 2006, from http://www-writing. berkeley. edu/ TESL-EJ/ej26/a4. html 10 Appendix Sample text for RANGE analysis example Starting Your Own Business When starting your own business, it is important that you put a lot of thought into what you are going to do. 0-85% of all business will fail, so the first point is to start with something you know well. Study what the kind of store you want to open. If it is a retail store, then look around. Do you see someone else selling what you plan to sell? How many possible competitors do you s ee? The next step to plan: There are two reasons for business planning. One is that it makes the entrepreneur investigate where he will open his business and what factors could affect his business. Second, a business plan will also help the entrepreneur obtain financing from a bank. All banks will require a business to make sure enough thought and planning have gone into the project before the banks gives any money. Looking at the first point: By looking at your possible market from a business person’s point of view, you may look with a more critical eye. You don’t want to rush into something where you could lose a lot of money. Possible factors that could affect your business range from employees, to possible growth of the community, to your competition. If there are not a lot of people living around your business, where will your employees come from? Is the community going to grow where you plan to open your business or is it shrinking? If it is shrinking will that hurt your business? The second point is more for the bank. They like to see that you have thought through many of the possibilities that could affect your business. They want to see that you know what your expenses will be, how well you know your product, and how much money you think you can make selling your product. (Prepared by Jeff G. Mehring, 2005) How to cite Vocabulary, Papers

Nursing Leadership in Nursing

Question: Define the Report about Nursing for Leadership in Nursing. Answer: Patients receive health care services in varied environments. Such environments rely on varied factors and complicated interactions like disease, treatment, technology, clinicians, procedures, patient care, policies, resources etc. When these factors merge or collide, if the sync is improper, there can be unpredicted harmful and unwanted outcomes. These errors can be life threatening. Hence, the environment under which a nurse or a doctor provides care to the patients directly affects the patients safety, care and recovery. At health care workplaces, nurses are expected to apply their skills, knowledge and experience for taking care of the varied and changing needs of the patients. The key contributors to the ability of a hospital to meet the challenges of patient safety are nurses and midwives. More than half of the entire registered workforce health practitioners are constituted of nurses and midwives. They are an integral part of health care system (ACN, 2015) If such care falls behind the standards, either because of negligence, unavailability of resource, lack of procedures in place or irresponsibility of the staff can lead to numerous complex results. So, this thesis is basically to understand the connection in between good leadership in a clinical system and how it impacts patient safety. When one is clear about the complexities of health care workplace, then one can engage into strategies and technique to improve the procedures. Nurses leadership is a bit different from general leadership. In leadership by nurses the major emphasis is on the speculation of the responsibility of the nurse for improving and influencing the environment of the patient (Curtis, 2011). Safety of patients is clearly defined as the measure that prevents any harm to patients. An example can be given that each year in US; 30-50% of injuries caused to patients are by falling within the health care unit. Such fall signifies added treatment and a longer stay. Prevention of such falls requires excellent leadership know how of the staff who is in constant communication with the patient. And in this case it is the nurse (Anonymous, 2015). During the 1990s a realization occurred that in spite of all the advanced medical knowledge and cure invented still hospitals or health care clinics were not safe places for complete healing. Instead there occurred risks of harms. As a result of this realization there was a growth in taking measures to ensure patient safety. Soon it became a disciple and a separate subject where members were taught how to take care of patients under their leadership (Emanuel, 2008). The IOM or the Institute of Medicine considers safety of patients associated with health care itself. Quality service under the leadership of staff in a clinical system is today a separate subject of research and constant development. The IOM defines quality service as the degree towards which any health related service for patients enhances the chances of recovery and are in sync with current body of professional health care knowledge (Mitchell, 2000). The definition of quality patient safety procedures is hence those steps that reduce the occurrences of adverse outcomes or events related to medical care, diagnosis or environment. It is a concrete definition but not the most complete of all. This is because there are many practices which have not studied well in terms of their effectiveness (Mitchell, 2000). Majority of the healthcare systems uses leadership paradigms where the main priority is role of administrators rather than development of leadership as a method to collaborate knowledge with real time requirements. This continued since the Industrial Age. Pos this time the values or leadership models devised were more relational and in sync with the collective objectives of any organization. In a health care system safety of patients lie greatly on the leadership of the health care professionals. Redefining health care services for better effective patient care can improve their safety outcomes. Organizations must redefine their practices of leadership in such a way that it promotes improvement and development (Uhl-Bien, 2007). The scenario of health care has been transforming dynamically and the challenges of working as a nurse has increased manifolds. More expert managerial training and leadership services are needed to fight important issues. For promoting patient safety nurses needs to undergo the following different leadership styles. Transformational leadership skill In this style of leadership the nurse is empowered to transform the belief, need and value of the follower for achieving a certain objective Transactional leadership skill - The outcomes of the transformational leadership skills are enhanced and completed by the transactional leadership style. Visionary leadership style Under this style of leadership nurses emphasizes on the vision of the health care organization and accordingly provides information to employees. Coaching leadership style- Both for the nurses and supervisors in a health care unity, under coaching leadership they take into account the professional development of the employees along with the delegation of their work. Affiliate leadership style In this style also, the nurse takes into account harmony and accepts differences with proper judgment. The priority here is for the best interest of patients, employees and the organizational goals. Democratic leadership style Here participation of employees and working in a team to ensure patient safety is the main objective of the nurses. Commanding leadership style- A clear and commanding leadership styles helps convey messages clearly and direct. This way every one is clear about their job roles. Leadership is itself an art and it is a subject of directing, guiding, motivating and inspiring an individual or an organization to achieve certain common objectives (Marshall, 2011). In nursing, leadership is what needs effective communication, self awareness and extreme social awareness (Taft, 2009). Here are the 3 different styles of leadership promoting patient safety in the maternity ward of the healthcare workplace and we will make an analysis of these. Transformational Creating a perfect environment is the basis for patient safety in a health care unit.To does this one needs to make certain changes based on their leadership capabilities. These can be about the employee deployment and an organizations role in ascertaining a safety environment. Such style of leadership is termed as transformational leadership (Anonymous, 2004). Dissonant and Commanding In the dissonant style of leadership there is less focus on the emotional well being of employees. Here the major concern is reaching the organizational goals. Resonant and Democratic In this type of leadership the nurse is concerned about the emotional and professional well being of his or her team of employees. By prioritizing on personal growth and values, nurses helps build up teamwork and loyalty. The next important component of the health care nursing leadership framework is working in a team to work towards patient safety effectively. There are two levels to this. One is the near leadership where the interpersonal skills are of utmost importance. Then there is distant leadership. This means scenarios where the immediate authority is not in the exact situation and is far. The main objective of leadership is to motivate the entire team to work in an emotional environment. The maternity unit of a hospital needs a lot of personalized care and services for an ultimate care and safety experience (Storey, 2013). Nursing leadership frameworks needs constant improvement based on real time needs of patients. There cannot be a predefined rule or strategy to do this. The framework clearly defines engaging the staff for improvement. Under this there are four components. First, Nurses as leaders must be always on alert for the needs of the patients. Secondly, there must be intellectual stimulations. Senior leaders must constantly help nurses in direct contact with patients learn and implement leadership ideas. Thirdly, nurses must be a constant source of inspiration to the patients. Fourth, they must act as a role model. In all the studies and findings one can conclude that there is a need of positive relationship in between relational health care leaders and patients. There is a correlation in between leadership style and patient satisfaction. Recruiting, retaining and redefining staff in lines with what is required will help create better clinical environment and ensure better patient safety at all levels in a health care workplace (Cummings, 2013) References Emanuel, L. (2008), Crossing the classroom-clinical practice divide in palliative care by using quality improvement Methods, Retrieved from https://www.ahrq.gov/downloads/pub/advances2/vol1/advances-emanuel-berwick_110.pdf Mitchell, P. (2000), Framing the problem of measuring and improving healthcare quality: has the Quality Health Outcomes Model been useful? Uhl-Bien, M. (2007), Complexity leadership theory: Shifting leadership from the industrial age to the knowledge age, Retrieved from www.antiochne.edu/wp-content/uploads/2013/.../Uhl-Bien-et-al-2007-complexity.pdf Marshall, E. (2011), Transformational leadership in nursing: From expert clinician to influential leader, Retrieved from https://etd.ohiolink.edu/!etd.send_file?accession=walsh1398030398disposition=inline Taft, S. (2009), Emotionally intelligent leadership in nursing and health care organizations. Cummings, W. (2013), The relationship between nursing leadership and patient outcomes: a systematic review update. Retrieved from https://elearning.loyno.edu/masters-nursing-degree-online/resource/nurse-ldshp-patient-result ACN, (2015), Nurse Leadership, Retrieved from https://www.acn.edu.au/sites/default/files/leadership/ACN_Nurse_Leadership_White_Paper_FINAL.pdf Curtis, E. (2011), Developing leadership in nursing, Retrieved from https://www.nurse2nurse.ie/upload/na6873leadershp.pdf Anonymous, ( 2015), Preventing falls and Falls-related injuries in health care facilities, Retrieved from https://www.jointcommission.org/assets/1/18/SEA_55.pdf Anonymous, (2004), Keeping Patients Safe, Retrieved from https://www.nap.edu/catalog/10851/keeping-patients-safe-transforming-the-work-environment-of-nurses

Magnesium Oxide Chemistry Report free essay sample

The purpose of this experiment is to perform an experiment of the combustion of magnesium and gather precise data of masses and find the number of moles of the substance through the stoichiometry mole equation in order to evaluate the empirical formula of magnesium oxide. In chemistry, compounds can be-be distinguished by using the empirical formula. The formula gives the simplest positive ratio integer ratio elements in a compound. The American formula is largely used in determining the ratio of elements within ionic compounds where the structure is of no-directional nature of bonding where any ion at any time could be surrounded by 4,6 or 8 oppositely charged ions.Which creates a pattern of an endless repeating lattice of ions they do not exist as a free unit of atoms but in a crystal lattice with repeating ions in specific ratios which is why the empirical formula is used as a form of identification for defining an ionic-bonded substance. We will write a custom essay sample on Magnesium Oxide Chemistry Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The predicted formula of magnesium oxide is MgO from knowledge of the periodic table and understanding of bonding. In order to determine the empirical formula, for when two reactants undergo a chemical reaction. the number of moles from of each element that combines together to form a compound must be found. The value of moles of the different atoms in a compound is needed. The number of particles, in one mole in a substance is defined as the number of atoms within 12 grams of C12. Mole is a unit used to measure the number of atoms, it can be compared to the unit dozen which is used to refer to anything that has a value of 12. One mole is 6ÃÆ' x 1023 atoms or molecules and this unit is known as the Avogadro number. In order to determine the formulae by experiment, Magnesium metal (strip) is heated in air until it is combined by oxygen creating magnesium oxide.The combustion of magnesium will give data which can be used to calculate the empirical formula of magnesium oxide. The amount of oxygen can be determined by the law of conversation of mass; as the oxygen will react with the magnesium ribbon to produce a measure amount of magnesium oxide. Which can be converted into mole do find the simplest molar ratio giving the empirical formula of magnesium. The valence bond theory is a chemical bonding theory that uses Lewis structures, to demonstrate how bonds are formed using shared electrons between overlapping orbitals on adjacent atoms. An ionic compound is formed by movement of electrons from a metal to a nonmetal which means an octet has be produced from remain ions. During this process the number of protons does not change; using the periodic table we can see that metal atoms in Groups 1-3 lose electrons to non-metal atoms with 5-7 electrons missing in the outer level.

Any vs. Either

Any vs. Either Any vs. Either Any vs. Either By Maeve Maddox I just did a double-take when reading an article about creating passport photos using Photoshop Elements and another application. Heres what threw me: If you have any of these two applications, then you can follow this simple do-it-yourself project any of these two applications Horrors! In speaking of two applications, the word either is called for: If you have either of these two applications. If, however, one is talking about three or more applications, one may say: If you have any of the photo editing applications available these days, you can. NOTE: either = one or the other; from OE hwaether, each of two any = one indifferently out of more than two The negative of either is neither. Here are some quotations from the press: the poor and the unwanted, with people very much like my mother.My mother needed neither my pity nor my shame. Just my compassion and respect. (www.nytimes.com) on trade and immigration - is taking root within his adopted party, and those uneasy with grievance politics are either giving in or giving up the fight. (www.nytimes.com) Hearty and nutritious, but still buttery and rich, these unfussy pancakes come together quickly and without any special equipment. (www.nytimes.com) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Homogeneous vs. Heterogeneous75 Synonyms for â€Å"Hard†

Nursing Case Management Plan Assignment Example | Topics and Well Written Essays - 2750 words

Nursing Case Management Plan - Assignment Example Most of their friends have deceased, and they have little to no support in the community. She has been admitted to the hospital for further assessment and evaluation of her condition. In this assignment, a nursing case management plan will be designed based on nursing assessment and will be presented in the specified format. This will help in care delivery prioritized based on her needs. While presenting this there will be concurrent critical analysis of the care plan in order to justify it based on evidence from contemporary literature (White and Davidhizar, 2006, 46-47). In the nursing practice area, this is viewed as an organizer of care delivery, and in order to meet the standards and need of evidence-based practice, research is frequently used, and this assignment ensures that the care delivered to her is person centred. (Herleman, 2008, 235-244). Mrs. Chang is an 82-year-old elderly, thin and frail woman with late stage parkinsonism with deficiency of information in this case study about the details of that condition. Generally, this condition presents as gradual slowing of voluntary movement, muscular rigidity, stooped posture, and distinctive rigid gait. She has also evidence of rheumatoid arthritis of both hands leading to severely restricted mobility. Moreover, age-related osteoporosis and osteoarthritis may accentuate her mobility problems further. Increase in frequency of fall is very common. Her current medications have not been mentioned, but she has been on ibuprofen. This indicates that she is on chronic pain, which can further compromise her mobility (Nolan and Tolson, 2000, 39-42). The goal of nursing management based on this need will be to improvement her mobility. At the end of care, the patient will be more comfortable with decreased pain, so she will be able to perform her activities of daily living as the limits of the disease condition permits, and this will be manifested by maintenance of joint mobility and range of motion while exhibiting adaptive coping behaviour. Ultimately the goal of care would be improvement of her muscle strength and endurance above her current levels (Rubenstein, Powers, and MacLean, 2001, 686-693). An impaired nervous system leading to a progressive disease can lead to subtle weakness and even drastic loss of mobility. Therefore goals of nursing management would be to slow the progression of the disease and improve the mobility and range of motion to the best possible levels. (Eliopolous, 2005, 1-53). Intervention from the nursing management aspect should include provision of support and reassurance to help her cope with limited mobility. She would be encouraged to express her feelings about immobility and nodular joints. It is imperative that she and her husband would be included in all phases of care and in the care management plan. There will be all attempts to answer all of their questions honestly. There is a chronic analgesic prescription, but that must tailored to her needs. Self-care at her own pace will be encouraged. The patient will need to have adequate rest, and she and her husba

Are women better of today than they were fifty years ago Research Paper

Are women better of today than they were fifty years ago - Research Paper Example A brief account of how women were treated and hat their position was five decades ago from now, can be obtained with reference to Betty Friedan’s writing in the book titled â€Å"The Feminine Mystique†. Critics have been arguing regarding the contribution of the book in Women’s liberation movements back in the 1960s. Undoubtedly, the book had been a benchmark in feminist literary developments to make the society realize what the actual problem was in positioning women as a strictly homely character. THESIS STATEMENT This thesis aims to elaborate on the position of women fifty years ago in comparison to that their social position now. Betty Friedan’s arguments and discussions in her â€Å"The Feminine Mystic† have thus been referred in this context. Providing a rational account, this thesis aims at obtaining an insight as to whether women were better five decades ago or they are now. DISCUSSION Life Of The Women In The Past Decades – As narrat ed in Betty Friedan’s â€Å"The Feminine Mystic†, the life of the women in the 20th century revolved round their family. Their ambitions and desires were not treated with importance in the society. In a poignant manner, the book verses about the weak self-consciousness and the dominated position of women in the later period of World War II until the 1960s. Women were, back then, portrayed as a character who either willfully or through social pressures were obligated to sacrifice and abandon their career for the sake of their family. The book by Friedan was extensively credited fifty years ago for kindling the women movement of the 1960’s in order to obtain a better accomplished life. The women of the 20th century were not given equal status in the society; they were lacking self-motivation and the support from their family for a better life outside their personal boundaries, such as in politics. The traditional believe that women cannot pursue any career and tha t they are better off as wife and mother, restricted them from taking initiatives to be independent before five decades. During that period, women also lacked attitude that they can be a decision maker and that they can lead an independent life. They had a dependent mentality and hence lacked the feeling of fulfillment and accomplishment (Coontz, â€Å"Why Gender Equality Stalled†). As argued by Friedan in her book, the real problem for women being dominated fifty years ago was their weak self-consciousness; in other words, the problem was more within the then women than it was within the orthodox social structure. Addressing the inherent feminist issue in the 1960s’s society, the book by Friedan undoubtedly works out a juncture for the development of women; their personification and the way they used to be pictured. Subsequently, it contributed to the Women’s liberation movement in the 1960s, rewarding a breakthrough in the approach and attitude of women. When going through the book now, one can easily codify the antiquated societal structure 50 years ago, which many will argue to have changed extensively in today’s world, while others may not. As was obvious in the later period of the 20th century, a certain change in the attitude and behavior of women was observed along with their attempt to augment their self-esteem in comparison to the male members of the society. Indeed, the

Essay and Multiple choice Exam Example | Topics and Well Written Essays - 500 words

And Multiple choice Exam - Essay Example rmance over a 6- to 12-month period, _____ ratings may result, especially if information has been stored in a raters memory according to irrelevant, oversimplistic, or otherwise faulty categories. BÂ   Employees represent the quality of service of an organization. Thus, the recruitment and staffing approach is such a crucial stage in filling in a particular position in the company. It could make or break the successful operations of the company. It is essential that every employee is the perfect candidate for each job. In the case of hiring Regional Managers for Baroque, Inc., it is important that a very careful and rigorous approach be applied during the selection process. Basically, this should consist of a series of interviews, skill testing, background checks, employment verification, right to work, and medical evaluation. (Cohesive Technologies, 2011) The ideal candidate for the Regional Manager position must possess an excellent fashion sense and a vast knowledge of clothing line operation. It is important for the candidate to have passion for the kind of business he or she would be managing. He or she should be a people person who knows the right approach for different personality types. He or she should have exceptional persuasive skill as well. Sales proficiency is an indispensable factor since this type of business is profit-oriented, which should be optimized considering the upscale nature of its target market. Likewise, the aspiring Regional Manager should have the legal right to work in the his/her area of assignment. It is important that his/her connections with previous employers have ended properly. Thus, interview with a number of references should be conducted. Hiring a Regional Manager must focus on the totality of the candidate. Applicants may all have comparable skills, to the extent that their qualifications are almost of the same level. Thus, personality and attitude also count greatly. In every organization, there is a constant battle

An Analysis of Data On Rape Crimes

An Analysis of Data On Rape Crimes Introduction I will comment on the value of data and highlight advantages and disadvantages of this data and finally and come up with appropriate business actions that could be taken and enable Russex constabulary to help prioritise their work. Methods of data collection Official statistics are those published by the central Government. This source of statistical information informs the general public about the extent of notifiable offences. Official statistics are easy and cheap to access as you can observe them on the Home Office web page. The second source of statistical information comes from the British Crime Survey (BCS). These statistics are unofficial and the procedures used to gather information are completely different to the first, as the statistical data comes from surveys carried out by the public themselves. The statistics given are based on a large representative sample of the general public about their experiences as victims of household and personal crime. The BCS endeavours to provide a count of crime that consists of episodes not reported to the police, therefore examining the dark figure of crime which is not recorded in official statistics. The British Crime Survey (BCS) is a large random survey of private households, designed to give a count of crime that includes incidents not reported to the police, or those reported to them but not recorded. The main BCS interview takes place face-to-face, with no gender matching of interviewer and respondent. This context is not conducive to accurately measuring levels of highly personal victimisation. Estimates of the level of sexual victimisation obtained by the main BCS are acknowledged to be underestimates Consequently, the survey now makes use of Computer Assisted Self-Interviewing (CASI), whereby respondents keyed their responses into a laptop computer themselves. This method provides respondents with an increased sense of confidentiality and minimises interviewer effects. Respondents who answered the self-completion modules were routed through a series of three screener questions, designed to identify whether or not they had been a victim of a sexual offence. If they responded positively to one or more of these, they then answered a series of follow-up questions, designed to elicit the exact nature of the last incident experienced. Data as a management tool Data collection is practical because you cannot manage what you do not measure. Statistics from data enables a police department to make smart judgments and assists them in possibly identifying department and procedural problems. Data collection is also a great gesture to the community, showing law enforcement has the willingness to take an inward look to prevent discrimination. It also displays a true commitment by law enforcement to address community concerns and needs. Data collection gives everyone something to work with even though it might be just a partial solution. With mandatory data collection, officers will be forced to think about what happens during an encounter and what they do and say and possibly what parts should be looked at closer. Data collection provide a basis for important policy changes. Statistical techniques Line Graph A line graph is most useful in displaying data or information that changes continuously over time. The example below shows the Rape of a female from 1993-2005/06 Some of the strengths of line graphs are that: They are good at showing specific values of data, meaning that given one variable the other can easily be determined. They show trends in data clearly, meaning that they visibly show how one variable is affected by the other as it increases or decreases. They enable the viewer to make predictions about the results of data not yet recorded. Unfortunately, it is possible to alter the way a line graph appears to make data look a certain way. This is done by either not using consistent scales on the axes, meaning that the value in between each point along the axis may not be the same, or when comparing two graphs using different scales for each. It is important that we all be aware of how graphs can be made to look a certain way, when that might not be the way the data really is. Rape of a female Long-term national recorded crime trend he rate of rapes on females during this period has dramatically increased (see above). Leah Williams from the Womens Resource Centre stated that there were 1,842 rapes reported in 1985, compared to 14,449 in 2005. There may be a good explanation for this trend. Research by feminist scholars Hanmer and Saunders (1984) cited in Goodey (2005) found that everyday reality of womens encounters of violence by men were not revealed in the BCS because the BCS is not designed to reveal such information. Therefore the number of rapes on females may not have increased during this period, but the number of reports to the police has increased. This suggests that rapes which may have occurred prior 1995 are only being reported to the police in the last decade. This may be due to the social construction of the police changing. There are more female officers now than previously which makes rape victims more willing to talk to female officers than male officers. Society has also changed in order to pr ovide more victim support for rape victims by establishing rape centres for victims. However, Hough (2004) stated in the Guardian newspaper that the BCS shows that the major types of crime have fallen dramatically since 1995, however, recorded crime has increased. This increase is due to the change in the way in which police count crime. In 1998 it was decided that victim reports of crimes will be recorded even if they are doubted. This may be an alternative reason to why there is an increase in rape crimes, as rape is hard to record without sufficient evidence. Reservations over data How accurate are the estimates? Unreported rape may feel that the government cannot do anything about it There are several reasons why the BCS self-completion modules are likely to underestimate the true level of sexual victimisation in England and Wales for women à ¢Ã¢â€š ¬Ã‚ ¢ general survey errors associated with response, sampling and coverage in particular, the BCS does cover institutions, the homeless or women under the age of 16, which excludes some high risk women à ¢Ã¢â€š ¬Ã‚ ¢ the crime context of the BCS may lead to some women not reporting incidents they do not view as criminal, particularly where the perpetrator is known à ¢Ã¢â€š ¬Ã‚ ¢ the screener question format will exclude women who do not identify with the particular terminology used in the questions à ¢Ã¢â€š ¬Ã‚ ¢ the BCS interview is not always conducted in private and the presence of other people in the room may inhibit disclosure, especially if this includes the perpetrator of an attack. Conclusion actions and recommendations Sexual offence statistics could be improved by enhanced police procedures, and by having better facilities to encourage a greater willingness of victims to come forward. The sexual crime reduction team are committed to tackling sexual offences and to providing the right support for victims. Better facilities have been introduced through the introduction of 13 sexual assault referral centre across the country. The Government want to make these multi agency services for victims available on a national basis, along with a rape help line. Low reporting rates to the police particularly occur in the area of rape, where the respondent might find it embarrassing or difficult to talk about the attack. However, this problem is trying to be countered out. Computer assisted self-interview forms have been introduced for issues such as sexual attacks. Even so much of this area of offences is still missed as victims might want to stay in denial, and keep the fact that they have been a victim of a sexual assault within their sub-conscious, due to finding it to painful to think about. Further specialist training for sexual offence cases should be undertaken by officers. As a result of these services, victims should feel more confident from the outset that their case is treated with professionalism and empathy. In turn, it will improve theirs and others confidence in the criminal justice system. Ultimately, this enhanced approach should lead to more reporting, recording and subsequently more realistic statistics. Offer tips for rape prevention. Wider use of rape clinics, and awareness of these.

Essay --

a) Economic: Implementation of GST tax has an adverse effect upon the pricing of food. An increase is imminent due to the fact that basic food materials such as sugars and flour faced an increase of price. There are two possible solutions to this; one would be the current solution, which includes methods and studies to reduce the cost and finding methods to attract customers. The difference between KFC franchise and other franchises is the diversity of available menu. I believe that essentially KFC should provide some form of diversity upon its menu, thus for people who can’t purchase those which are expensive, could perhaps purchase food items which are within their budget. In addition to that I suggest that more variety form of cuisines should be introduced and at the same time KFC should be able to retain its originality and symbol. Essentially I believe that the possible way for KFC to counter the increase in price would be to provide better services which would somehow allow the custo mers to compensate the increase in price. Better service extends to possible new menus, bett...

Professional Development Plan Essay

Introduction The Professional Development Plan (PDP) is a structured process made by an individual to reflect on their own learning, performance and/or achievement and to plan their personal, educational and career development. PDP complies a range of procedures, such as planning, doing, recording, and reflection. (The Higher Education Academy 2012) The objective of this PDP is to help improve existing skills or to develop new ones. In order to do so, a self-assessment, SWOT analysis, SMART and Belbin’s self-perception inventory will be completed, to acknowledge strengths and weaknesses. Section 1: Professional Development Plan For this PDP three distinct goals will be developed. * Individual Goal – Time Management and Personal Organisation * Group Working Goal – Searching databases * Academic Goal – Listen, read and take notes To help set the goals, three goals worksheets were completed and the SMART diagnosis was applied (See Appendix 1 and 2). SMART is an acronym for Specific, Measurable Attainable, Realistic and Time-bound. (Scanlon 2011) Time Management and Personal Organisation This goal was chosen as the individual goal because managing time and being organised was always a struggle, and therefore for several times in numerous occasions the effect was unpleasant. By being able to manage time and being more organised, opportunities will rise to have a more effective performance in personal, academic and professional life. This weakness was noted through the self-assessment comprised by a friend, a colleague and myself (See Appendix 3). This skill was not developed sooner out of pure laziness and lack of motivation. To achieve this goal I will do weekly schedules to see what was done during the week and check if certain activities were accomplished (See Appendix 4). This goal is set to be developed until 11th March 2012. Searching Databases This goal was chosen as the group working goal because searching databases was always a difficult task, either it was for personal, academic or work related purposes. Whenever there are group works, this task is always passed on to other members, which made my ability to improve less feasible. This weakness was noted through the Belbin Test (See Appendix 5). This skill was not developed until now because there was lack of knowledge of databases resources. To achieve this goal I will carry on a research about Miss Universe, looking for information in all resources I can find (See appendix 6). As there were no relevant books on the subject, I had to confine the search to the Internet. This goal is set to be developed until 12th March 2012. Listen, Read and Take Notes This goal was chosen as the academic goal because as English is not my first language, it is sometimes difficult to keep up with lectures and at the same time take notes, as well as it is difficult to read, comprehend in just one go, and take notes. By developing this skill, when preparing for exams, being in lectures, workshops and work meetings, listening, reading and taking notes, will become simple, efficient, quick and easy. This weakness was noted while in class, at home and at work, and later on identified in SWOT analysis and also through the self-assessment comprised by a friend, a colleague and myself (See Appendix 3 and 7). The SWOT analysis is a notably useful tool to identify and analyse opportunities for development and related barriers and challenges. SWOT is an acronym for Strengths, Weaknesses, Opportunities and Threats. Being Strengths and Weaknesses internal factors and Opportunities and Threats external factors. (Scanlon 2011) To achieve this goal I will take notes from lectures and from a few pages of one of the recommended books for this unit (See Appendix 8). This goal is set to be developed until 12th March 2012. Section 2: Progress Review Time Management and Personal Organisation For this goal I did weekly sheets to see my development. I did the first weekly sheet in 19th December 2011. As I was not working at the moment my only responsibility was University, and seems like the less responsibility one has, the less he/she does. That is exactly what was happening. I was spending most of my days watching television and/or watching series online, or simply just spending days sleeping. I had my mother and a friend over for Christmas and New Year. With their presence here, I felt like doing even less, because all I wanted was to spend time with them or go out and show them Manchester. So basically all the activities I was always planning to do, I ended up not doing them. I knew I had an exam in early January, and yet I did not study until the week before the exam. I managed to pass the exam with a low pass, 44%, but I know I could have done much better if only I dedicated myself to study longer and in advance. So after this happened I realized it was time for me to stop being lazy and change my attitude towards the use of my time. I started watching less television and less series online. I started reading a novel ‘The Lucky One’, I started getting more worried with the planning of my PDP, I joined the gym and I was more focused in finding a job. For a while it was difficult having so many activities after not having basically none. I started going to the gym more often, like twice or three times a week. I started going to Church also; I did not go in a long time. I was more focused in classroom, and I understood more of the topics in study. I was feeling more motivated, less lazy, and I was managing my time very well. I was more organized with my studies, and personal life. I kept a diary so I would know what I did and what I needed to do. So in the end, I think the development of this goal helped me a lot, it improved my attendance in University, and also my productivity at home. Searching Databases For this goal I did a research on Miss Universe. Their history, how it started, who invented it, what is its purpose, previous contestants, the actual Miss Universe Leila Lopes, that is Miss Angola, from my birth country. I have to admit I chose this as my research topic because of how proud I am of her. She is a beautiful woman, and gave her best and deserved to won. As I was doing the research on the subject, I realized I did not choose the best topic to do a research, because I could only find information on the Internet. There are no relevant books on this subject, and even the news I found, were on online newspapers. But as I did not have more time to think of a new topic, and start doing a new research, because I still had my last goal to develop, I had to keep up with lectures of both units, and look for a job, I just kept this topic. I do not think I had great improvements with this goal, and it was mainly because of my topic of research choice. I could not explore others sources, and that confined me to the Internet, which has a wide range of irrelevant information. So this is one goal I will keep on developing because it is really necessary for the years ahead. Listen, Read and Take Notes For this goal I gathered as evidence all the notes I have from lectures I attended, and notes I made from a few pages of one of the recommended books: ‘Organizational Behaviour’ by Buchanan and Huczynski (2010). It was hard in the beginning because I did not know where to begin. I was trying to be more focus in class, by not having my phone close, and not talking with colleagues unnecessarily. As we only have 2 classes per week, it was hard to develop this skill, so I decided that notes from the lectures alone would not be enough. I started to do notes from the book referred above. And after a while I was feeling more confident, my notes were becoming good. I would write more in the lecture notes, instead of just listening and getting home, and not knowing what were the main points of that topic. I will still keep on developing this skill because it is non-stop, I know I am still far from excellent, but it was good to give it a go, and actually see some changes even though they are little. Goal Setting and S.M.A.R.T goals Specific – What (goal), why (reasons), which (constraints) etc.? Clearly stated outcome you wish to achieve. Measurable – Can progress be assessed? A goal that you can evidence, i.e., demonstrate its achievement in way and can show progress. Attainable – Can the goal be accomplished? The goal should not be too high or low. Goals that are set too high or too low become meaningless. It should stretch you a bit, without being too extreme. Realistic – Is the goal worthwhile? Make sure goal can be achieved within the framework of your life before the submission date, not as you would hope or would like it to be. You have to be willing and able to work on the goal. Time-bound – What is your target completion date? Make sure goal that you set for yourself can be achieved within the timeframe and before the submission deadline of 14 March 2012. You must have start and endpoints.

261 Introduction 1865-1914 Professor Ramos Blog

261 Introduction 1865-1914 Introduction to Post-Civil War America Introduction to Post-Civil War America The Gilded Age Reconstructing America The Literary Marketplace Forms of Realism The Woman Question Unseen Forces The New American Empire Aftershock: Beyond the Civil War

Tener Conjugation in Spanish, Translation, Examples

Tener Conjugation in Spanish, Translation, Examples The Spanish verb tener, which means to have or to possess, is one of the most irregular verbs in the language. This article includes tener conjugations in the indicative mood (present, past, future and conditional), the subjunctive mood (present and past), the imperative mood, and other verb forms like the gerund and past participle. Note that the verb stem changes in some conjugations, and others have completely irregular forms. The only other verbs that follow the same conjugation pattern are verbs derived from tener such as detener, contener, abstener, obtener, sostener, and mantener. Using the Verb Tener The verb tener can be used in most contexts when you would say to have in English, with the meaning of to possess or to own. However, tener is also part of some useful expressions. For example, just like in English, tener que infinitive means to have to, the phrase tengo que trabajar means I have to work. Other important uses of the verb are tener hambre (to be hungry), tener sed (to be thirsty), tener frà ­o (to be cold), tener calor (to be hot), tener miedo (to be scared), and tener sueà ±o (to be sleepy). While in English we often use the adjectives hungry, sleepy, etc., in Spanish those states of being are expressed by the verb tener followed by the noun. For example, Bajà ³ la temperatura y ahora tengo mucho frà ­o (The temperature dropped and now I am very cold). Tener Present Indicative In the present indicative tense, the first person singular conjugation of the verb tener is irregular, and other conjugations are stem-changing. This means that the e in the stem of the verb changes to ie when it is in a stressed syllable. Yo tengo I have Yo tengo tres hermanas. Tà º tienes You have Tà º tienes el pelo negro. Usted/à ©l/ella tiene You/he/she has Ella tiene un dà ­a difà ­cil. Nosotros tenemos We have Nosotros tenemos frà ­o durante el invierno. Vosotros tenà ©is You have Vosotros tenà ©is que trabajar mucho. Ustedes/ellos/ellas tienen You/they have Ellos tienen un buen trabajo. Tener Preterite Indicative The preterite tense conjugations of tener are irregular. The stem changes to tuv-. Yo tuve I had Yo tuve tres hermanas. Tà º tuviste You had Tà º tuviste el pelo negro. Usted/à ©l/ella tuvo You/he/she had Ella tuvo un dà ­a difà ­cil. Nosotros tuvimos We had Nosotros tuvimos frà ­o durante el invierno. Vosotros tuvisteis You had Vosotros tuvisteis que trabajar mucho. Ustedes/ellos/ellas tuvieron You/they had Ellos tuvieron un buen trabajo. Tener Imperfect Indicative The imperfect tense conjugation of tener is regular. This tense can be translated as was having or used to have. Yo tenà ­a I used to have You tenà ­a tres hermanas. Tà º tenà ­as You used to have Tà º tenà ­as el pelo negro. Usted/à ©l/ella tenà ­a You/he/she used to have Ella tenà ­a un dà ­a difà ­cil. Nosotros tenà ­amos We used to have Nosotros tenà ­amos frà ­o durante el invierno. Vosotros tenà ­ais You used to have Vosotros tenà ­ais que trabajar mucho. Ustedes/ellos/ellas tenà ­an You/they used to have Ellos tenà ­an un buen trabajo. Tener Future Indicative The future tense of the verb tener is irregular. Start with the stem tendr- and add the future tense endings (à ©, s, , emos, à ©is, n). Yo tendrà © I will have Yo tendrà © tres hermanas. Tà º tendrs Youwill have Tà º tendrs el pelo negro. Usted/à ©l/ella tendr You/he/shewill have Ella tendr un dà ­a difà ­cil. Nosotros tendremos Wewill have Nosotros tendremos frà ­o durante el invierno. Vosotros tendrà ©is Youwill have Vosotros tendrà ©is que trabajar mucho. Ustedes/ellos/ellas tendrn You/theywill have Ellos tendrn un buen trabajo. Tener Periphrastic  Future Indicative   To conjugate the periphrastic future you need three components: the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive tener. Yo voy a tener I am going to have Yo voy a tener tres hermanas. Tà º vasa tener You aregoing to have Tà º vasa tener el pelo negro. Usted/à ©l/ella vaa tener You/he/she isgoing to have Ella vaa tener un dà ­a difà ­cil. Nosotros vamosa tener We aregoing to have Nosotros vamos a tener frà ­o durante el invierno. Vosotros vaisa tener You aregoing to have Vosotros vaisa tener que trabajar mucho. Ustedes/ellos/ellas vana tener You/they aregoing to have Ellos vana tener un buen trabajo. Tener Present Progressive/Gerund Form The gerund  or present participle for the verb tener is formed regularly, with the stem of the verb and the ending -iendo (for -er and -ir verbs). It can be used to form progressive tenses like the present progressive. Present Progressive ofTener est teniendo She is having Ella est teniendo un dà ­a difà ­cil. Tener Past Participle The past participle can be used to form perfect tenses, such as the present perfect. The present perfect is formed with the auxiliary verb haber and the past participle tenido. Present Perfect ofTener ha tenido She has had Ella ha tenido un dà ­a difà ­cil. Tener Conditional Indicative The conditional tense is usually translated to English as would verb. Just like in the future tense, the verb tener is irregular and uses the stem tendr-. Yo tendrà ­a I would have Yo tendrà ­a tres hermanas si pudiera escoger. Tà º tendrà ­as Youwould have Tà º tendrà ­as el pelo negro si no te lo tià ±eras. Usted/à ©l/ella tendrà ­a You/he/shewould have Ella tendrà ­a un dà ­a difà ­cil si no le ayudaras. Nosotros tendrà ­amos Wewould have Nosotros tendrà ­amos frà ­o durante el invierno, pero tenemos un buen abrigo. Vosotros tendrà ­ais Youwould have Vosotros tendrà ­ais que trabajar mucho si trabajarais en esa empresa. Ustedes/ellos/ellas tendrà ­an You/theywould have Ellos tendrà ­an un buen trabajo si fueran ms responsables. Tener Present Subjunctive The present subjunctive is formed with the present indicative conjugation. Since the yo conjugation for tener is irregular (tengo), then the present subjunctive conjugations are also irregular. Que yo tenga That I have Es una suerte que yo tenga tres hermanas. Que tà º tengas That you have A tu novio le gusta que tà º tengas el pelo negro. Que usted/à ©l/ella tenga That you/he/she have Su enemigo quiere que ella tenga un dà ­a difà ­cil. Que nosotros tengamos That we have Mam espera que nosotros no tengamos frà ­o durante el invierno. Que vosotros tengis That you have El jefe no quiere que vosotros tengis que trabajar mucho. Que ustedes/ellos/ellas tengan That you/they have La profesora quiere que ellos tengan un buen trabajo. Tener Imperfect Subjunctive There are two options for conjugating the imperfect subjunctive, both considered correct. Option 1 Que yo tuviera That I had Era una suerte que yo tuviera tres hermanas. Que tà º tuvieras That you had A tu novio le gustaba que tà º tuvieras el pelo negro. Que usted/à ©l/ella tuviera That you/he/she had Su enemigo querà ­a que ella tuviera un dà ­a difà ­cil. Que nosotros tuvià ©ramos That we had Mam esperaba que nosotros no tuvià ©ramos frà ­o durante el invierno. Que vosotros tuvierais That you had El jefe no querà ­a que vosotros tuvierais que trabajar mucho. Que ustedes/ellos/ellas tuvieran That you/they had La profesora querà ­a que ellos tuvieran un buen trabajo. Option 2 Que yo tuviese That I had Era una suerte que yo tuviese tres hermanas. Que tà º tuvieses That you had A tu novio le gustaba que tà º tuvieses el pelo negro. Que usted/à ©l/ella tuviese That you/he/she had Su enemigo querà ­a que ella tuviese un dà ­a difà ­cil. Que nosotros tuvià ©semos That we had Mam esperaba que nosotros no tuvià ©semos frà ­o durante el invierno. Que vosotros tuvieseis That you had El jefe no querà ­a que vosotros tuvieseis que trabajar mucho. Que ustedes/ellos/ellas tuviesen That you/they had La profesora querà ­a que ellos tuviesen un buen trabajo. Tener Imperative To give direct orders or commands you need the imperative mood. It is not too common to use commands with the verb tener, except to tell someone to have a good day, to be patient, to be careful, etc. Even more rare is to use these commands in the negative form. The examples in the tables below are different than the examples in the rest of the article in order to reflect more realistic uses of tener commands. Positive Commands Tà º ten Have!  ¡Ten paciencia! Usted tenga Have!  ¡Tenga un buen dà ­a! Nosotros tengamos Let's have!  ¡Tengamos cuidado en la carretera! Vosotros tened Have!  ¡Tened calma con el trabajo! Ustedes tengan Have!  ¡Tengan fe de que todo saldr bien! Negative Commands Tà º no tengas Don't have!  ¡No tengas paciencia! Usted no tenga Don't have!  ¡No tenga un buen dà ­a! Nosotros no tengamos Let's not have!  ¡No tengamos cuidado en la carretera! Vosotros no tengis Don't have!  ¡No tengis calma con el trabajo! Ustedes no tengan Don't have!  ¡No tengan fe de que todo saldr bien!

The effects of coaching on nurse turnover Research Paper

The effects of coaching on nurse turnover - Research Paper Example The wide scope of data collection through triangulation will on the other hand ensure reliability of results and conclusion of the research. The hypothesis is important because it will facilitate evaluation of the research question to determine whether coaching that is offered to nurses has an impact on their probability of leaving the profession. The research issue, relationship between nurses’ turnover and coaching is on the other hand important because it will help in evaluating coaching as a possible solution to nurse mobility and shortage. The research therefore has a potential of presenting a solution to the crisis in the nursing profession. Research design This section discusses the research approach and designs to be adopted. It defines the proposed approach together with its associated advantages and disadvantages. It also offers an overview of the design to be adopted and a comparison with alternative designs besides describing the procedure for the research study. R esearch approach The research will apply quantitative approach in its methods. This is because the nature of data to be collected as well as the research question to be answered suits the quantitative approach. Quantitative research for example allows for test of hypothesis besides evaluation of quantifiable variables. Quantitative research approach has a number of advantages. It for example, when properly undertaken, guarantees reliability of the results and hence conclusions. This is because of its application of statistical tools in analysis to express the true features of the collected data. The analysis in quantitative approach is therefore free from manipulation based on the researcher’s attitudes and... The main aim of the study is the determination of existence of a significant relationship between coaching of nursing personnel and the turnover rate. In order to achieve this, the study intends to collect both primary and secondary data over participants’ perception on the two variables. While secondary data will be sought from existing publications, primary data will be obtained through designed questionnaires to be administered to sampled participants. The research will further use randomised design in sampling to minimize chances of biasness for reliability. Similarly, triangulation of data will be developed through selecting different cohorts of respondents that will include trainees, trainers, and different subsets of registered nurses. Data in the two variables will be collected in numeric scale with coaching being measured in terms of effectiveness and mobility being measured in terms of probability. The results will then be analyzed to evaluate existence of a relation ship to answer the research question. Based on the result, the study will recommend necessary measures towards finding a solution for the highly reported turnover rates.