Quantitative Research Challenges and Benefits - 684 Words

Research Challenges and Benefits Claims in a magazine or newspaper that cannot be substantiated always raise curiosity. What runs in the mind is that the writer may have done his or her research but did not find the full information that was needed to substantiate it or more research should be carried out to identify the truth of the matter. Such claim should be thoroughly researched so that the correct information is passed to the people. In doing so a person can use the following research approach:- Quantitative research; is commonly linked with the positivist paradigm. This always includes collecting as well as converting data into numerical form to allow statistical calculations to be made and drawing conclusions. A researcher can use a single or various hypotheses. They include questions that are to be addressed while predicting there possible relationships between what they are supposed to investigate; in other term variables. For answers to be found various instruments and materials such as observation check lists, paper or computer tests among others will be needed, as well as a clearly defined action plan. Qualitative research is another way of approaching research. It is associated with social constructivist paradigm that affirms the usual constructed nature of reality. This entails recording, analyzing and trying to reveal the inner meaning and significance of human experience and behavior, as well as contradictory emotions, behaviors, and beliefs. UsuallyShow MoreRelatedBusiness Administration And Human Resource Management845 Words   |  4 PagesQuantitative research is simply an extravagant name for analyzing data with numerical values. While it does require numbers to calculate accurate hypothesis, quantitative research can be used to eventually create hard factual data. Within my current field of study, quantitative research methods are being used very frequently. I am studying in both business administration and human resource management and will identify how both fields could benefit from this research method below. Additionally, theRead MoreThe Learning Goals For A Professio nal Nurse987 Words   |  4 Pagesimprove my standing as a professional nurse. The first learning goal of this course is understanding the research process. This will be covered in module four of the course. The basic understanding of the framework of the research process is an important first step in deciphering the verbosity of research studies. Individuals attempting to research a problem and those reading and studying the research data must be able to determine the primary goal of the study to determine its relevance to the situationRead MoreEssay on Pillsbury Cookie Challenge694 Words   |  3 PagesPillsbury Cookie Challenge What are consumer insights? In order to market a product, we must first understand customer needs and wants. Consumer insight is the information gathered about a target population in order to better align market strategies with consumer needs. The goal is to better understand the customer  ­ in the Pillsbury Cookie Case, Guillen focused on his cookie customers. What types of challenges can benefit from consumer insights? One type of challenge that can be solved usingRead MoreDeveloping Vehicular Data Cloud Services795 Words   |  4 Pagespresented the need of synchronization between technology, human intervention and human behavior to build a secured cloud platform. The authors used their research study using qualitative and quantitative methods similar to a mixed method. The authors did not discuss any limitations and challenges related to their method of study using both quantitative and qualitative methods, in terms of schedule, availability of resources, data integration and cost. The authors discussed about the user awareness trainingRead MoreMethodology Qualitative And Qualitative Research1675 Words   |  7 PagesMethodology qualitative(300/5)(382/ ) In research the two main used approaches are qualitative and quantitative. Qualitative research represents the study of perceptions, emotions and experiences in the direction of understanding the human behaviour therefore from a subjective perspective ( R). On the other side the quantitative research is expressed numerical, measurable, appropriate for statistics defined as being objective and can be used for general public (R). Another difference, according toRead MoreThe Importance Of Quantitative And Qualitative Research1012 Words   |  5 PagesQualitative and qualitative analysis has been adopted since time immemorial in providing relevance to data. By description, a quantitative research employs numerical data to quantify the adversity of a situation; thus, it addresses effect (Jonassen, 2008). The quantitative analysis involves the use of scientific methods and statistical computations to transform data into a format that is easy to interpret (Polit, Beck, 2017). On the ot her hand, a qualitative study seeks to identify explanationsRead MoreAn Evaluation Of The Information From The Feedback Register Essay1225 Words   |  5 Pages You will also need to develop a research brief for your Manager that: Provides an evaluation of the information from the feedback register, including key findings. †¢ Demographic data: Demographic data indicates that there is a statistically significant socio-economic nature, such as hemophilia population, income, race, education and employment, which is represented by the geographic location of the specific and often associated with time. For example, when we are talking about the population ofRead MoreStatistic: Data Collection and Sampling Essay1247 Words   |  5 PagesSampling is the raw resource which enables the quantitative researcher gain insight on the target population. In the past half-century, Haer Becher (2012) note that surveys have become the ubiquitous data gathering devices serving many researchers purposes for assembling data in person or by mail. Nevertheless, the purpose of the survey is designed to gather valuable data, however, even more important is the design and in the way it is conducted ethically. Sampling strategies can be diverse dependingRead MoreAcademic Integration Into Career Technical Education1152 Words   |  5 Pageswhat i s important, which could change their perceptions of the integration process. In addition, the qualitative method for research and data collection is predominant in the constructivism paradigm. This aligns to my problem of practice, since I plan to use the case study design, conduct interviews and review other relevant documents during the data collection phase of my research. On the other hand, the post-positivism paradigm is comparative to my problem of practice as well. Post-positivists believeRead MoreEthical Challenges Faced By Management Research998 Words   |  4 PagesINTRODUCTION Management research is an applied research of various business practices with the primary intention of gaining new knowledge and providing solutions to business problems. As human values, perceptions and norms have a substantial impact on research data and process; ethical challenges are present at every stage of the research; from initiation to the dissemination of the findings. (Kakabadse et al. 2002) Researchers are seekers of truth and are obligated to focus on the lucidity and rationality

The Problem Of Gang Violence - 917 Words

Before starting this class, I already had personal knowledge about gangs but after taking this class, I have a much better understanding about them. From what I ve seen and heard, gangs are and will always be a part of our society. As we ve learned in this class, they have been around for hundreds of years. One thing that came to my mind while I was talking to my husband was pirates. They have territories over seas and anyone that passes their water gets robbed, in today s gangs it s a different setting but the same concept. The sad part of all this is that gang members that are juveniles are the ones suffering more and paying the prices. Gang violence will always be a growing problem in this world. As a parent I panic; it scares me just to think that my kids could get near these gangs. After taking this class, I mentioned to the professor how I noticed I was dressing my kids certain colors that meant certain gang things. I m relieved that I took this class because now I will be more careful on how to dress them, and dress myself depending on where I’m going. Furthermore, when people live around Gang members they intimidate every resident, by doing this they have more control of the territory and it gives them more power. It s sad that street gangs are corrupting and damaging those good juvenile kids that are being raised, and as parents all we can do is pray. It s also horrible how the initiation or hazing process to get in this type of group is. How stupid canShow MoreRelatedThe Problem Of Gang Violence1356 Words   |  6 PagesGang violence has grown to be a great problem in El Salvador in the last 30 years. Gangs have grown into large, complex organized crime units; the two largest gangs, MS13 (also known as Mara Salvatrucha 13) and Barrio18 (also known as Calle18), now encompass large parts of Central America. Both gangs rely heavily on local drug-peddling, which drives most of the general gang violence. The desire for control over certain areas ha d forged a fierce rivalry, in which civilians are often endangered whenRead MoreThe Problem Of Gangs And Violence995 Words   |  4 PagesThe problem of gangs and violence are commonly found in Chicago, especially during the night time. Although the rate seems to be lower compared to the past, the violence rate is still shocking compared to other states. Therefore, violence in Chicago s neighborhoods and communities cannot be overlooked. Statistics show that 1,109 school-aged youth were shot, and 216 of those were killed in 2010. As a student of UIC, I often receive crime alert emails as violence cases seemed to occur quite oftenRead MoreGang Violence : A Serious Problem1561 Words   |  7 PagesGang violence is a serious problem in America today, and it is also prevalent in the other countries in the world. â€Å"According to a national gang survey, the most recent estimate indicates that there were about 760,000 gang members in 24,000 gangs in the United States in 2004† this just supports the statement that it is a huge problem in the United States (Cooper, 2009, p. 1). Unfortunately, the Youth of America and these other countries have been a large demographic of these gangs for many yearsRead MoreThe Community Problem of Gangs and Related Violence1049 Words   |  4 PagesThe community problem of gangs and related violence is prevalent all over the United States. Young people join gangs for a variety of reasons. Some may feel isolated from their general school or social communities and search out the connections and community affiliation offered by gangs. Others are seduced by the importance attached to generally laudable qualities like loyalty and honor. In a gang setup, however, these are generally proven by violent or criminal activities. Some young people couldRead MoreEssay about Gang Violence: Problem on the Rise1896 Words   |  8 Pagesever say, when I grow up I want to be in a gang? According to the National Gang Th reat Assessment there are over one million gang members in California and over forty percent are under the age of eighteen. Just in Fresno alone there are over twelve thousand gang members and over 500 gangs (Overend). Gang violence is a growing problem and if we don’t try to control it now it will be a bigger problem in the future. According to the National Gang History, gangs started out in India in the year 1200 ADRead MoreWe Must Raise A Red Flag The Size Of Vatican City Essay1448 Words   |  6 Pageshad problems when it comes to gang violence, but only recently has this violence escalated to the immense issue it is today. I only just recently moved to Denver, and I can already tell that gangs are a major problem here-- that should raise a red flag the size of Vatican City. As an educated African American who has grown up in less-than nurturing environments, I have had much contact with gang members and witnessed gang activity. I extremely urge the policy makers, law enforcement, and gang members--gangRead MoreViolence Is An Everyday Act That We Have Seen In Society,1588 Words   |  7 PagesViolence is an everyday act that we have seen in society, and in result has become a problem. Gang violence, on the other hand, has been a social problem of violence for decades in the United States. In particular, it has been a serious problem in California that is has been known to be the â€Å"gang capital† in the United States, and a problem in a local scale. According to â€Å"FBI.org† , there are over 33,000 violent street gangs, motorcycle gangs, and prison gangs(FBI, 2015). Consequently, this bringsRead MoreChicago Gangs and History Essay1307 Words   |  6 PagesChicago Gangs, Then and Now with Solutions Nick Crot Marist High School Abstract This paper deals with gang violence in the city of Chicago since the beginning of time. It takes a deep look into the history of Chicago gangs and how they interact today. Also the past problems the City of Chicago made when dealing with gangs and the problems that gangs today have and how Chicago has the worst gang problem in the country. Also how gangs have turned themselves into big, and lucrative enterprisesRead MoreGang Violence And The United States1470 Words   |  6 PagesGangs have been a part of American culture in the United States since the early 19th century when immigrant youth organized themselves into street gangs as a means of urban and economic survival. Today, gang violence has reached an almost catastrophic level in the United States. Criminal street gangs have become one of the most serious crime problems in California. Gang violence accounts for one of the largest personal threats to public safety for nearly all the cities in this state. Salinas, CaliforniaRead MoreGun Violence1218 Words   |  5 Pagesï » ¿The Gangs In Our Communities By: Adam Taylor What set do you claim? Isn’t that a question we all hear at some point in our school years and maybe sometimes even after. Well I remember being in elementary school and not having to worry about nothing but recess. Those were the days of no worries and no stress. Then came middle school and that’s when things begin to change. Middle school is more about who you hang out with and how you dress. That’s where most of it starts. At the level of middle

Report on how to educate Gifted and Talented Children Free Essays

string(190) " It is thus typical that ‘doubly exceptional’ children, those with both high ability and special educational needs, are not taught at a level commensurate with their intellectual needs\." 1. Introduction to Gifted and Talented In order to understand how a teacher is to educate gifted and talented children it is necessary for them to comprehend exactly what is meant by ‘Gifted and Talented’. What is it that makes a gifted and talented child different from those around themIt is this question that is highly debated amongst educationalists and professionals alike. We will write a custom essay sample on Report on how to educate Gifted and Talented Children or any similar topic only for you Order Now Robinson and Campbell (2010) suggest that ‘the education of students identified as gifted and talented, let alone the identification process itself, is highly controversial’ because they suggest that it ‘is seen as variously as elitist, divisive and educationally exclusive’(Robinson and Campbell: 2010: ix). They go on to say that ‘in addition to the theoretical arguments about the extent of heritability and measurement of ability, there are†¦.debates about the extent of giftedness in the population, and therefore the size of the group which education policy and practice should focus’ (Robinson and Campbell: 2010: 11) Ostensibly, there are two main official definitions of what makes a gifted and talented individual. Firstly, there is the Marland Report (1972) in the USA, which gives the following as definition: ‘Gifted and talented children are those identified by professionally qualified persons who by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differential educational programs and/or services beyond those provided by the regular school program in order to realize their contribution to self and the society’ (Tunnicliffe: 2010: 17). Similarly, the English educational system regards giftedness in terms of potential (Tunnicliffe: 2010: 23). For many years now, the English education system has been using various educationalists’ views on what these multiple intelligences are and has based its education policies upon these concepts. One of the psychological bases that is utilized is derived from Howard Gardner’s ‘Multiple Intelligences’ theory. The theoretical basis for this theory was that rather than have one concept of intelligence as previously conceived, Gardner (1993) suggested: A more pluralistic notion of intelligence in order to account for individuals’ diverse abilities both to pursue various forms of knowledge and to create new ones†¦the theory of multiple intelligences suggests that individuals are capable of cognitive functioning in several relatively autonomous areas (Gardner: 2005: no page number given) This suggests that gifted and talented individuals differ from other children in the way that they take on the learning of various talents, abilities and types of knowledge both in the pursuit of being better at something as well as learning new things. It is suggested that this forms the basis of the concept of gifted and talented. 2. The Challenge for Teachers With regards to the teaching of gifted and talented individuals teachers and educationalists alike see it as a challenge to teach them for various reasons. One challenge is for teachers especially to differentiate between the concepts of ‘fixed’ and ‘fluid’ intelligence when teaching their students. Smith (2010) suggests that it is important to note this difference as well as to ascertain parents’ and the pupils’ own concept of what intelligence is. Knowing this difference would affect the ways in which teachers interact and educate individuals in their classroom. It would also inform and underpin any teaching strategies used as any resources utilized. Moreover, teachers need to know how to ascertain the gifted and talented element within their class. Once the teacher knows the gifted and talented element in their class it is essential that the teacher fulfills their needs also. For the teacher, this would mean maintaining an inclusive classroom that fits everybody’s needs. However, inclusive education within the classroom is only one option of many others which all have the goal of striving to meet the needs of the Gifted and Talented pupil. Moltzen (2005) maintains that there have essentially been: Three primary approaches: segregation, acceleration and inclusion. Many schools and teachers combine approaches. For example, those advocating for an inclusive approach would generally maintain that within this context, gifted and talented students should be permitted to work at an accelerated pace. Many supporters of segregation maintain that the gifted and talented should have exposure to more inclusive situations from time to time. Those arguing for the advanced placement of gifted and talented students will concede that this context may not be appropriate for every area of every accelerated student’s education (Smith: 2005: 42). These approaches, as Moltzen (2005) argues, are sometimes combined especially in secondary education. However, Moltzen (2005) purposefully argues for the inclusive classroom: As an effective primary environment for gifted and talented students. Frequently†¦.the inclusive or regular classroom is viewed as the default option: the option that is not really an option because it represents the status quo (Moltzen: 2005: 42) In other words, inclusion of students with special abilities within the classroom is seen as not really catering for whatever their needs are by some education experts. Their arguments seem to suggest that the inclusive classroom is ‘more restrictive for those with special abilities’ (Moltzen: 2005: 42) because they are not being used to their fullest extent. However, teaching professionals and educationalists alike both know that the way to get over the hurdle of restricting Gifted and Talented children is to differentiate lessons and activities either by outcome or by the level of the work set. In this way, teachers are in a position to engage everybody in the classroom across the whole spectrum of needs and abilities. It is important to note also that pupils who are gifted and talented in one subject area also have other SEN which hamper them in other departments and subjects. Autistic children and those with dyspraxia often have heightened abilities and inclinations in other areas. This phenomenon of double exceptionality can also have an impact upon how the school and the teacher approach the education of the individual child. Montgomery (2005) states that the difficulty is because: When remedial education is considered, the difficulties of highly able students often do not seem severe enough because their needs are masked. It is thus typical that ‘doubly exceptional’ children, those with both high ability and special educational needs, are not taught at a level commensurate with their intellectual needs. You read "Report on how to educate Gifted and Talented Children" in category "Essay examples" In some cases attention is directed only to the special need. The result is that many of those doubly exceptional children underfunction as the expectations of their teachers are set too low and the curriculum provision is intellectually inadequate (Smith: 2005: 179) In other words the needs of those with exceptional abilities as well as other SEN such as dyslexia often have their strengths and abilities overlooked because the focus is often upon their other needs related to their SEN. The question therefore remains as to how teachers can overcome this obstacle in making sure that those who are exceptionally talented and gifted are accommodated for without disengaging other members of the class. As well as this, it is essential for the teacher and the school in question to accommodate for the pupil’s other special educational needs as well as the giftedness of the individual. 3.Varied Teaching Methods Smith (2005) explains that an individual teacher’s teaching methods are often an indication of several factors. Smith (2005) suggests that: Teachers’ attitudes and dispositions towards the idea of inclusion are closely connected to their own teaching methods, which often reflect how they were taught as students and trained as teachers. Where teaching is very much underpinned by an age/stage approach, where curricula are rigidly prescribed for specific grade/year level text books form a large percentage of the curriculum content, teachers often find the idea of catering for individual differences an anathema†¦.An attitude that appears to pervade many schools and classrooms is that dedicated provision for the gifted and is discretionary rather than mandatory (Smith: 2005: 47). There are several issues here regarding this type of SEN provision which are both related to how the educational establishment approach the teaching of the gifted and talented. It has been said by some educational scholars that even though differentiated learning benefits everyone in the classroom it does not mean that gifted learners are benefitting from that kind of education. Heacox and Wormell (2010) maintains that: There is a misconception in some schools that if classroom teachers differentiate in general, the needs of gifted and academically talented students are automatically taken care of. It is true that gifted and talented students are being better served in differentiated classrooms†¦..However, there are significant differences between how we differentiate for all and how we need to differentiate for gifted learners (Heacox and Wormell: 2005: 136) It could be argued that the reason behind the difference between differentiation for all and the type of differentiation for gifted learners is the fact that even those who are gifted and talented have their own learning styles and other SEN as well. In turn, this makes them all unique so their education has to be just as unique and personalized as well 4. Suggestions for Gifted and Talented Extension Activities for Literacy To illustrate this fact it is necessary to make suggestions for activities which would include gifted and talented learners within the lesson. One way of developing this type of inclusion for the gifted and talented in particular and the class in general is to encourage them to take responsibility for their own learning. Bates and Munday (2006) suggest that highly talented pupils be encouraged to utilise metacognition (thinking about thinking) and self-evaluation. Bates and Munday (2006) state that doing so would encourage them to: Self evaluate and to monitor their own thinking in increasingly sophisticated ways. They need to be encouraged to do this; to see the importance of perseverance and of applying new skills creatively in different circumstances†¦.They (also) need to learn how to learn, and should be given every opportunity to experience a range of different strategies for thinking through and even around the obstacles to success, rather than achieving success effortlessly (Bates and Munday: 2005: 42). Such strategies of self-evaluation include such things as learning journals as well as concept/mind maps. In the case of a learning journal this gives the child learner to express what they learned that day as well as how the felt about. Concept/mind maps give them a way of quickly noting down and making sense of the information that they receive. Ishikawa Diagrams An alternative to mindmapping is the use of Ishikawa (or fishbone) diagrams. These are especially appropriate for secondary school but can also be used in primary schools in a simplified form Interactive Resources There are a number of interactive resources available online either free or for a nominal fee to the school. Amongst these resources is a site called Real Lives (available at www.educationalsimulations.com) which, as the website www.brightonline.gov.uk says, is deemed appropriate for those who are secondary school age but is also something that any gifted and talented pupil can use who are 8 and above. This is due to ‘the level of language involved and the interpretation of data’ (www.brightonline.gov.uk). As a lesson resource it can be easily assimilated into a KS2 lesson about different cultures for all abilities. Moreover, this can be used as an extension activity for those who are most able. Conclusion These are just examples as to how the gifted and talented can be catered for while still being in the same classroom as other children. It could be said that it becomes easier for the teacher once those who are gifted and talented are identified as such as the teacher can feel that they can engage them more. However, it has also been stated that teachers should be engaging their classes anyway through a variety of stimuli and teaching resources that they could use. Bibliography Bates, J and Munday, S, (2005), ‘Able, Gifted and Talented’, Continuum Publishing, London Brightonline.org.uk Available at www.brightonline.org.uk www.Educationalsimulations.com Gardner, H (1993), ‘Frames of Mind: The Theory of Multiple Intelligences’, Basic Books, New York, USA Gardner, H (2005), ‘Multiple Intelligences: New Horizons’, Basic Books, New York USA Heacox, D (2010), ‘Making Differentiation a Habit: How to ensure success in academically diverse classrooms’, Free Spirit Publishing, Minneapolis MN, USA Moltzen, R (2005), ‘Can Inclusion Work for the Gifted and Talented?’, IN: Smith, C (2005), ‘Including the Gifted and Talented: Making Inclusion Work for more Gifted and Able Learners’ RoutledgeFalmer Press, London Montgomery, C (2005), ‘Improving Provision for the Gifted and Talented’, IN: Smith, C (ed.), (2005), ‘Including the Gifted and Talented: Making Inclusion work for more Gifted and Able Learners’, RoutledgeFalmer Press, London Robinson, W and Campbell, R (2010), ‘Effective Teaching in Gifted Education: Using a Whole School Approach, Taylor and Francis, London Smith, C, (2005), ‘Including the Gifted and Talented: Making inclusion work for more gifted and able learners’, RoutledgeFalmer Press, London Tunnicliffe, C, (2010), ‘Teaching able, gifted, and Talented Children: Strategies, Activities, and Resources, London How to cite Report on how to educate Gifted and Talented Children, Essay examples

The Walled Garden and An Age free essay sample

The Walled Garden and An AgeBy contrast to OCallaghans novella, Polleys poetry collection, Jackself in the third person broaches emotionally or politically sensitive issues delving into language, style and voice. The poems for this essay are The Walled Garden (p. 27) and An Age (p. 32). Although Polley wants readers to take his poetry at face value, the meaning can be obscure. In the former, Polley seemingly assumes the reader knows the Wall Brown butterfly is a climate change victim (Barkham, The Guardian, 24th December 2014). The only similarities in these two poems are simple language, sophisticated imagery and concepts.The Whispering Gardens gentler less abrupt rhythm, rythmically slower cadence and pace are evident in its opening line:listen to those hollyhocksthose lupins?Phonetically, the vowels are voiced sounds and the consonants are voiceless, for example /h/, /t/, /p/, and /s/, or voiced sonorants such as /l/, /p/. Save for /ck/ in hocks, the sonorants (sonorous consonants) /l/ or /p/, and vowels use breath, to create a soft, silent sound, not hard consonantal end of the scale with strong, guttural sounds. The onomatopoeic those bolsters the visual imagery of bees buzzing in and around lupins and hollyhock. Wrens opening statement listen to those hollyhocks those lupins? How can one listen ¨to them? What is one listening to?Wren says Ive watched the beesStealing in and outwith their furry microphonesEnvisage, hollyhocks (silent, hissing, long /s/) and lupins (buzzing long /z/), alive with bees buzzing, darting, busily collecting pollen with their furry microphones (buzzing long /z/ ), metaphorically inferring bees buzzing wings and thoraces when pollinating. It helps to know the botanical, natural history references and ecological implications to appreciate this poems depth. Wren, tells Jackself of the reprimand for interfering with the bees boxes:Ive put my ear to the boxwhere they take the noiseonly to be warned †¦all the timeUnexpectedly, Wren breaks off and exclaims excitedly:look!he says scrambling to his feetin the crookof Jackselfs elbowa Wall Brown butterflyWhy Wrens ex citement? It is only a butterfly, after all.An Age (p. 32), when read aloud, has a rhythmic drum beat, redolent of defining its metre and groove, combining gutturals, voiced and voiceless sounds with back or front consonants and vowels. Rhythm is only one of [Polleys] poetic devices (p. 90, Lodge). In the following stanza, the repetitions create rhythm and structural meaning:†¦ he stands for an agenot for a dark age.not for an ice age or an iron age,Canny use of such techniques, strategically used punctuation, and command of non-punctuation reinforces Polleys message: clear, deep and explicit agonising in the last stanza. Polleys choices add firmness to language and meaning. Spacing elegantly emphasises language and accentuates monosyllabic words in the last stanzas opening lines:he stands for an age?Then take the line:not for an ice age or an iron age.Or forces space for a cunningly imposed pause for breath – a natural substitution for a comma. Moreover, opening the poem with the simile of Jackself, staying in today, like a tool in a toolbox, hints at the poems dour, doomful humour in its repetition of age:not for a dark age. not for an ice age or an iron age,Preceded by the metonymy, he stands for an age, one adduces he represents an era of people sympathetic to bees enjoying their habitat in a pesticide-free ecosystem: but for apollen age, when beesbrowsed the workshopsof wildflowers for powderIneffably, the passage looks to the future, hoping mankind reverses environmental harm. Ultimately, the reader must form their own conclusions about the poems meaning. The emotionally charged closing stanza objects to the bees plight evinced by Jackself, who stands for an age. It concludes poignantly, if with gently barbed allusions, to the beess former glory of their pollen age when they browsed the workshops of wildflowers for powder. The nuances of he stands for an age is ambiguous; is Jackself standing for an interminably long time, or an era worried by the environmental impact on bees? Its adept artfulness and harmonious arrangement of fitting multi-faceted concepts and parts in playful, literary style.My wri ting (952)Contentious as it is to analyse the metaphor voice, blogger and writer, Pawlik-Kienlen (2009) cautions: your voice cant be learned. It has to be freed; Goldberg (p. 23, 1986, 2005), advises to open and trust in our own voice and process. Ultimately, if the process is good, the end will be good. Like Polley, writing is my vehicle for self-expression, focusing on relationships, environment, engineering, construction, and transport.Is that – Your Car? (Appendix 2), ponders the harm of Rolls Royces gas-guzzling lubricated pollutants †¦ facilitating with alacrity, Planet Earths early demise Where did I find that powerful line? Leonard Cohen, ( ) said, as do I:I dont know, and if I did, Id go there more often,Passing a squashed car dump inspired me to assign newly unearthed, graphically rich language to my observation. Was it influenced by childhood memories of gleeful laughter driving past abandoned, rusted, decomposed, cars? If so, why wait years to express itself? It could be yes, no or maybe. But that is to tease and play with my audience. Frankly, I have no idea.Life Beyond The Wall, (Appendix 3), flash fiction, potentially goth, the narrator a man with little sight, attempt[s] to see whatever there was to see as far as the eye, that is [his] eye, could see. He scarcely sees the wall. Is it near or far – who knows? – is akin to his perception of time long blur, linked by .. . a hybrid of blurs seasonal ground scrunched under foot making way for the sweet aroma of wild roses. Snippets of world class songs a [l]ong time ago distract from present and future non-events, hint at times hidden ghosts. Assiduously, the narrators references to the wall symbolises deep dark enigmata of history and sinister overtones indicated newly found freedom, sordid, seamy stories of – death and life. Solidified defeatism is apparent in twisting and warping the truth deviously and dishonestly distorting it beyond recognition, and repetitions of no comment. Doom and gloom buried in the closing paragraphs ulterior motives .. . disdainfully dismiss[ed], and walls holes arent pretty patterns.In the genre of memoire, starts with strong guttural phonomes of /k/, /g/, /d/, and /t/, commands attention – It was bitter. A thick blanket of crisp, clean, white snow covered the hard icy ground. We stood there. Shivering. Freezing. Visual language says everything and nothing, draws the reader in gradually revealing the funeral of a revered matriarch. The narrator, a second generation immigrant, shares trumped up political charges of the 19th Century, Cable Street Riots, Spanish Civil War, barbaric brutality of World War II and racisms impact on everyday work and family life.My stories rarely draw on experience. Gareths Last Stand, (2009, Appendix 5) is an exception. Its title and compelling opening sentence: I feel honoured and privileged to have played a part in Gareths last stand. My fear of writing a deeply personal narrative resolved by merging with another, took a leap of faith and trust in the process [of the workshop] †¦ essential for group work (Stern, 2009) to depict it in detail, Goldberg (p. xv, 2006).My innate ability to create a sense of openness belies my requirement for privacy. Other people, their needs and intrusions alienate me. In blogging on Katie Fords poem Fire (2014), Hazelwood ; Sipple (2015) discuss readers infringements into writer privacy which I experienced for an autobiographical piece (Appendix 3). It is hard to dismiss those crossing the line, wanting the fine details of [my] life. My breakthrough came in a seminar when I realised the only details I owe anyone I leave on the page. †¦ to write without fear. And leave it all on the page. (ibid). Vices that inhabit me and inhibit my voice, are the same old tired tricks of language (Alvarez, p. 27, 2005): poor paragraphing, long, convoluted sentences, multiple clauses, surfeit of commas, tautologies. duplicated words and phrases. Thus the readers challenge is structural sense-making to reach the rhyme and elicit my meaning. Burning through first thoughts, to the place where energy is writing what your mind actually sees and feels, not what it thinks (Goldberg, p.16, 1986, 2005), is not to persuade myself that my writing conveys deep and meaningful perceptions. Nor is it to say that first ideas precludes refining and re-writing content. The only resolution to these writing crises is to execute Goldbergs metaphor, Samurai, (pp. 262-3, 1986, 2005) or go on a word diet minus long rambling sentences using the passive voice and obscure words (Young, citing Flesch, p. 13, 2002). This, and powerful synonym databases, extricate me from the quagmire of the language ruts restricted vocabulary that limits my writings potency.A highly practiced, silent observer of my environment forms the raw material of my writing. Distilling the logic of my choice of one word for another is a necessary evil. To find that place with answers to such vexed questions entails digging into the depths of my soul – a journey that tightens my grip on something at which I excel, self-analysis. The more I do it the better I am at finding ways to know myself – an important resource succesful writers require. For, as King (2006) writes, why spend time on inconsequentials when there is only one life so what you spend your time on had better be important (p. ).