A Membrane-Enclosed Nucleus Essay Example for Free

A Membrane-Enclosed Nucleus Essay They are very smallindividually not more than one single cellhowever there are normally millions of them together, for they can multiply really fast. A number of bacteria cause disease, these are called pathogenic bacteria. Fortunately our immune system knows how to deal with them. However not all bacteria are bad guys. We need bacteria to stay alive. Bacteria are prokaryotes (single cells that do not contain a nucleus). Microbiology is the study of prokaryotes, eukaryotes and viruses. Did you know that bacteria can get sick too. Bacteriophages are able to attach themselves to certain types of bacteria and inject their genetic material in the bacterial cell. Then, using the bacterial machinery, the DNA multiplies itself. Eventually from this multiplied genetic information so many new bacteriophages are formed that the cell bursts. The offspring of the bacteriophage has destroyed its bacterial host, and in so doing millions of new bacteriophages are released. These can attach themselves to new bacteria to complete their life cycle. With our immune system we defend ourselves against a bacterial infection. Antibiotics can help us win the battle. When you report a bacterial infection to your physician, you are probably prescribed antibiotics. The term antibiotics (literally against living things) is mainly used for substances that kill or prevent the growth of bacteria, as opposed to antiviral or antifungal substances. Antibiotics are not active against viral infections. Antibiotics are extremely important in medicine, but unfortunately bacteria can become resistant to them. Antibiotics have probably been around nearly as long as microorganisms have, and nature has provided bacteria with means to overcome their action. Resistance to antibiotics can become problematic, for it makes these powerful medicines completely ineffective. Some bacteria have learned to deal with practically all types of antibiotics we have available, and this can cause real problems in health institutions. Strict quarantine measures are needed to prevent the spread of such superbugs for we have little weapons left against them.

Title IX Legislation Analysis

Title IX Legislation Analysis Title IX for South Suburban Bulldogs Athletic Department Introduction I. Brief History of Title IX A. Title IX Defined B. The Test C. Equal Pay Act II. Understanding Title IX Athletics Compliance Introduction A. Title IX Coordinator III. The Participation A. Athletics Team for Purposes of Title IX B. Athletics Participant for Title IX Purposes C. The Test IV. Athletic Benefits Opportunities A. The Laundry List Resources to Educate Athletic Staff to Advance Compliance with Title IX A. List of Resources Introduction Our goal is to commit to institutional control by establishing an organization that is operating in full compliance. Title IX law was passed on June 23, 1972 it was intended to end gender discrimination in education. Title IX offers women an equal athletic opportunity to participate in the sports and this law also applies to all educational programs that receive federal funding, and to all aspects of a schools educational system (Weight Zullo 2015, pg.84). An athletic director must make sure that the athletic department as a whole maintains compliance integrity with Title IX or the school may lose its federal funding as well as be brought up on legal allegations. I. Brief History of Title IX A. Title IX Defined No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance (Weight Zullo 2015, pg.84). B. The Test An athletic program can be considered gender equitable when the participants in both the men and women sports programs would accept as fair and equitable the overall program of the other gender. No individual should be discriminated against on the basis of gender, institutionally or nationally, in intercollegiate athletics(Weight Zullo 2015, pg.84). C. Equal Pay Act No covered employer shall discriminate between employees on the basis of sex by paying wages to employees in such establishment at a rate less than the rate at which he pays wages to employees of the opposite sex in such establishment for equal work on jobs the performance of which requires equal skill, effort and responsibility, and which are performed under similar working conditions (www.ncaa.org). II. Understanding Title IX Athletics Compliance Introduction The conduct by a university that violates Title IX is sexual harassment, the failure to provide equal opportunity in athletics, and discrimination based on pregnancy. Title IX is enforced by the U.S. Department of Educations Office for Civil Rights along with several compliance enforcement offices throughout the United States. An Athletic Director must have full understanding of Title IX and the educational institutions role in implementing the law which will make the assessment phase meaningful. According to NCAA Title IX policy any educational intuition that receives federal funding must designate at least one employee to coordinate its efforts to comply and carry out the responsibilities under Title IX law and if an educational intuition does not appoint a Title IX coordinator they are failing to comply with Title IX and may face consequences of noncompliance which can include the possibility of losing federal funding for educational programs. (www.ncaa.org). The athletic director can maintain full control of the department when working with Title IX coordinator to stay updated on guidelines or new rule changes to the policy (www.ncaa.org). A. Title IX Coordinator Title IX Coordinator has a responsibility to fully understand Title IX, oversee compliance, development, and implementation of grievance procedures, and the intake, investigation, and resolutions of complaints of noncompliance. The information of Title IX Coordinator must be available to students and employees and this contact information is required on all recruiting materials published by the covered university (www.ncaa.org). III. Participation A. Athletics Team for Purposes of Title IX When assessing compliance in the area of athletics participation, it is first necessary to determine what teams count. The sport test is designed to determine whether programs or activities outside those sponsored by the NCAA such as mens rowing also qualify for inclusion when determining equity. B. Athletics Participant for Title IX Purposes A school must determine what the number of male and female athletics participants. The Policy Interpretation and 1996 Clarification defines a participant as one who receives the institutionally sponsored support normally provided to athletes competing at the institution involved. C. The Test 3Prong Test (1) provide participation proportionate to enrollment(2) show history and continuing practice of program expansion for underrepresented sex; or 3) fully accommodate underrepresented sex. Two-Part Test: 1) provide equivalent levels of competition (2) show upgrade of competitive levels (Mabry 2013, pg.503). IV. Athletic Benefits Opportunities A. The Laundry List Title IX regulations require that institutions provide equal athletics opportunities for members of both sexes. In order to determine whether or not a school provides equivalent athletics benefits and opportunities the Office for Civil Rights (OCR) will review the following laundry list of treatment issues (Weight Zullo 2015, pg.89). Provision and maintenance of equipment and supplies Scheduling of games and practice times Travel and per diem expenses Opportunity to receive tutoring and assignment and compensation of tutors Opportunity to receive coaching, and assignment and compensation of coaches Provision of locker rooms, practice and competitive facilities Provision of medical and training services and facilities Provision of housing and dining services and facilities Publicity Support services Recruiting Resources to Educate Athletic Staff to Advance Compliance with Title IX As an athletic director the first responsibility is to create a fully complied Title IX sports department. Our athletes as well as staff will be advised on all Title IX policies, procedures rules and regulations. Staff heads will keep updated checklist on all things that pertain to Title IX procedures, attend trainings workshops and weekly newsletters to stay current with all changes of Title IX. Each department head will get a copy of the resources listed below so that there is ongoing awareness about all subjects as it pertains to Title IX. The Title IX Coordinator in conjunction with Athletic Director will continue to measure each department on the merits of the 3 prong test. A. List of Resources 1979 Title IX Intercollegiate Athletics A policy interpretation by the Department of Educations Office of Civil Rights (OCR) on Title IX and intercollegiate athletics (feminist.org). 2010 Intercollegiate Athletics Policy Clarification The Three Part Test part three (PDF) A clarification letter from the OCR withdrawing the 2005 additional clarification on the three part test part three, and all related documents accompanying it (feminist.org). Equity Assistance Centers Funded by the U.S. Dept. of Education 2011-2014 http://www2.ed.gov/programs/equitycenters/contacts.htmlContact the Civil Rights Act Title IV Equity Assistance Center serving your state. These centers provide technical assistance, training and resources on education equity issues related to gender, race, and national origin to state departments of education, local educational agencies, and schools upon request (feminist.org). National Collegiate Athletic Association (NCAA) Gender Equity http://www.ncaa.org/gender_equity and http://www.ncaa.org/lgbt NCAA is a voluntary membership organization through which the nations colleges and universities govern their athletics programs (feminist.org). The Legislative Services Database (LSDBi) is a useful tool for looking up bylaws and bylaw interpretations, which are published responses to specific questions about NCAA guidelines. The LSDBi has the advantage of being updated continuously throughout the year (Weight Zullo 2015, pg.78). Conclusion The Department of Educations Office of Civil Rights created three paths to demonstrate compliance with Title IX. A university will not have to worry about any violations of Title IX when they continue to operate within the margins that the percentages of male and female athletes are about the same as the percentages of male and female students enrolled at the school , that the school has a history and a continuing practice of expanding athletic opportunities for female students, and finally even though it is not offering its female students substantially proportionate opportunities to play sports, the school is nonetheless fully meeting female athletes interests and abilities (Weight Zullo 2015, pg.89). The goal is not to create an atmosphere of tension but of compliance and awareness to all student athletes and staff members. References Ladda, S. (2012). Examining Title IX at 40: Historical Development, Legal Implications, and Governance Structures. Presidents Council on Physical Fitness Sports Research Digest, 13(2), 10-20. Mabry, A. M. (2013). Title IX: Proportionality and walk-ons. The University of Memphis Law Review, 44(2), 497-522. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/1510497892?accountid=28180 Spengler, J., Anderson, P., Connaughton, D., Baker, T. (2010). Introduction to Sport Law. Champaign, IL: Human Kinetics Publishers. Retrieved on March 6, 2107, From http://www.gallup.com/poll/7663/what-americans-see-title-ixs-future.aspx Weight, E. A., Zullo, R. (2015). Administration of intercollegiate athletics. Champaign, IL Human Kinetics. Retrieved on 3/09/17 From http://www.feminist.org/sports/ATHLETICS%20AND%20TITLE%20IX%20RESOURCES_09202013.pdf Retrieved on 3/09/17 From https://www.ncaa.org/sites/default/files/Title_IX%2BCoordinators%2B%2BNCAA%2Bresource%2B2011.pdf Title IX Legislation Analysis Title IX Legislation Analysis ARGUMENT I. Deference should not extend to an opined unpublished agency letter because it does not carry the force of law. [WS1] The United States Department of Educations Office for Civil Rights (OCR) letter presented here should not be awarded deference because the regulation letter argues that the interpretation the language of Title IX is ambiguous. Title IX provides that, no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program that receives Federal financial assistance. 20 U.S.C. ÂÂ § 1681(a); accord 34 C.F.R. ÂÂ §106.1 (emphasis added). OCR issued their letter challenging the interpretation of language on the basis of sex under Title IX, challenging it on the basis that it is not clear as it relates to gender identity. In support of OCRs letter, respondent proffers the legal standard accorded under Auer v. Robbins. There, the Court afforded controlling deference to an agency letter in form of a legal brief by the Secretary of Labor interpreting the language of regulations with regard to overtime pay under Federal legislation. Auer v. Robbins, 519 U.S. 452, 463 (1997). While Auer accords agencies the highest level of deference when interpreting their own regulations, such deference is only warranted in situations where regulatory language is ambiguous, unless the language is plainly erroneous or inconsistent with regulation. Id; see Chevron, U.S.A., Inc. v. Nat. Resources Def. Council, Inc., 467 U.S. 837, 843 (1984);Mission Group Kansas, Inc. v. Riley, 146 F.3d 775 (10th Cir. 1998; Stinson v. United States, 508 U.S. 36, 45, 113 S.Ct. 1913, 123 L.Ed.2d 598 (1993) (quoting Bowles v. Seminole Rock Sand Co., 325 U.S. 410, 414, 65 S.Ct. 1215, 89 L.Ed. 1700 (1945)). Here, the same level of deference to OCR would be inappropriate because OCR interprets language found under Title IX. Title IX is not an agency regulation, but rather federal law, and deference to an agencys interpretation of its regulation is warranted under Auer v. Robbins only when the regulations language is ambiguous, and that is not the case here. Christensen v. Harris County, 529 U.S. 576, 588 (2000) (emphasis added). As such, giving deference to an agencys interpretation of federal law is unwarranted. II. Language under Title IX is unambiguous and clear in its definition of sex. Title IX is clear as to its language, prohibiting discrimination of the basis of sex. When turning to past precedent, many courts have defined the term sex as the biological sex assigned to the person at birth. Johnston v. Univ. of Pittsburgh of Com. System, 97 F.Supp.3d 657, 670 (W.D.Pa. 2015); Frontiero v. Richardson, 411 U.S. 677, 686, 93 S.Ct. 1764, 36 L.Ed.2d 583 (1973). Here, Title IX is clear in its plain language that sex means to be construed as a persons biological sex rather than the gender they identify with. In fact, Title IX makes no mention at all of gender identity anywhere within its language as to be construed as anything but biological sex. We hold a narrow view of the statutory term sex due to its construction under legislative history. Johnston, 97 F.Supp.3d at 677. Because of prior precedent that holds a narrow meaning to the language under Title IX as it relates to sex, and the lack of reference to a persons perceived gender identity, we have to continue to construe on the basis of sex as meaning a persons biological sex and not gender identity. III. Respondent is not likely not to succeed on the merits because Petitioners restroom policy does not violate Title IX. The District Court did not abuse its discretion denying Petitioners preliminary injunction, because Petitioner had a discretionary right under Title IX to implement its bathroom policy. Schools are allowed to provide separate toilet, locker room, and shower facilities on the basis of sex. 34 C.F.R. ÂÂ §106.33 (emphasis added). They may do this so long as such facilities provided for students of one sex shall be comparable to such facilities provided for students of the other sex. Id. After adopting the restroom policy in dispute, Petitioner installed three single-stall restrooms throughout Gloucester High School. R.21. They also raised doors and walls around the bathroom stalls, and installed partitions between urinals, in an effort to minimize the exposure individuals may experience in restroom facilities. Id. While these new policy measures were put in place, it by no means restricted the very nature of using the restroom facilities, but rather imposed an adherence to using separate facilities that correspond with a persons sex at birth. As such, Respondent was by no means denied the right to use the bathroom, nor was he encouraged or mandated to hold it in, but rather designated a separate restroom facility for convenience. Id. Respondent chose to avoid using the restroom in its entirety while present at school and as a result developed painful urinary infections and discomfort because of that choice. Id. Petitioner had every right under the scope of Title IX to enact its restroom policy, and in doing so, provided all students with an alternative facility that may be used by anyone and everyone, at any time. Its purpose was designed to accommodate everyone, including those, such as Respondent, who suffer from gender identity issues, and therefore Petitioner did not act in violation of Title IX. IV. Petitioners policy does not discriminate because it is within its authority under Title IX. Petitioners policy does not discriminate against Respondent because the plain language of Title IX does not prohibit discrimination on the basis of gender identity. Johnston v. Univ. of Pittsburgh of Com. System, 97 F.Supp.3d 657, 673 (W.D.Pa. 2015). To establish a prima facie case of discrimination under Title IX, Respondent must allege (1) that he was subjected to discrimination in an educational program; (2) that the program receives federal assistance; and (3) that the discrimination was on the basis of sex. Id. at 674; accord Bougher v. Univ. of Pittsburgh, 713 F.Supp. 139, 143-44 (W.D.Pa.1989). Here, Respondent cannot demonstrate that he was discriminated against based on sex. In dissecting the language under Title IX, the phrase on the basis of sex is construed to refer to a persons biological and anatomical sex assigned at birth. Title IX does not prohibit discrimination based on gender identity, nor does it even refer to such language within the legislature. Here, however, there was no discrimination under either light. With regard to Respondents gender identity, Petitioner expressed immediate support when Respondent informed officials that he was transgender from the very beginning. R.11; R.16. Subsequently, school officials immediately changed Respondents name in the official school records and began referring to him using only male pronouns. R.16. Furthermore, Respondent was permitted to use the boys restroom for almost two months before community concerns became vocal. R.17. Here, not only was Petitioner sensitive to Respondents requests and needs, but they were more than accommodating to ensure that Respondent felt comfortable within his educational environment. Petitioners restroom policy took into consideration both community and Respondents concerns. Ultimately, the policys intent is to increase both safety and privacy of all students so everyone feels as comfortable as possible using the restroom facilities. By providing all students with the option of an alternative, private single-stall restroom, the school sought to address everyones concerns of privacy. As such, the policy is, in and of itself, inclusive, not discriminatory, and Respondent cannot state such a claim. V. The restroom policy is motivated by a substantial interest. Petitioners restroom policy is motivated by a substantial interest to increase privacy and safety of all students. Petitioner implemented said restroom policy with the scope of addressing the entire communitys concerns, including Respondents, and provide an alternative solution to the dispute set forth. In Johnston, a transgender university student brought suit against the University of Pittsburgh-Johnstown for his expulsion on the basis of discrimination, following failure to comply with the universitys bathroom policy. Johnston, 97 F.Supp.3d at 664. There, the university argued that the reasoning behind their policy of segregating its bathroom and locker room facilities on the basis of birth sex is substantially related to a sufficiently important government interest.' Johnston, 97 F.Supp.3d 657 at 669; accord Glenn v. Brumby, 663 F.3d 1312, 1316 (11th Cir.2011) (quoting Cleburne v. Cleburne Living Ctr., Inc., 473 U.S. 432, 446-47, 105 S.Ct. 3249, 87 L.Ed.2d 313 (1985)). Further, they reasoned that their policy was needed to ensure the privacy of its students to disrobe and shower outside of the presence of members of the opposite sex, which was widely upheld by courts for this reason. Johnston, 97 F.Supp.3d 657 at 669; see Etsitty v. Utah Transit Auth., 502 F.3d 1215, 1224 (10th Cir.2007). Similarly, here, Petitioner inherently undertakes the administrative duty to protect the safety and privacy interests of all their students as an educational body, particularly here because, the students are minors, rather than adults, as in Johnston. Linnon v. Commonwealth, 287 Va. 92, 752 S.E.2d 822, 826 (2014). For this reason, Petitioner has a substantial interest in protecting the safety and privacy of the minor children in its care. Moreover, all students have the right to privacy proscribed under the Constitution, and collectively, those rights outweigh the interests claimed by Respondent. Lee v. Downs, 641 F.2d 1117, 1119 (4th Cir. 1981). [WS1]Insert roadmap here under the first sub-issue and then continue with your argument

Personal Narrative †Atheist Essay -- Personal Narrative Writing

Personal Narrative – Atheist I didn't ask for the pastor to come over. I would have much rather been left alone to watch daytime TV. True, I was beginning to feel I little isolated, but some sissy-voiced holy man I hardly knew wasn't going to make me feel any better. But it was standard policy to notify the church when one of its fold has been hospitalized, for prayer requests and all that mush, and when the pastor heard that I was already home, he felt obligated to visit, as if seeing my swollen, drooling face was somehow doing me a favor. If only I could have had the surgery a year ago, when I still believed in God, but the surgeon made me wear these braces first, buying me plenty of time to attend my freshman year of college. The first class I took was a religion course, Literature of the Old and New Testament. Although I'd always considered myself a Christian, I had never taken time to read the Bible, partly out of apathy and partly out of fear, until that class. During the semester, with my bliss of ignorance lifted, I discovered how barbaric the Christian faith was. I learned of the scores of men sent to die by David's hand so he could learn a lesson about lechery, of the Egyptian corpses floating in the Red Sea. There was also the famous "sacrifice Issac" prank God pulled on Abraham, and the office pool between God and His Accuser to see how long Job could be toyed with before he snapped. Worst of all, a brief tour of Revelations revealed that the Devil might have been the product of a fever dream taken too serio usly and that the only real Evil in the world sprang from the hands of an arrogant, pissy God. Mom was busy tidying up the room, dusting this and that so the church didn't think we were total slobs. She s... ...dren's Motrin. God may have crushed Jacob's nuts, but a warrior God was still the only god worth praying to. The prayer began with a brief request for the Lord to watch over me, which turned my thoughts once again to the little brass Jesus in the recovery room. I had secretly missed the little Jesus since the day I checked out, but as the pastor was praying the same old Christian rhetoric, I realized that I didn't need him anymore. The real Jesus was watching over me. Don't ask me how I knew, but I knew. Jesus was watching over the entire world, protecting it as if it were His younger brother. Protecting it from an abusive Father. As the pastor left I flicked on the TV, more to have something to stare at than something to watch, and to the low, lulling drone of newscasters covering a political scandal, I silently wondered about the last time I attended church.

Macbeth :: essays research papers

Two characters that have flaws that are the causes of their downfall is Lady Macbeth and Macbeth. Lady Macbeth's flaw is that she makes her husband kill king Duncan; she feels guilty after she does this, so she commits sucide. Macbeth's flaw is what leads him to kill; his ambtion and selfishness leads to his death. Lady Macbeth's flaw is that she convinces Macbeth that he isn't a man unless he goes through with the murder of Duncan. She threatens his manhood by saying "when you durst do it, then you were a man; and to be more that what you were, you would be so much more the man" (act 1, scene VII, l 49-51). After Lady Macbeth convinces Macbeth to kill Duncan, she feels guilty and says "here's the smell of the blood still. All the perfumes of Arabia will not sweeten this little hand" (act 5, scene 1, l 35-36). Lady Macbeth becomes mentally ill; she kills herself because she feels so guilt. Macbeth's flaw is that he feels the need to prove his manhood, which eventually leads to his downfall. Macbeth was not secure in his manhood. So he feels the need to prove hinself to Lady Macbeth. After he proves he is a man by killing Duncan, he thinks he has alot of power to do whatever he wants. After Macbeth commits the crime, he feels that his soul can never be cleansed, no matter what he does. He said "They pluck out mine own eyes, will all great neptunes ocean wash this blood clean from my hand? No; this my hand will rather the multitudinous seas incarnadine, making the green one red" (act II, scene III, l 58-62). This shows that he really doesn't want to kill Duncan, but he does it in order to prove himself to Lady Macbeth, and to become the king. By the end he has ne fear, and has not only killed Duncan but also many other people such as Siward, Banquo and Macduff's family. Macbeth proves that he can be a man by killing, but in the end he can not believe that he we nt through with all that. All that he did eventually leads to the death of his love, Lady Macbeth, which is the original reason he feels the need to prove himself.

Free College Admissions Essays: Im Ready to Take English to the Next L

I'm Ready to Take English to the Next Level    It is with great excitement that I submit my application to your university's English department for the Bachelor's degree program. Following is a brief autobiography, submitted in fulfillment of part of the university's application requirements.    I began to study English over ten years ago, and rapidly developed a strong interest towards the language. Soon after, I was introduced to an American-based company, the Light House Bookstore, which provides our community with both English instructional books, and language lessons. During one of my frequent visits to this bookstore, I discovered that a small church occupied the second floor of the building, the Lotung Church of Christ. After many visits, and my eventual conversion to the Christian faith, I took every opportunity to attend church events and gatherings to speak with other American members, and quickly became good friends with many of them.    I never lost my interest in the Light House Bookstore however. After many mo...

Florida- Blind, Deaf, and Dumb Essay

Coleman already knew one thing for sure about his future, and that was that he wanted to make educating children his life’s work. Coleman knowing about the lack of educational decrees in Florida decided to take the opportunity to advantage, by writing to Governor William D. Bloxham asking for a sum of $20,000 minimum appropriation to start a school for the deaf and blind. Coleman’s hopes came true when in 1883 Florida’s legislature establishes an institution for blind and deaf children for two years at $20,000. The location of the school was put to a biding between the towns in Florida. Captain Edward E. Vaill offered St. Augustine the biggest bid of $1,000 and 5 acres. The original three wood buildings were erected by contractor William A. MacDuff at $12,749. The school was completed in December 1884. The first class entered in 1892 with 62 students. The two first graduates were both deaf, their names were Artemas W. Pope of St. Augustine and Cora Carlton of Island Grove. The two later married and became parents of Florida Senator Verle A. Pope. The first blind student graduated in 1908. The first African American graduates were Louise Jones a blind student in 1914, and Cary White a deaf student in 1925. The school originally only had 5 trustees in 1905, until 1963 were there were 7. Taylor Hardwick began construction on new dormitories in late 1958 and opened in 1959. The school is now the largest of its type in the U. S. The school now has 47 buildings and 72 acres. The school’s annual budget is over $30 million dollars. The schools no longer an boarding school but, now a public school. It’s the only school in Florida that is pre-school through 12th grade. It also has a post-secondary program. The school is accredited by the Southern Association of Colleges, and Schools. The Conference of Education Administrators serving the deaf, and the National Accreditation Council for Agencies Serving the Blind and visually handicapped. The school has two departments: the Deaf department, and the Blind department. The school also has outreach programs for parents, teachers, and other staff in small and rural school districts in Florida. The also has a healthcare center on campus for students, as well as two well-appointed auditoriums. The school boasts the Copeland recreation and fitness center, which is specially designed and constructed for the blind. The center is the site of the annual USABA’s youth national goalball tournament. Not only that but blind high school students get state of the art sound system within the school. The school has 11 sports you can join at the school: Football, Soccer, Volleyball, Basketball, Little League Baseball, Track, Cross Country, Swimming, Goalball, Wrestling, and Cheerleading. They have preforming arts groups, the deaf department has a traveling dance troupe, and the blind department has a band known as the OuttaSight. The school also has several clubs: the blind skier, academic bowl team (competitive), and a traveling math club called MathCounts. -Notable Alumni- * Ray Charles- He learned to read braille here. When he went to the school it was known as the Institute for the Blind, Deaf and Dumb. * Ashley Fiolek- A very well-known rider in motocross racing. * Marcus Roberts- A famous Jazz pianist. -My Perspective- I really enjoyed researching and writing this essay. Originally the essay was supposed to be about all deaf culture related things in Florida but, as I started one of the things that kept popping up was the Florida school for the Deaf and Blind. Since it kept popping up I clicked on it and was amazed that it was in St. Augustine (which is where I was going to go for spring break), and that it was the oldest school for the deaf in Florida. All of a sudden I knew that I wasn’t doing my project on the deaf culture in Florida but instead a certain school for the deaf in Florida. Then I realized I had to make a decision; the schools name is the school for the Deaf and Blind. Meaning I would have to decide if I wanted to do my project on the school as a whole which means the Deaf and Blind, or just the Deaf department. As you already know (because hopefully you read the essay) I choose to both. The reason I choose to do both is because if I’m writing (or typing) this essay about the school than I’m going to write about the school in a whole. When I saw the school in person was when I finally realized just how big 47 buildings and 72 acres is. the school is huge and looked like it could swallow are school times two. I wasn’t able to go into the school. I was also surprised that I didn’t see that many people who were either deaf or blind from what I could tell at least. I do remember seeing this one girl who was deaf a couple times, I think she might have been a tourist though because I saw her at a tourist spot. The first time I say her we were sitting across from each other at a restaurant. My dad kept telling me to go say hi, and I swear I told him a million times that I couldn’t and that it would be considered rude. All in all I feel extremely pleased with what I came up with for this essay, and I hope you are too.

Quantitative and Qaulity Research

Quantitative & Qualitative Research COMPARISON OF QUANTITATIVE AND QUALITATIVE RESEARCH METHODS Introduction This paper compares and contrasts qualitative and quantitative research methods in three basic areas. These are the of their: epistemological foundations, data collection methods, and data analysis methods. The paper ends with a brief summary of the primary points made. ComparisonGall, Borg and Gall (1996) discuss several similarities and differences between qualitative and quantitative research methods. With respect to similarities, both kinds of research formulate epistemological positions regarding the nature of causation and reality and both comprise a set of methods for designing research, collecting data, analyzing data, and deriving information from data collection and analysis.However, they differ in terms of the epistemological positions they advocate and in the methods they hold to be appropriate for meaningful scientific inquiry. One primary difference between the t wo research methods according to Gall, Borg and Gall (1996) involves their epistemological assumptions about the nature that causality. The quantitative method, according to the authors, rests on a view of causation as an external, measurable force that occurs independently of the observer and can be used to explain diverse phenomena.On the other hand, the conceptual foundation of qualitative research holds that causation itself is predominately a human interpretive process. The foregoing assumptions have implications for how scientists should study reality. Quantitative research roots its methods of acquiring information in a view that holds that reality is external to the observer whereas the qualitative method grounds its methodological principles and practices in the notion of reality as an interpretative construct.This point has been discussed by Wainwright (1997) who states that typically qualitative research seeks to discover information about any given phenomenon by obtainin g an in-depth understanding of the meanings and definitions of the phenomenon that are conceptualized by informants; moreover, these need not be many informants; a simple case study of one individual is said to yield much given the subjective element of reality.Quantitative research, based on its assumptions of causation and reality, attempts to arrive at an in-depth understanding of the phenomenon by measuring â€Å"it† in some fairly objective manner with results that can be established as valid by a set of formal scientific/methodological principles of inquiry and set criteria for reliability and validity. It seeks for results that are stable across time.Thus, while qualitative research aims at discovering how a very small collective interpret a phenomenon, quantitative research looks at some objective index of the phenomenon attempting to produce information that is stable and valid for large populations and samples. Gall, Borg and Gall (1996) note that for some domains s uch as education, the existing knowledge base consists of information obtained by both quantitative and qualitative research.The authors point out that many research experts believe it is quite acceptable to use both kinds of research to collect information about a given phenomenon despite their differing assumptions—-provided that the two methods are assigned differing roles in terms of the contribution they make to understanding the phenomenon being studied. With respect to the foregoing, qualitative methods are assigned the role of intensively observing some small sample and conceptualizing possible themes, patterns, processes, and/or structures as being involved in the phenomenon of interest.Quantitative methods are then called upon to determine whether the conceptualized constructs are supportable or confirmed. For example, a quantitative study might be conducted of three special education students' responses to inclusion with possible patterns of response being conceptu alized based on this small sample. Quantitative methods would then be used to determine whether this pattern of response is present in a much larger collective of special education students.Thus, qualitative and quantitative research can be seen as working together in complementary fashion. Gall, Borg and Gall (1996) report that the extent to which the two types of research can work to complement each other, in actual practice, is dependent on two contingencies. First, the phenomena being studied must be stable across time. Second, qualitative researchers must provide constructs that can be operationalized which is to say that can be measured in some objective way using a numerical system of some sort.If these conditions are satisfied, quantitative measures can then be used to support whether what is present at the individual or case level is also present for larger populations and samples. Gall, Borg and Gall (1996) further report that some researchers do not believe the two resear ch approaches can actually work together in a complementary fashion; this because of their differing epistemological views of causation and reality — views which make for not only conceptual but also profound methodological differences.For example, quantitative research stipulates that a researcher must state what can be expected to be revealed by his data analysis based on existing research (hypothesis formulation and testing). Qualitative researchers, however, believe that theories and concepts are only meaningfully derived AFTER the data has been collected. Similarly, the two research types differ in the methods they use to derive meaningful information from the data. Quantitative methods hold that the data should be analyzed statistically while quantitative research holds that it should be analyzed using formal methods of reasoning and interpretation.Gall, Borg and Gall (1996) have also listed some of the differences between qualitative and quantitative research methods i n terms of the reports each side outputs following their investigations. In this regard, the authors state that the reports of quantitative research tend to be impersonal and objective write-ups of research findings. Qualitative research reports, on the other hand, are said to reflect the researcher's analytical reconstruction and interpretation of data provided to readers with an awareness that the readers themselves will, in fact, reinterpret what is reported.However, since it is likely that the epistemological structures of both research methods have some truth and some error in their epistemological frameworks, Gall, Borg and Gall (1996) state that it is quite possible that both methods can contribute valid data and so edify scientists' attempts to understand a given phenomena when used together in a complementary fashion. Given the foregoing, it seems reasonable to suggest that the determination as to whether a given researcher should use qualitative or quantitative methods, or use both conjointly, may depend upon the nature of information he desires and the use to which it shall be put.For example, Crowl (1996) states that if a researcher desires to focus on some complex issue and to use it in a pragmatic way, then it is wise to conduct research using both qualitative and quantitative methods. Both methods are said to provide a broader examination of the phenomenon and thus yield a fuller understanding of its complex structure. This broader look, in turn, is said to foster greater insight into the ways the information can be practically applied. Mertes (1998) states that there are certain kinds of information needs that are better suited to being answered using qualitative methods than quantitative methods.These are said to include: (1) the need to understand in detail why an individual does something; (2) the need to determine what aspects, components, or elements of a given issue or phenomenon are important and why they are important; (3) the need to i dentify a full range of responses or opinions existing in a given collective; and (4) the need to find areas of consensus in patterns of response. On the other hand, Mertes (1998) states that quantitative research is probably the best choice if there is a need to determine â€Å"how many† or to measure some volume-related characteristic of a collective.In other words, quantitative research should be used when there is an interest in how many people in a population have a particular characteristic or response. Further, Mertes (1998) reports that quantitative research is appropriate for measuring attitudes and behaviors, for profiling certain groups, and for formulating predictions. One particularly interesting point about qualitative and quantitative research methods is to note that the distinguishing characteristics are actual differences only to a certain extent.For example, McKereghan (1998) notes that qualitative and quantitative research can be distinguished in several wa ys and goes on to list some of these differences. Specifically, it is noted that quantitative research is objective; qualitative research is subjective. Quantitative research seeks explanatory laws; qualitative research aims at in-depth description. Quantitative research measures what it assumes to be a static reality in hopes of developing universal laws. Qualitative research is an exploration of what is assumed to be a dynamic reality.It does not claim that what is discovered in the process is universal and, thus, replicable. However, what McKereghan (1998) points out is that when actual research studies are examined in methodological detail, they seldom fit the sharp clear models of differences that are provided in written discussions of the two research approaches. Rather, in most any given study, elements of quantitative and qualitative procedures can be found. Because of this, McKereghan argues that discussing research using this dichotomy may not be especially applicable to w hat actually goes on in the world of research.Thus, while the two methods can be distinguished, it is probably important to note that this clarity of distinction is present far more in theory than in practice. Finally, it can be noted that quantitative methods help to make generalizations to larger groups and follow a well-established and respected set of statistical procedures, of which the properties are well-understood. However, in terms of practice, there is again an important issue related to whether practice actually meets the standards set for this research approach.As noted by Gall, Borg and Gall (1996), many studies are designed poorly, i. e. , many studies cannot find a significant difference when one exists, due to insufficient sample sizes or to extremely small effect sizes. Further, quantitative methods are often misinterpreted. Summary In this paper's comparison of qualitative and quantitative research methods, several points were made. It was noted that the two resear ch approaches differ in terms of their epistemological positions on causation and reality and this in turn makes for a number of methodological differences in the approaches.For example, it was noted that qualitative research typically entails in-depth analysis of relatively few subjects for which a rich set of data is collected and organized. Quantitative research, on the other hand, was said to entail the proper application of statistics to typically a large number of subjects. Further, the points were made that while quantitative research is objective; qualitative research is subjective. Also, it was noted that quantitative research seeks explanatory laws; qualitative research aims at in-depth description.In addition, quantitative research was said to measures what it assumes to be a static reality in hopes of developing universal laws while qualitative research is an exploration of what is assumed to be a dynamic, shifting, interpretative reality. It was noted that due to the di ffering nature of the two research approaches, it is likely that the selection of which to use will depend upon the nature of the information sought by the researcher and the use to which this information will be put. Examples were offered showing the kind of research to which each method or a combination of methods are particularly suited.Finally, the point was made that while there appear to be large differences between the approach from a philosophical/conceptual position, in actual research, methods from both approaches are often used. Further, the standards set for conducting each particular type of research, especially quantitative research, are often not met. References Crowl, T. K. (1996). Fundamentals of educational research (2nd ed. ) Madison, WI: Brown and Benchmark. Gall, M. D. , Borg, W. R. & Gall, J. P. (1996). Educational research: An introduction (6th ed. White Plains, NY: Longman. McKereghan, D. L. (1998). Quantitative versus qualitative research: An attempt to clar ify the problem. Document available at:http://socrates. fortunecity. com/qvq. html. Mertes, D. M. (1998). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. Thousand Oaks, CA: Sage. Wainwright, D. (1997). Can sociological research be qualitative, critical and valid? The Qualitative Report, 3(2). Document available: http://nova. edu/ssss/QR/QR3-2/wain. html.