Profile of Rae Carruth

Profile of Rae Carruth His Early Years Rae Carruth was born in January 1974, in Sacramento, California. As a child and into his teens, he seemed to have a focus; he wanted to be a professional football player. He was a high school All-American and popular with his classmates. Academically he struggled, but eventually he won a sports scholarship to college. His Football Career: Carruth was recruited as a wide receiver at the University of Colorado in 1992. While there, he maintained his point average and had no disciplinary issues. In 1997, the Carolina Panthers selected Carruth in their first-round draft pick. At age 23, he signed a four-year contract for $3.7 million as a starting wide receiver. In 1998, with just one season under his belt, he broke his foot. In 1999, he sprained his ankle and there were rumors that he was becoming a liability to the Panthers. His Lifestyle: Rae Carruth dated many women. Financially, his commitments began to surpass his monthly income. He lost a paternity suit in 1997 and was committed to child support payments of $3,500 a month. He also made bad investments. Money was getting tight and with his injuries, his future concerned him. It was during this time that he learned 24-year old Cherica Adams was pregnant with his child. Their relationship was described as casual and Carruth never stopped dating other women. Cherica Adams: Cherica Adams grew up in Kings Mountain, North Carolina eventually relocating to Charlotte. There she attended college for two years then became an exotic dancer. She met Carruth and the two began dating casually. When she became pregnant, Carruth asked her to have an abortion, but she refused. Her family said she was excited about having a baby, choosing the name Chancellor for her unborn son. She told friends, that after Carruth hurt his ankle, he became distant. The Crime: On Nov. 15, 1999, Adams and Carruth met for a date. This was only their second date since Adams informed Carruth of her pregnancy. They attended a 9:45 p.m. movie at the Regal Cinema in South Charlotte. When the movie was over, they left in separate cars and Adams followed behind Carruth. Within minutes of leaving the cinema, a car drove up along side Adams and one of the occupants began firing his gun directly at her. She was struck with four bullets into her back, damaging vital organs. The 911 Call: Struggling in pain, Cherica dialed 9-1-1. She told the dispatcher what happened and that she felt Carruth was involved in the shootings. With tears from pain, she explained that she was seven months pregnant with Carruth’s child. By the time police arrived, no suspects were to be found and Adams was rushed to the Carolina’s Medical Center. She went into surgery immediately and the doctors were able to save her baby boy, Chancellor Lee, even though he was 10-weeks premature. Dying Declaration: Adams was hanging onto life and somehow found the strength to write out notes based on her recollection of the events that took place during the shooting. In those notes, she indicated that Carruth had blocked her car so she could not escape the deadly bullets. She wrote that Carruth was there during the attack. Based on her notes and other evidence, the police arrested Carruth for conspiring to commit first-degree murder, attempted murder, and shooting into an occupied vehicle. The Charges Change to Murder: Also arrested for involvement in the crime was Van Brett Watkins, a habitual criminal; Michael Kennedy, who was believed to be the driver of the car; and Stanley Abraham, who was in the passenger seat of the car during the shootings. Carruth was the only one of the four who posted a $3 million bond with the agreement that if Adams or the baby died he would turn himself back in to the police. On December 14, Adams died from of her injuries. The charges against the four changed to murder. Carruth Takes Off: When Carruth found out that Adams died, he decided to flee instead of turning himself in, as promised. FBI agents found him in the trunk of a friends car in Wildersville, TN. and placed him back into custody. Up to this point, the Panthers had Carruth on paid leave, but once he became a fugitive, they severed all ties with him. The Trial: The trial took 27 days with testimony from 72 witnesses. The prosecutors argued that Carruth was the one who arranged to have Adams killed because he did not want to pay child support. The defense argued that the shooting was a result of a drug deal that Carruth was supposed to finance, but backed out of, at the last minute. Prosecution turned to the handwritten notes of Adams, that described how Carruth blocked her car so she could not escape from the gunshots. Phone records showed calls made from Carruth to co-defendent, Kennedy, around the time of the shooting. Michael Kennedy refused immunity for his testimony against Carruth. During his testimony, he said that Carruth wanted Adams dead so he did not have to pay child support. He also testified that Carruth was at the scene, blocking Adams car. Watkins, the man accused of shooting the gun, accepted a plea bargain to testify against Carruth in exchange for life instead of the death sentence. The prosecutor did not call him to the stand because of a statement he gave to a sheriff’s deputy that Carruth had nothing to do with the murder. He said Carruth backed out on a drug deal and they followed him to talk to him about it. He said they pulled up to Adams car to find out where Carruth was headed, and Adams made an obscene gesture to them. Watkins said he lost it and just started shooting. The defense decided to call Watkins to the stand, but Watkins denied ever saying anything about it being a drug deal, sticking to his plea agreement. Ex-girlfriend, Candace Smith, testified that Carruth admitted to her that he was involved in the shooting but he didnt pull the trigger. Over 25 people testified on Carruths behalf. Carruth never took the stand. Rae Carruth was found guilty of conspiracy to commit murder, shooting into an occupied vehicle and using an instrument to destroy an unborn child and was sentenced to 18-24 years in prison. Source:Court TVRae Carruth News - The New York Times

7 Nudges to Work Into Your Query Letters

7 Nudges to Work Into Your Query Letters Nudges are psychological levers that can be used to help influence and persuade people because they work with the way our minds are wired. Here are some common nudges you can work into your query letters and project submissions Nudge Theory  is a branch of economics designed to help us all make better decisions Nudges are widely used in social policy and the corporate world now, to help people make better choices in everything from pensions to well-being.  Richard Thaler, one of the developers of nudge theory, won the Nobel Prize for Economics last year. For example, we tend to take the path of least resistance when it comes to decision-making and will, as a rule, opt for the default option. For this reason, its suggested that state pension schemes and organ donation policies should be opt-out rather than opt-in. Marketers have long used many a wide range of nudges and are finding new ways to nudge people towards sales all the time. Fear of missing out (FOMO), social proof, upselling and product placement are all examples of marketing nudges in action. Here are some nudges that you can work into your query letters when trying to sell your work to editors, agents, and publishers Authority.  We have a natural tendency to defer to people who position themselves as experts. If you have written a book about a particular country or historical period, the amount of research or subject-matter knowledge or traveling that you can bring to bear will add authority to your submission. Mentioning other titles that you have published, or writers who have recommended you, or competitions you have placed are all badges of authority too. Ease.  The easier something looks to read, the more likely it will get read. Your recipient is a busy person, so get to the point in clear, direct sentences, and dont bombard them with unnecessary information. Set out your letter in a scannable, user-friendly style, with short paragraphs and bullets and bold to highlight key points. Less is more! Social proof.  We have a natural tendency to follow the herd, which is why businesses love testimonials and case studies. Any evidence you have of the popularity of your work is worth mentioning here – perhaps you have a story that is very popular with your writers group, or you had successfully published pieces on a similar topic before, or achieved rankings in an Amazon category, or have grown a strong social media following. Mention anything that shows you have the makings of a tribe, and you will be that bit harder to ignore. Reciprocity.  Giving to get is another powerful lever. In exchange for having your work considered, you might offer a free report or access to other useful material you have published. Or you could offer to provide some sample work for free. The content agency I work for often does this – its a move that shows confidence and gives a prospect something for nothing, while also giving us an opportunity to showcase what we can do. Affinity.  Its hard to say no to people we like. An engaging letter thats respectful of your recipients time, with courtesy, a touch of humor and some personality can often go a long way to getting that first foot in the door. Objection-handling.  A subtle but often very effective nudge is to call out some of the objections that people might have to your idea and explaining why theyre wrong. Idea been done before? Yes, but not from this angle. Not a normal way to approach the theme? Well, no, but then again it worked for book x or film y. This kind of thinking inspires confidence because it shows that you have thought hard about the market context. Priming/topicality.  Look for topics related to your work that are in the news. Making connections with whats happening currently will add a sense of urgency and relevance to your work. If your work has some thematic similarities with other works coming out around the same time, make the most of that too: editors sometimes like the reassurance/excitement of feeling that they are part of a burgeoning trend Final thought:  Dont overdo it and stay yourself Nudges are an interesting and often a very effective way to pitch work more impactfully. But as with any persuasive technique, if the effect feels too forced or too overdone, it can easily backfire. No one wants to feel manipulated, after all. Its probably best to focus on one or two areas that work best for you and your work. If youd link to find out more about nudges, this is a good place to start (https://www.economicshelp.org/blog/glossary/nudges/).

Comparison of Credit Cards and Paying with Cash Essay

Comparison of Credit Cards and Paying with Cash - Essay Example Measuring the benefits of cash against credit cards is highly individual and dependent upon circumstances. People often use credit cards for convenience. This is good if they pay the bills before interest is incurred, called the â€Å"grace period†. Businesses are also charged for accepting credit cards, so they raise prices. However, interest is high if the grace period is missed and it does not apply to cash on credit. A credit card is easy to use online, but care must be taken to check the transactions as one might see recurring payments applied from the fine print they did not read. Online purchases are much harder to make without a credit card, and generally, incur fees for a payment service. One often overlooked benefit for using credit cards is to build one’s credit rating. In today's’ world getting a mortgage or buying a car with no credit rating can be difficult and may cause the buyer higher interest. Some places have a chip sensing machine that only requires waving or tapping the card on a surface to register the purchase, making it even easier, but that ea se of use may encourage overspending. Cash may lower the price of items or services, but then the buyer must store the receipts and carry that cash, which is not as safe since it can be spent by anyone. When getting cash on credit the cost can be up to 29% and it accumulates at the time of purchase until that balance is paid, so running one’s self out of cash is also not good. Online purchases are much harder to make without a credit card, and generally, incur fees for a payment service, but debit cards that have a credit logo often work. Credit cards are fast and very easy to use. The major drawbacks to using credit cards are also what that makes them tempting to use: deferred payment and convenience.  Ã‚  

The Franchise As A Form Of Business Organization Essay

The Franchise As A Form Of Business Organization - Essay Example The franchising concept allows people the ability to purchase a business concept from the franchise. There are lots of benefits associated with franchising. The first benefit is that the franchisee obtains the brand value of a company without having to invest years of marketing efforts to make the company popular. The franchisor is responsible for the marketing budget of the company. Big name franchises such as Burger King, Pizza Hut, and Taco Bell spend millions of dollars each year in advertising to attract customers to the establishments of its franchise owners. When a person purchases a franchise they receive full training on how to operate the business from the franchisor. McDonald’s provides training to its franchisees by sending them to Hamburger University. The franchisor also helps the franchise find a good location for its establishment. The person that buys a franchise gets access to the privileged intellectual property, special formulas, and trade secrets that the company holds. As part of the contract, the franchisee must be purchased the raw materials for its product from the franchisor. Since many franchises have thousands of establishments the matrix company is able to obtain economies of scale that are passed on to the franchise owners. This enables franchisees to have lower material costs than similar businesses competing in an industry. Buying a franchise lowers the overall business risk of starting a company. The person buying a franchise does not have to start a business from scratch. From the first day, the franchise opens the company has an established clientele base that desires the products and services that the franchise offers. Franchises have higher customer retention rates than independent stores. The franchisees receive managerial and administrative support from the corporate headquarters during the lifetime of the business.

A Report on Tsings Friction Essay Example for Free

A Report on Tsings Friction Essay Anna Lowenhaupt Tsings book Friction: An Ethnography of Global Connection begins with a rough overview of the global patterns and schemes in communication through a critical exploration of the more general premise of global connections present everywhere. As the author claims that the book is not a history of philosophy but rather an ethnography of global connection (Tsing, 2004, p. 1), there appears a strong concern for the presumably existing ties between the minor and major aspects of the society. As Thomas Yarrow notes, the books main concern is to capture the dynamic through which different kinds of knowledge and culture come into contact with one another (Yarrow, 2006, p. 291) which is a logical and obvious contention behind the book. The first part of Tsings book delves into the concept of prosperity by looking into the various sides of capitalism and an exploration of its causes and effects from a larger perspective. As the first part lays down the vital notions needed to better understand the foundations and contemporary manifestations of capitalism, it also raises several issues revolving around the intricate connections around the world. It opens up the entry point upon which the author will weave continuously the discussion surrounding the global environment of politics that surround the rest of Indonesia as well as the local communities residing in the country. Considering the fact that Indonesias population grew significantly from 1980 to 2001to a little less than 50% (Indonesia: Environmental Issues, 2004), the book makes it clear that the rise in the population has conversely resulted to a sharp imbalance in the environment. The book makes it a point that capitalism has also shared a huge role in this imbalance, heightened in no small way by the population boom in the past as well as in the present times. As Tsing notes, proliferation, too, is a key principle of capitalist expansion (Tsing, 2004, p. 27) which brings the idea that the population expansion with the combination of capitalist expansion are evidences of proliferation. And this proliferation in turn creates the environment of frontiers which are not just edges but particular kinds of edges where the expansive nature of extraction comes into its own (Tsing, 2004, p. 27). In essence, the opening parts of the book, including the first chapter, are primarily divided into two sections. While the first section deals with the concept of frontier and the resources which comprise it founded on the ethnographic observations during the middle parts of the 1990s, the second section deals with aftermath of the crisis during 1997 when frontier-making spiraled out of control (Tsing, 2004, p. 28). The second chapter of the book delves into the concept of Natural Universals in the global context. For establishing the connection between God and Nature, the book inevitably draws the parallels between universality of a supreme being which is God and the universality of nature through the environment. While the chapter probes into the universality of capital-N Nature which is the awe-inspiring, lawlike systematicity of the cosmos of and of life on earth (Tsing, 2004, p. 88), the book also inevitably draws the essential link between Nature and the rest of the world. Further, the second chapter attempts to establish the presumption that through the realization of an existing generality among things can one begin to act on the idea of thinking globally. That is, the realization of the commonality among the various elements and entities in the world through their predominant generalities helps us overcome the barriers that hinder us from thinking on a large scale and attain the end of global connections. Tsing firmly makes this point by stating that as long as facts are apples and oranges, one cannot generalize across them; one must first see them as fruit to make general claims (Tsing, 2004, p. 89). This makes the book even more mind rousing as it nears its middle part. While it exposes certain critical observations such as the inability or failure of individuals to realize the common general thread which holds people together as one, the book in turn brings into consciousness the probable ways in which to achieve the challenge of realizing the more general claims. The book also observes that generalization is where small details support great visions and the universal is discovered in particularities (Tsing, 2004, p. 89). This presupposes the notion that generalization to the universal requires a large space of compatibility among disparate particular facts and observations (Tsing, 2004, p. 89). It also translates into the idea that tentative and contingent collaborations among incongruent seekers of knowledge as well as their incongruent forms of knowledge can create compatible facts and observations from incongruent ones (Tsing, 2004, p. 89). These observations discussed in the book brings us face to face with the core of what the author is presupposing: the idea that mere generalizations are just as they are without getting hold of the particulars that comprise them. And these particularities, when tied altogether, comprise the larger whole where the rest of Nature and of the world operate as a single entity. Further, the book reminds us that cultural analysis thrives on the description of specificity since it is the best method upon which we are able to acquire a critical distance from the common-sense platitudes and everyday assumptions of our lives and the powerful ideologies that keep us in their thrall (Tsing, 2004, p. 122). It reaffirms the claim that missing the knowledge about the particulars disarms one with the capacity to approach and comprehend the more obvious reality behind our common-sense understanding of the world. The section of the book entitled Nature Loving further concretizes and reinforces the belief that the various interactions involving various types of knowledge and culture are solid approaches in studying universal claims. Taking the rainforests of Indonesia as a concrete illustration, the book reiterates the belief that people have always been in contact with nature. One example to this is the fact that there are nature lovers who are devoted to outdoor activities such as camping, mountain climbing, rafting, and scuba diving (Tsing, 2004, p. 122) and that these people only comprise a small portion of the larger population whose daily lives involve contact with Nature such as those people living in Indonesia. In essence, the book also attempts to bring into light the observation that Nature and the cultural processes have been commonly attributed with various disjunctions and differences as well as with the heterogeneous factors which intertwine along the way. The book reveals these things as part of what people commonly refer to as globalization. The book further concretizes this observation in the chapter A History of Weediness where the author explores the interdependence of species by reflecting on the beasts and flowers, not just as symbols and resources, but as co-residents and collaborators (Tsing, 2004, p. 172). It entails the belief that there should be respect with the way in which people treat the environment. There appears to be a hint of the presumption that the patterns upon which the societies have changed over time have also led to the significant alteration in Nature. The book penetrates deep into the analysis by juxtaposing the observations of the poet Kristiandi Tanumihardja into the observations of people from the scientific community to the masses of the society. In particular, the cornerstone of these observations from the book relates the idea that nature has its own way of communication which is evidently unique in its own mysterious ways. While the book discusses the human attempts to unveil the mysteries behind the way Nature communicates not only by the scientific community but also by the world of literature, it also hopes that even with such limited understanding the attempts might bring us closer to knowing how to live in a multispecies world (Tsing, 2004, p. 172). The last chapter of the book entitled Freedom begins with the idea that travel changes the way we imagine our home places (Tsing, 2004, p. 213). This brings the reader to the presumption that there ought to be movement in order to arrive at a better and more fulfilling comprehension and appreciation of ones own environment. Only through such movement can there be a broader understanding of the global connections existing. And these movements can be further juxtaposed with the various social movements and upheavals in the past, including the social movements not only confined within the community of civilians but also with the environment. In The Forest of Collaborations which is the last chapter of the book, the author expounds on the subject of the types of collaborations where political gains and compromises can be assessed through constant attention to these kinds of collaborations and their effects (Tsing, 2004, p. 268). It sums up the general contention of the book in studying global interconnections and the many particularities involved in comprising the larger whole. With a special emphasis on the environmental status of Indonesia, the book reports facts about the predominant themes in analyzing the ethnography of global connections as well as the discoveries in previous years and contemporary times which establish what one can perceive as the indicators of globalization. References Indonesia: Environmental Issues. (2004). Retrieved November 2, 2007, from http://www. eia. doe. gov/emeu/cabs/indoe. html Tsing, A. L. (2004). Friction: An Ethnography of Global Connection. Princeton, NJ: Princeton University Press. Yarrow, T. (2006). Book Review: riction: An Ethnography of Global Connection By Anna Lowenhaupt Tsing. Political and Legal Anthropology Review, 29(2), 291-296.

The Prince by Niccolo Machiavelli Essay examples -- Papers Leader Lead

The Prince by Niccolo Machiavelli The Prince by Niccolà ² Machiavelli was written in the year 1513 A.C.E. in Italy during a time in which his views were greatly detested by others. They were so hated that he was exiled from his own country for writing them. When hearing this, one must ask oneself, what kinds of views did Machiavelli have so that his own country would cast him out? His ideas, though written very complexly, were very simple. One must gain success and to do so, any means were justifiable. He wrote his ideas in a lengthy letter to prince of Italy, Lorenzo de’ Medici. He gave him advice that was supported by history and what he thought were the precise makings of an excellent leader. That advice was both excellent and awful. In the document, The Prince, Machiavelli writes about many characteristics that a good prince should have. The five main characteristics are as followed: (1) A price must have no other thought in mind than war and how to pursue it (Machiavelli, 279), (2) a price must be liberal, rather than generous (Machiavelli, 282), (3) a good prince should be ...

Pressure Area Care

Unit HSC 2024 –Undertake agreed pressure area care 1. 1 Pressure sores or decubitus ulcers are the result of a constant deficiency of blood to the tissues over a bony area such as a heel which may have been in contact with a bed or a splint over an extended period of time. The surface of the skin can ulcerate which may become infected. Eventually deeper tissues are damaged. Besides the heel, other areas commonly involved are the skin over the buttocks, sacrum, ankles hips and other bony sites of the body. 1. 2Common pressure points on the body include the tail bone (sacrum), hip bone areas, and the ankle and heel. Less common sites include the elbows, spine, ribs, and back of the head. Pressure sores may also result from friction caused by your skin rubbing against another surface, or when two layers of skin slide on each other, moving in opposite directions and causing damage to the underlying tissue. This may happen if you are transferred from a bed to a stretcher, or if you slide down in a chair. 1. 3 Pressure sores are more likely to develop persons who are at higher risk due to one or more risk factors..Once a person is identified as being at increased risk for pressure sores, measures should be undertaken to reduce or eliminate those risks. Confinement to bed, chair, or wheelchair. Persons confined to beds, chairs, or wheelchairs who are unable to move themselves, can develop pressure-induced injuries in as little as 1-2 hours if the pressure is not relieved; Inability to change positions without help. (Eg, an individual in a coma, who is paralyzed, or recovering from a hip fracture or other mobility limitation. ) Loss of bowel or bladder control.Sources of moisture on the skin from urine, stool, or perspiration can irritate the skin. Poor hygiene , not washing regularly or drying properly Poor nutrition and/or dehydration. Bed sores are more likely to form when the skin is not properly nourished. Decreased mental awareness. An individual with decr eased mental awareness may not have the level of sensory perception or ability to act to prevent the development of pressure-induced injury. The lack of mental awareness may arise from medications. 1. 4 Incorrect positioning can cause pressure on the area.Sliding can cause friction and shearing. Friction caused by the client lifted incorrectly causing the skin to be damaged because the pressure is more that the skin cannot hold, so the result will be breakage of the skin. Rubbing of clothes, shoes and slings will also cause friction. Incorrectly putting a sling into place, and not using mobility aids available. 1. 5 Following the correct policies and procedures set in place will help prevent or help clear any sores. Monitoring the skin and following instructions to manage this will also help prevent and sores.Correct hygiene and moving techniques. Ensuring an individual regularly moves even if they may be limited. 1. 6 Redness of an area, dry skin, sore skin, broken skin, and marked areas, all need to be reported, as these are signs that the skin is breaking down. 2. 1 Read our company policies and procedures on pressure care. Also CQC has guidelines, what is expected of you. 2. 2 Read our policies aim what is expected of you from the company. Read care plans on pressure care and carry out an waterlow risk assessment.

Jefferson vs. Hamilton: Confrontations That Shaped a Nation Essay

The book by Noble Cunningham seeks to showcase the contrasting ideas employed by Thomas Jefferson and Richard Hamilton in pursuit of forming and building the American nation. It offers analysis and insight surrounding their perceptions on how the country should be governed. The book copies excerpts from the two’s compositions and writings which can make readers appreciate and understand their points of view surrounding the issues of planning, implementation and issues surrounding the period of 1787-1804. On one hand, we see Alexander Hamilton who sought to promote a new approach in the economy wherein he advocates the urban mercantile interests. He advocated the role of a strong central government in the promotion of new economic policies that can improve commerce and industries (Cunningham, 2000). At the same time, he advocated that credit must be supplemented and be supported by adequate planning. Cunningham mentioned that this can be achieved by creating a Central Bank that is administrative of both fiscal and national industries (p.48). On the other hand, Thomas Jefferson who was an anti-federalist sought to advocate the rights of the state rights. Though both actors may adhere to the application of a central government in foreign affairs, Jefferson did not see it also applicable in other domestic and state affairs (Cunningham, 2000). Seeing this, the main argument between the two involves the creation of the Central Bank. Cunningham argued that for Jefferson, he viewed such scenario as a move to centralize the power of decision making from states to the central government (p. 65). In the end, the book offers a good presentation of the contending arguments and view of both actors which in the end paved the way for the creation and development of America during that period. It is through their efforts and contrasting views that their legacies shall forever be imparted in history as individuals who shaped and made changes possible for all. Work Cited Cunningham, Noble, E. Jefferson vs. Hamilton: Confrontations That Shaped a Nation. 2000 (US: Bedford/St. Martins) accessed 19 March 2009.

Blogs in Language Learning Analysis Essay

Blogs in Language Learning Analysis Essay Blogs in Language Learning Analysis Essay Example Blogs in Language Learning Analysis Essay Example The present study focuses on the innovative technique of efficient and constructive language learning, namely, the use of blogs with the purpose of enhancing qualitative writing skills. The issue of concern requires not only an in-depth insight into the available secondary data and its consistent analysis, but also a fundamental, diligent and perspective primary research. The given chapter discusses the major aspects, directions and tasks of the methodology of investigation. Enhancing Students Writing through Blogs Research Paradigm The focus of the study should be actualized by the means of proper and relevant choice of the research paradigm. This choice should be justified, since otherwise, the outcomes of the investigation will be unreliable and will lack credibility. The concept of the research paradigm is defined by Taylor, Kermode and Roberts (2007) as â€Å"a broad view or perspective of something† (p. 5). Moreover, Weaver and Olson (2006) define that â€Å"paradigms are patterns of beliefs and practices that regulate inquiry within a discipline by providing lenses, frames and processes through which investigation is accomplished† (p. 460). Hence, the paradigms align both conceptual frameworks and practical guidelines which tend to direct the course of research properly and purposefully. Actually, research paradigms predetermine how the researcher envisions the world in general and the issue in question in particular (Denzin Lincoln, 2005). Therefore, the research process, its direction and stages are predetermined by the chosen research paradigm (Guba Lincoln, 2000). Patton (1990) highlights that paradigms help to break down the multidimensional structure of the world in order to comprehend it better. Denzin and Lincoln (2005) classify the main categories of the beliefs which are considered to be the core elements of the research paradigms. There are ontological, methodological and epistemological categories. The notion of ontology is aligned with the issue of reality and the comprehension of what is real and what kind of reality it is. Epistemological approach is explicated as a branch of philosophy that focuses on the essence of the acquired knowledge and aims to identify the connection between the researcher and the known data. This approach relies on the acquisition and validation of the data. Finally, the scope of methodology deals with the process of â€Å"learning†, or acquiring new knowledge. Actually, the given classification was broadened by Lincoln and Guba (2000). The scholars introduced and discussed two other categories causality and oxiology (Lincoln Guba, 2000). The field of causality is connected with the state of the nature, whereas beliefs in oxiology r efer to the scope of value. The major functions of the research paradigms in terms of investigation include the following, according to Dills and Romiszowski (1997): a) to identify of the rules and laws according to which the world is constructed; b) to learn the ways to acquire, comprehend and validate the knowledge; c) to select and justify the approaches and methods targeted to acquire the intended data; d) to construct or restructure relevant academic space for the researcher; e) to provide relevance and significance of the acquired knowledge. The research paradigm that has been selected as the most appropriate and potentially efficient one in terms of the given research is pragmatism. The pragmatic approach corresponds to my beliefs and my set of ideas about the world, knowledge and ways of acquiring it. Therefore, it has been chosen for the given study. Goldkuhl (2012) defines the concept of pragmatism in the course of the qualitative research as a phenomenon that is focused primarily on â€Å"action and change and the interplay between knowledge and action† (p. 2). Hence, it is a multidimensional and complicated approach to the constructive qualitative research. It is essential to realize that pragmatics deals with a particular activity, and not just an observation or analysis of the monitored aspects. It is important for this study, as far as it provides the investigation with credible factual data and consequent reliable outcomes. Moreover, it is crucial to align the knowledge basis with the actions and experiments in order to receive objective results, which may be, consequently, implemented in practice. Pragmatism has been chosen, the outcomes which are supported by the empirical course are to be acquired. It means that the basic drawbacks and potential perspectives of the currently studied approach will be revealed in t he course of investigation, which will give basic direction and construct the scheme of the practical implementation for the given intervention. The emergence and the initial discussion of the pragmatics as a research paradigm is connected with the names of such scholars as Peirce, James and Dewey (Goldkuhl, 2012). To be more precise, the phenomenon is referred to as the American pragmatism (Goldkuhl, 2012). Nonetheless, the overall conception of the subject of the current discussion should not be restricted to the notion of American pragmatism, but regarded as a vivid embodiment of its particularly essential notions. Therefore, the further course of pragmatic framework development involves the European and East-Asian modes of pragmatic thinking. Goldkuhl (2012) underlines the core essence of the phenomenon of society which relies on action and motion. The same approach may be applied to its structure and interrelation between its constructive elements. Hence, the actions and alterations are considered to form the basis of pragmatism. Actually, the role of the actions in terms of the currently discussed research paradigm is i ntermediary. As Goldkuhl (2012) explicates, the actions are driving forces in terms of alterations in human existence. Furthermore, the scholar emphasizes that â€Å"To perform changes in desired ways, action must be guided by purpose and knowledge. The world is thus changed through reason and action and there is an inseparable link between human knowing and human action† (Goldkuhl, 2012, p. 7). Such approach reveals the unconditional connection between the theoretical and empirical dimensions of research. More precisely, the ultimate meaning of any ides should be analyzes through the prism of practical consequences and outcomes of the given conceptual entity. The differences in theory rely on the discrepancies in terms of practice. One of the central concepts of the pragmatic research paradigm is inquiry. This notion should be regarded as the controlled experiment within which new knowledge concerning the altered conditions and terms of a particular pattern of reality is created. Cronen (2001) defines this concept as â€Å"a natural part of life aimed at improving our condition by adaptation accommodations in the world† (p. 20). Thus, the major target of inquiry is to create new knowledge â€Å"in the interest of change and improvement† (Goldkuhl, 2012, p. 8). This constructive knowledge differentiates practical interventions from simple observation. It should be appreciated that pragmatism in general and inquiry in particular provide vast space and unlimited opportunities for the construction of a set of conditions for the experimental activity. Moreover, the selected approach gives the researcher a possibility to control and augment the conditions, if necessary. It is important as far as the act ivity may result in unexpected ramifications, and, therefore, the whole study setting should be adjusted. Since the scope of pragmatics is broad, there are three main kinds of the chosen research paradigm, namely, functional, referential, and methodological approaches. Functional pragmatics centers on the constructive data, which is acquired through the course of investigation. Moreover, this approach regards knowledge as the basis of actions. Referential type of the pragmatic research positions the notion of knowledge above the significant stance of the actions, whereas methodological kind of pragmatism refers to the processes and peculiarities of knowledge acquiring. The active role of the investigator is highlighted. Such classification of the kinds of pragmatics confirms the pluralistic attitude to the research demonstrated by the adherents to the given paradigm. Hence, the given discussion supports the choice of the research paradigm, as it provides proper conditions that set a constructive experimental scenario, which is expected to result in new knowledge, both theoretical and emp irical, concerning the actual role and efficiency of blogs and language learning. Research Design Design-based research. The next stage in the methodology discussion is the identification of the research design. The notion of research design denotes the way the investigation will be conducted (Harwell, 2011). More specifically, it includes such dimensions as the way the data is collected, the choice of proper instrumental methods and techniques for this purpose, and the tools that are to be incorporated for the subsequent analysis (Harwell, 2011). The contemporary approaches to educational research reveal serious inconsistency and controversy in terms of the alignment of theory and practice (Alghamdi Li, 2013). Neuman (2007) positions the concept of theory as â€Å"a system of interconnected abstractions or ideas that condenses and organizes knowledge about the social world† (p. 24). The scholars Alghamdi and Li (2013) state that it is constructive to start a study with the theory and its profound and insightful investigation and continue the course with the implementation of the acquired outcomes. This practical activity may be either a preliminary test or an actual performance in terms of the educational process. Furthermore, one of the recent problematic issues within the educational research has been particular alienation of the focus of the study from the routine aspects of the daily teaching practice (Sari Lim, 2012). Basically, the roots of the given problem are based on the tendencies of the last decade during which the investigation course is conducted â€Å"about education†, i.e., about generalized issues, challenges and drawbacks, but not â€Å"for education†, i.e., for the actual development of new theories, interventions and innovative educational tools (Juuti Lavonen, 2006, p. 54). Therefore, more practically relevant and in-depth insights, interventions and solutions are needed at the current stage of development of the educational research. As a direct consequence of such problems the educational scope of activity faces in the recent course of time, the alternative approach is necessary. The given study incorporates design-based research, since it closely relates to the pragmatism paradigm and properly aligns practical scale with theory. The design-based approach should be comprehended as a reaction and alternative solution in terms of prevailing tendency to use inefficient traditional methods (Alghamdi Li, 2013). As a result, such research methodologies have failed to align theory with practice so that the outcomes of the studies can serve as the guidance for qualitative adjustment and improvement of the routine practices of language learning. The appropriateness and efficiency of the currently discussed research methodology is achieved due to the fact that it â€Å"combines research, design, and practice into one process, resulting in usable products that are supported by a theoretical framework† (Bowler Large, 2008, p. 39). It is crucial to highlight that the given methodology is not new, as the actual and frequent use of design-based research has started recently, namely, in 1992. Two scholars, Collins and Brown, introduced and discussed this approach in 1992 (Alghamdi Li, 2013). The key constructive elements of this methodological approach include: the investigation of complicated and miscellaneous problematic issues by positioning them in the real contexts and under typical conditions; the known is aligned with the hypothetical and united with technological peculiarities in order to construct a credible and effective solution to the identified problems; consistent and grounded reflective inquiry is expected to provide new knowledge and practical guidance in terms of the issue in concern (Alghamdi Li, 2013). Actually, the design-based methodology relies on the prior knowledge and focuses on the conception and proper comprehension of the whole situation in the context of its complexity, real learning conditions and potential circumstantial drawbacks or challenges (Barab Squire, 2004). The overall purpose of the design-based research is considered to be to â€Å"address complex problems in educational settings† (Sari Lim, 2012, p. 2). Specifically, the given methodology aims to connect the conduct of proactive educational research with the development of new paradigms and approaches for the solution to the topical and controversial educational problems (Alghamdi Li, 2013). The paradigms and theories which are expected to be the ramifications of design-based research are domain theories, design frameworks and design methodologies (Alghamdi Li, 2013). The peculiar aspect of the given approach to the educational research is its combination of some traditional, basic aspects of research with innovative and authentic methodologies. The common characteristic features between this approach and others includes the research based on the participatory actions, ethnography, and experimental activity based on the positivist philosophy (Hoadley, 2011). Nonetheless, the authentic characteristic features are more numerous and influential. Alghamdi and Li (2013) identify such fundamental aspects of the design-based research methodology as â€Å"pragmatic, grounded, contextual, interactive, integrative, and flexible† (p. 5). Due to such features, the currently discussed research approach provides constructive refinement of the data, both theoretical and empirical. Thus, the outcomes of the study are grounded and theory-driven and there is vast space for contextual alterations of the terms of experiment, while it is processing, which allow s to provide plausible and objective results (Wang Hannafin, 2005; Alghamdi Li, 2013). Moreover, the researchers are actively involved in the course of investigation and the experiment is positioned in the real-world setting (Wang Hannafin, 2005; Alghamdi Li, 2013). The design-based research is to be conducted rigorously and in strict accordance to the instructions. Every phase should be documented properly. One of the most vivid examples of how the design-based research should be conducted is enclosed in the Reeves model (2013). This model identifies four phases: the course of analysis targeted to investigate major practical problems; relevant and constructive theoretical framework is involved in order to generate a proper solution to the detected problems; the solutions are evaluated and tested in the correspondent contextual setting; â€Å"documentation and reflection to produce â€Å"design principles† is employed (Cotton, Lockyer Brickell, 2009, p. 3). The stages presented above will be considered as a background for the present study. They refer to the main steps which are needed to acquire objective and credible results. Design-based research and EFL (English as a foreign language). There are diverse constructive methodologies on the current stage of the research tools’ development, but it has been decided to incorporate the design-based approach since it has the potential to discover the most relevant, perspective and potentially efficient guidelines for the improvement of conditions of learning English as a foreign language among Omani students. Reeves and McKenney (2013) state that design-based research is appropriate for the enhancement of language learning. Moreover, it is especially preferable for computer-assisted language learning (CALL) (Reeves McKenney, 2013). Nevertheless, the scholars also highlight that aligning design-based research targets with the issues of CALL is a complicated and challenging practice. The researcher is recommended to conduct an in-depth insight into the prior knowledge and previously performed experiments as well as to construct the whole setting and research program thoroughly. Abdallah (2011) supports the stance that modern technological progress has led to the ultimate necessity to re-conceptualize and introduce innovation to the basic notions of literacy. It is especially topical in the scope of language learning. The scholar discusses â€Å"a new generation of the Web that has been enabling new functions and possibilities for learning such as social networking, easy publishing online, and collaborative construction of knowledge† (Abdallah, 2011, p. 20). As a result, blogging has become one of the most popular networking activities. Moreover, many students contribute to the blogs. Hence, this activity will not be alien or unusual for the participants. It means the course of language learning will be located in the comfortable and constructive setting. The design-based methodology is expected to improve the efficiency of the intervention due to its proactive potential that provides such excellent opportunities as: Design-based research is considered to be perfect for the â€Å"development of robust effective interventions† (Reeves McKenney, 2013, p. 4). These interventions are tested during the design-based research according to such conditions as time, specific approach, balance between theory and practice, peculiarities of presentation and tactics, etc. These aspects are crucial for the EFL learning course. The currently discussed research presents an opportunity to give an answer not only to the question â€Å"Does it work† or â€Å"Is it efficient?†, but to respond thoroughly, fundamentally and extensively to the question â€Å"How can we make this or that approach work?†. Hence, the design-based research may even result in several positive solutions for the outlined issues. EFL needs alternatives in terms of practical language learning, since different students perceive and master foreign languages in their own ways. Therefore, the teacher is expected to construct multidimensional lessons with diverse interactive activities and possibilities for every student to comprehend the learning material, acquire new knowledge and skills according to the curriculum, and become capable to incorporate them into practice. The potential of design-based methodology is also expected to result in professional growth and qualitative enhancement of competencies. Moreover, Reeves and McKenney (2013) underline that design-based research â€Å"(DBR) has the potential to provide powerful insights for educational researchers, practitioners, and all others involved in a given initiative, driven by the data that flows from the various iterative cycles of testing and modifying the intervention† (pp. 5-6). Such active and aspiring role of the researcher provides not only plausible, objective and potentially efficient outcomes, but also significant perspectives for further improvement of the EFL learning. Participants The grounded and motivated choice of participants guarantees proper and efficient outcomes of the study. It is important to outline the age, competence level and location of the participants of investigation and ensure that the necessary quantity of the students participates. In order to eliminate any potential alterations, it is recommended to form a group of 12 students who will be contacted in case current participants refuse due to the unexpected reason. Selection process The selection process will be conducted in two phases: The participants of the study consists of four classes of the 11th grade. Every class will be approached as a separate case study that will be investigated under the similar circumstances and identical targets. To be more precise, the location of investigation will be the Omani basic education schools. The four classes will belong to the 11th grade and will be chosen out of 20 schools. The participants are planned to be chosen on the random basis. Two schools of the aforementioned location will be selected randomly, and then the focus of the study will be narrowed to four classes. In the case of lack of participants for the provision of grounded and credible study, it is necessary to apply for a special permission to invite more students. Firstly, it is obligatory to apply to the Ministry of Education in Oman to receive the permission to conduct the project with such purpose, scope and scale. Secondly, it is necessary to receive a personal permission of the parents of every student. The invitations will be sent via emails and thus the list of participants will be completed. Such random selection process is relevant in the context of the investigation as far as it will contribute to the objectivity of the final outcomes. Apparently, the participants will belong to different competence levels in EFL as well as to diverse social, racial, sexual and political strata. Since the research is not narrowed to any of the aforementioned criteria, it should be objective. The 11th grade is appropriate for the given research, as it corresponds to the age group of the students who use blogs actively, have decent experience in this activity, and experience diverse thematic criteria. The above-presented research is initial and generalized. It is planned to support the final evidential data with more specific and detailed inspections. Thus, four students out of four selected classes will be chosen for the further in-depth study. Such an approach will not only provide a more thorough investigation setting, but will also will permit to align the general ramifications of the initial study of four classes with the results of profound and targeted research. The students will be required to provide a relevant study with constructive details, which is impossible when there are 60 participants. Therefore, the most significant representatives of the constituting groups will be investigated based on their capacity and overall potential. These students will be selected on the basis of representative sampling. The criterion for the representation is a particular class among four groups that the participants belong to. It means that every student will represent a separate class from the Omani basic education schools. The choice of the representatives will be made relying on two types of evaluation, namely, a questionnaire and a pre-writing test. Every class will complete them, and the results will be assessed in terms of a) written abilities of the students; b) their confidence within the technological scope; c) educational experience and English language proficiency of the participants. The chosen students should demonstrate the most significant results in terms of the aforementioned criteria. These aspects are crucial in terms of EFL learning. Since every class will be selected from a separate school and every representative student chosen for an in-depth study will belong to a particular grade, the given method of s election will be incorporated into the research course in order to ensure a representative demographic sample. As an outcome, the given approach is expected to make the way of identifying EFL in-depth learners in the 4 classes effective. Data Collection and Procedure The data collection process will last five months starting from September 2016 until January 2017. The particular classes from the Omani basic education schools will be selected on the random basis from the 11th grade. Afterwards, the conference will be conducted in order to inform the students and the teaching staff about the ultimate purpose, tasks and major expectations of the planned study. Later, four students from each class will be selected for further insightful in-depth investigation. Every student will be asked for the voluntary agreement to take part in the research which investigates the use of blogs in the enhancement of the writing skills of EFL students. This step should be documented. The consent forms will be distributed to the students and their parents will be asked to complete them. This research will be collaborative, as the teachers will help the researcher in the process of the actual project. It is a crucial step, since the teachers know their students well. They are aware of the major problems, drawbacks and challenges in terms of EFL learning. These aspects are crucial for the process of research, as the design-based research permits to unite the theoretical basis of the investigators and the contextualized practical observations of the practitioners. The data will be collected by the means of the mixed method approach. It will involve multiple sources of evidence as well as augment the strength and validity of the whole study. A considerable and versatile amount of data is planned to be used in order to respond to the research questions and fulfill the ultimate purpose of the investigation. Pre-writing test. The pre-writing test is a generalized test targeted to reveal the general writing proficiency of the participants. This test will consist of 20 questions. Each question will address crucial aspects of writing proficiency correspondent to the 11th grade. The time provided for the pre-writing test should be 45 minutes. A close-ended questionnaire. The close-ended questionnaire should be offered to every participant of the study. It will be distributed at the beginning of the first week of the writing class. The major target of the given measure is to determine the IT skills of the participants, the actual level of their ability to write on their L2, and the overall educational background. Moreover, it is important to highlight that the data that will be gathered from this initial questionnaire, along with the outcomes of the pre-writing test, will be helpful for the selection of the four representatives of each class for a further in-depth study. It is recommended that the chosen participants contribute different levels of writing skills, technology confidence, overall educational experience, and actual competence of the English language. Such diversity in the selection process will guarantee a multidimensional focus of the study, since the research that will be consequently conducted may afterward s be applied to different categories of students. It is constructive as far as every class has diversity in terms of L2 proficiency, and this discrepancy often causes problems for the teaching staff. Interviews. The four participants chosen for an in-depth study should be subsequently interviewed. The interviews are planned to be conducted three times in the course of actual research, namely, at the beginning, in the middle and at the end of the investigation. The ultimate aim of the first interview is the establishment of the general context of the study. There will be ten guiding questions (Seidman, 1998). The second interview will permit the chosen participants to provide comments, detailed responses, description and reflection upon the whole experience of blogging in the writing class. Finally, the third interview is constructed to unite practice and theory in order to acquire objective outcomes. To be more precise, the participants will be given an opportunity to read texts. The readings will be chosen according to the results of the previous interviews and an approximately accessed level of every participant. Nonetheless, every level will be elaborate according to its poten tial. Furthermore, the readings will be followed by the open-ended questions aimed to provide more insight in terms of the overall experience and the meaning of this experience (Seiddman, 1999). The questions will be molded in a semi-structured form. They will include many topics, issues and prompts in order to encourage the interviewees to develop their responses well. Wallace (1998) suggests a constructive vision for such interview: it is necessary to unite â€Å"a certain degree of control with a certain amount of freedom† (p. 147). The responses of the participants will be recorded. Undoubtedly, such documentation is possible only after the parents’ permission. The cyclical nature of design-based research due to the availability of significant reflection provides an excellent opportunity to inform an action at each stage of the research. Such approach will ensure that data collection and analysis are constructive and ongoing processes. The aforementioned interviews are planned to be instructive, which means that every aspect will be discussed. The outcomes are expected to improve the use of blogs, since appropriate changes may be consequently applied. Introducing the students’ blog. Campbell (2003) identifies and discusses three different types of blogs which are used in the classrooms. More specifically, they include a tutor blog, a learner blog and a class blog (Campbell, 2003). Every type of blog has its proper purpose, function and expected impact on the learners’ efficiency in the course of learning. The currently presented research will use class blogs. Campbell (2003) defines this type of blogging activity as â€Å"the result of the collaborative effort of an entire class†. The students will be asked to set up their own pages in the class blog. Every page should be linked to the particular name. In such a way, it is easy for the researchers as well as other students to identify the author of every post. Furthermore, the students will be encouraged to use blogs for writing activities during classes. Thus, both class and home-based activities should be properly aligned. The study will incorporate the model for student interaction with the help of blogs developed by Campbell (2003), as shown in Figure 1. The participants of the investigation will be asked to use their blogs for several writing tasks simultaneously in order to contribute to the objectivity of the study. Thus, the tasks will include such activities as a) peer response; b) editing; c) revision; d) publishing; e) and writing as the core assignment. All the assignments will reveal peculiar aspects of the currently discussed online learning activity and will specify its core elements. Such multidimensional and interactive nature of the design-based research will help the teaching staff introduce the students to intervention, which is blogging experience targeted to enhance their writing skills. Moreover, it will motivate the students to participate, since they adore such online activities. As a result, this approach is expected to help the researchers keep the course of necessary and relevant alterations during the study. Furthermore, the investigators will become capable of providing continuous and constructive improvements to the research process as well as making necessary changes to the teaching practices and goals in case particular needs arise. Finally, the selected intervention guarantees excellent opportunities for proper critical reflections concerning the final outcomes of the researchers’ actions. Blogging Interaction Model Blog entries In order to maximize the overall usefulness of the blogs, which will eventually lead to the final results and newly acquired data concerning the research question, it is necessary to evaluate the complex and multidimensional tasks the students will be asked to perform. It is especially essential to assess the students’ responses to the use of weblog in their writing classes. For instance, every participant will be asked to post an article on a weekly basis. This article should cover the topics which have been discussed in class. Similar topics may be used by several students, but authenticity is strictly demanded. No group projects should be allowed at this stage of the study. Moreover, the participants will be asked to read their colleagues’ posts and comment on them. Furthermore, it is relevant to underline that the rhetorical functions of the students will positively contribute to the crucial aspects of particular learning strategies and EFL writing strategies in particular. Moreover, other documents should be collected from the students, except for their blog entries, such as writing assignments, critiques which will be acquired during the face-to-face conversations, peer interview sessions, drafts, and writing portfolios. Blogging will be used as illustrated in Figure 2 by Jones, 2006, for the following writing interventions: peer responding, editing, revising and publishing. Teacher’s journal This document is needed to keep a record of the actual teaching experience that will be acquired during the active learning intervention. It is crucial for the teaching staff to record the progress between the levels and identify students’ potential. The teacher’s journal should include ideas and thoughts, pedagogical experiences, feelings and emotional states, changes, mistakes, successful completion of tasks, fear or hesitation accompanying the conducted work, surprises and confusions (Merrian, 1998). Moreover, it will contribute to the overall pedagogical proficiency. The teacher’s journal will reflect on the process of applying blogs to the EFL writing classes and their effects, both short-term and long-term. These interventions should match the needs, interests and the development levels of the students. Furthermore, this methodology will help instructors of other disciplines to adapt and follow the general scheme of incorporating blogs into the curriculum. As a result, this journal will reveal a sequence of difficulties and drawbacks that the participants may face. Students’ reflective journals. Students should also maintain their reflective journals during semester. Every period will be reflected by the means of responses to the guiding questions. The preliminary list of the main questions was developed: Describe your thoughts/feeling and mood when you start your writing class? Describe your writing class today. You may talk about any difficulties/challenges/feelings (negative or positive) or any other thoughts you have struggled with during your writing tasks? Describe the class atmosphere today, the relationship between you and your teacher, and the relationship between you and your colleagues in the class. Post-test The final step of the course will be a writing test. This test will include the major topics and grammar aspects covered during the whole course. The purpose of the given test is to compare the four chosen classes in terms of their writing performance and the progress they have made due to the course. Especially, the effect of the chosen intervention of blogging practice will be addressed. Data Analysis A mixed method approach will be used for data collection in order to guarantee proper and relevant data subdivision into the following types: Qualitative data; Quantitative data. It is crucial to analyze each type of data properly. The quantitative type of data should be analyzed in terms of final results and their reflection of the progress made, whereas qualitative data requires a more profound analysis, comparison and further monitoring. Assuring Credibility of the Study The credibility of the study will be provided by the following aspects: Using a debriefed group of doctoral candidates. Such an approach guarantees academic excellence and reliability; Verification of the contents of the data that has been collected; Surveying the back-up group concerning the major aspects of the study and comparing the results. The aforementioned steps provide solid basis for assuring credibility as far as competent human resources are involved in this process, and the approach to the assuring of credibility is constructive. Ethical Considerations Ethical considerations are the major milestones of the formal side of the study. One of the most important points in terms of ethics is responsibility of the researchers. To be more precise, the consideration of responsibility should be regarded on the multiple levels such as relations with colleagues, students and professionally relevant establishments. â€Å"Ethics education can enable scientists to place their positions into a logical framework from which they can look for consistent approaches to related problems.† (Stern Elliott, 1997). Moreover, the study guarantees confidentiality of the participants’ personal data. It is important to make an emphasis on this particular aspect during the conference in order to highlight the serious scientific approach the researchers follow during their investigation. Along with such, the whole research will be conducted on the voluntary basis, and thus permissions and consents will be provided and documented. Every stage of the study should be discussed beforehand and orient on the parents of the students. Therefore, the study will not interfere with personal and human rights of the participants. Respect for these freedom and rights demonstrate the level of proficiency of the work done. Limitations of the Study It is also essential to form the supportive list of 12 potential participants who will be involved in the case of unpredictable changes. The list will be formed either relying on the personal data of the attendants of the conference, or via the emails provided by the schools’ authorities, as described above. Moreover, it is appropriate to underline the limitation caused by time constraints and potential participant deviation. Furthermore, the possibility of generalization is also a crucial limitation when the outcomes of the study are transferred to another similar context (Lincoln Guba, 1985). Time constraint does not provide a possibility to investigate a big quantity of the participants during a long time period in order to verify the preliminary research outcomes. Furthermore, generalization may become a direct reason of lack of meaningful details and supportive aspects of the whole experience of using blogs at the classroom. The Strengths of the Study According to Shenton, â€Å"the qualitative investigator’s equivalent concept, i.e. credibility, deals with the question, â€Å"How congruent are the findings with reality?† Lincoln and Guba argue that ensuring credibility is one of most important factors in establishing trustworthiness† (Shenton, 2004). The study contributes to the fields of linguistics, methodology and the contextual development of IT. Moreover, the sample approach to learning that has been developed and tested in terms of this study may be successfully adjusted and used in other disciplines. Hence, the congruence of the study is high, especially in terms of the EFL learning, is significant. The reason is the course of linguistic study and perspectives for the given context. Therefore, the reliability and credibility of the results is considered to be the most significant strength of the study. Moreover, it is a multidimensional academic experience that unites innovation and profound knowledge.

12 HUGE Job Interview Mistakes to Avoid

12 HUGE Job Interview Mistakes to Avoid We’ve talked a lot here about ways to put your best foot forward during an interview. You know to come prepared, to master those tough interview questions, to dress professionally, and to project confidence. But what about bad habits and off-putting behavior you might not realize sneak into these important interactions? Here’s a list of  mistakes  to read over before any interview- avoid the following and you’ll be well on your way to getting hired. 1.  You’re too nervousEven if you’re so nervous you could pee, try and keep your cool. Present yourself at your best and most confident, even if you have to fake it. And never ever say you’re nervous. Your interviewer won’t think you can handle the job if the interview has you that shaken up!2. All you can talk about is moneyJust like on a first few date with someone new, it’s not a good idea to harp on compensation. Salary negotiations are important, but can (and should) be do ne at the end of the interview process. Focus instead on figuring out whether you’re a good fit for the company and vice versa.3. You tell the interviewer about your weaknessesUnless they explicitly ask you the old â€Å"What’s your biggest weakness?† question or you’ve got a great story of overcoming and self-improvement, hold your tongue. Focus on your strengths instead.4.  You appear too desperateThe time for making demands comes later. Early on, you’re trying to show the company that you can give them what they need- not the other way around. Desperation often looks like weakness. And asking for too much too soon can make you seem high-maintenance.5. All you can talk about is the perksOkay, so they have a swimming pool in the lobby and Summer Fridays and an ice cream truck. Or a Cadillac insurance policy. Shut up about it. Your employer will think you’re only after the job for the benefits, not the work. You’ll get the perks whe n you get the job!6. You use negative keywordsStrike all words like â€Å"terrible,† â€Å"awful,† â€Å"no good,† â€Å"very bad,† etc. from your interview vocabulary. Don’t talk about how â€Å"horrible† your last job was, or even how much you â€Å"hate† the new season of True Detective. You’ll sound bitter, disloyal, and like someone who won’t be a lot of fun to be around.7. You use words that come off as dismissive or passive aggressiveThere’s no way to not feel like a person is concealing something when you ask her how she is and she says, â€Å"fine.† It’s vague at best, dismissive at worst, and just makes you look incapable of clear and honest communication. Come up with something better!8.  You accidentally swearJust don’t do it. Even if your interviewer does. There’s a time and a place for four-letter words and the one hour in which you’re trying to make your best fir st impression is not that time.9.  You apologize too much during the interviewNever use â€Å"sorry† as conversation filler or to try and sound more polite. It can make you seem passive, indecisive, or worse- passive aggressive- and you won’t project the confidence you need to get the job.10.  You reveal too many personal mattersConsider â€Å"divorce,† â€Å"pregnant,† â€Å"sick,† and other personal life issue words forbidden for the interview. Don’t give your interviewer any reason to question your job performance.11.  You  use too many filler keywordsFiller words like â€Å"actually† and â€Å"just† are often conversational tics that don’t communicate much. â€Å"Actually† can also seem quite alienating when used to correct something the interviewer said. Focus instead on speaking clearly and concisely and communicating precisely what you mean to say.12.  You asked about the vacation packagesAsking a bout time off  and vacation packages at your interview makes it look like you can’t wait to max out your sick days and miss as much work as you can get away with. Save these important questions for the follow-up interviews or your HR rep.

Criminal Justice - Youth Justice Essay Example | Topics and Well Written Essays - 750 words

Criminal Justice - Youth Justice - Essay Example The focus is no longer on punishment. A search for committed effective criminal justice practice is often hindered by an unwarranted certainty about what works regarding reformation of youth criminals. The best way to view the entire juvenile justice system is as a work in progress rather than something that is written on rock. Nothing is certain at this point on what works or not and it is very necessary to keep an open mind on new theories and one of these is a child rights-based framework (Cotter, 2006: 108) The Children Act of 1908 established juvenile courts to try young offenders. It tried to stamp out infanticide by the introduction of foster parenthood in the country. This led to the establishment of orphanages for unwanted children and to keep them out of the workplace in which they could be mistreated by the new capitalist system. A law called Children and Young Persons Act of 1933 was more encompassing as it prohibited sale of liquor and cigarettes to persons under 16 years of age, letting them in the prostitution business, use them for begging in the streets or inflicting cruelty to them. Before this law, criminals below 18 years of age can be executed for serious crimes but it raised the criminal responsibility of a child from only 7 to 8 years of age. The Children Act of 1948 established childrens committees and authorities are mandated to receive vulnerable kids into their care (Batty, 2005: 1). November 20, 1959 saw the adoption of the UN Declaration of the Rights of the Child and made this a universal celebration each year on this date. It expanded the original version from only 5 principles to a present 10. This was followed by the Children and Young Persons Act of 1969 that introduced more compulsory measures for the State to intervene in behalf of a child and to take over parental rights if necessary. It introduced a revolutionary concept of care and control through the use of care orders for criminal kids.