How to Interpret an Education Essay Question

How to Interpret an Education Essay Question Interpreting education essay questions is a skill that can easily be acquired. The key to doing this is in understanding the variety of expectations that are expressed in a given essay question. Each essay question is specially worded in order to garner a specific response from the student. Understanding how to interpret education essay questions begins with understanding the form of the specific question. Each form will demand a different response and will also give specific cues as to how the question should be answered. It is easy to decipher the form of an essay question if you look for the verb prompt in the question. This verb prompt will tell you what the purpose of the question is and what to do in order to answer it correctly. A verb prompt is an action or instruction word, such as discuss, describe, analyse, explain, contrast or compare. By locating the verb you will know what sort of action to take when responding to the question. Some of the most common verb prompts used in an education essay question, are: Account for: Here you state reasons to support a specific topic or argument. Analyse: When asked to analyse you will need to offer a detailed study of the subject matter, identifying key points and characteristics, critically responding to the subject and giving specific examples to support your case. Argue: Here you are asked to put forward an argument or adopt a position on a given subject. To argue successfully, you will need to consider the pros and cons of the subject and give practical and theoretical examples to illustrate and support your position. Assess: Here you are asked to closely examine a given topic or situation, discuss the pros and cons or strengths and weaknesses, and make a judgement based on what you have written. Clarify: Here you are asked to simplify an argument or proposition in order to shed light on its meaning and significance. Comment: When asked to comment you are being asked for your opinion on the subject matter. You will also have to support your opinion with relevant examples and evidence. Compare: Here you simply place two or more things side by side in order to ascertain the similarities and differences between them. Consider: This word simply asks you to reflect on a given topic, offering thoughts that are informed by practical and theoretical observations. Contrast: In a similar fashion to the compare form of essay question, this one asks you to consider two or more things, but the emphasis is on the differences between them, though there may also be similarities. Six steps towards interpreting an education essay question. Always begin by reading the question in full before you do anything else. This will give you a general idea of the focus of the question. Read again, more closely this time, and locate the key words and phrases. This will help you locate the purpose of the essay and what you need to do in order to answer the question correctly. Look for the verb prompt or instruction word. Circle it. Remember these are words such as, analyse, describe, discuss, compare and examine. Look for the key words. Underline them. These words might refer to an educational theory or method, a theorist, a classroom situation, or a task that you might need to complete, such as a lesson plan. Divide the essay question into parts. An essay question often asks more than one thing. Deciphering the parts of a question will help you structure your response so that each section of your essay responds to and answers a part of the question. Rewrite the question in your own words. This is the final and most important step in interpreting an essay question. Here you will confirm your understanding of the purpose of the question and what you need to do. Phrase your rewritten question as a note to yourself, telling yourself what must be done. For example, In this essay, I must consider the role of the teacher in the contemporary classroom and give examples from theoretical models that Ive studied. Examples of education essay questions. The term â€Å"pedagogy† refers to the methods, styles and strategies used by a teacher to instruct students. One such pedagogical theory is the constructivist teaching method, where students enjoy an active role in the learning process, experiment, make inferences and discoveries of their own and come to their own conclusions. Here the teacher functions as a companion and guide in the learning process. With this in mind write an essay in which you discuss the advantages and disadvantages of constructivist pedagogy. Consider how you could implement constructivist pedagogical theories in the classroom to improve the educational experience of learners. Refer to the work of at least one constructivist theorist in your essay. Socrates once said, â€Å"I cannot teach anybody anything, I can only make them think.† Socrates did this by employing one of the most famous teaching methods in history, the Socratic Method. Write an essay in which you analyse the structure of the Socratic Method and evaluate its usefulness as a pedagogical strategy. State your opinion on whether this method might be useful in a contemporary classroom situation. How might the Socratic Method be used today? Support your response with examples and a lesson plan. â€Å"A teacher is one who makes himself progressively unnecessary.† What might it mean for a teacher to become â€Å"progressively unnecessary?† Do you agree with the above statement? What must occur so that a teacher might become less necessary and learners more independent? Write an essay in which you discuss these questions in light of your understanding of the ideal role of the teacher in the contemporary classroom. Support your argument by referring to one or two pedagogical methods or strategies that might facilitate the role of the teacher in becoming â€Å"progressively unnecessary.† Illustrate your answer with examples. â€Å"A liberal education is at the heart of a civil society, and at the heart of a liberal education is the act of teaching.† In response to the above statement, consider the relationship between society, education and the teacher. If a good educational system is a way of producing good citizens and the teacher is the intermediary between education and society, how does this impact on the role of the teacher? Consider a situation where the community disagrees with what is being taught in school. Should a teacher teach what the community demands or what the teacher believes is correct? In your essay, firstly argue for either the communitys or the teachers position, giving sound reasons, and then assess the implications of such a situation on teaching strategies. Consider Paperts principle which states: â€Å"Some of the most crucial steps in mental growth are based not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows.† Interpret the above statement in your own words then write an essay in which you explain the implications of Paperts principle in the contemporary classroom. With reference to the use of technology in the classroom, assess how learners may use technology to enrich their learning experience and apply what they have learnt in new and meaningful ways. In your answer refer to the teachers role in this classroom situation. 2/ 4

Nasality In Cleft Palate Individuals Health And Social Care Essay

Introduction:Nasality is a voice upset that is most normally met by the address linguistic communication diagnostician in topics with repaired cleft roof of the mouth, which affects the address intelligibility. The perceptual appraisal of nasality constitutes an of import facet of a comprehensive appraisal of the address of persons with repaired cleft roof of the mouth and/or velopharyngeal disfunction ( Kuehn & A ; Moller, 2000 ) . The perceptual appraisal in complex populations like cleft roof of the mouth is made more ambitious by the many-sided nature of voice ( Bzoch, 1979 ) . The comparative impact of changing constituents of the voice ( e.g. , pitch, volume, resonance ) can farther act upon the signal perceived by a hearer ( Zraich, 1999 ) . In add-on the diverse array of perceptual appraisal of nasality has some troubles including the definition of footings, dependability and the usage of different types of graduated tables ( Kreiman, Gerratt, Kempster, Erman, & A ; Berke, 19 93 ) . Several invasive techniques are used clinically to image velopharyngeal port. Inactive sidelong radiogram are used to see the velopharyngeal structures during sustained sounds ( Hirschberg, 1986 ) . Multiview videoflouroscopy allows observation of the constructions during connected address from several planes of infinite. Flexible fiberoptic nasoendoscopy allows direct observation of velopharyngeal motions during connected address. However, these techniques appear to hold more value as pre- or post-surgical appraisal, because the correlativity of the informations from these techniques with hypernasality is frequently hapless. The inclusion of quantitative measurings in a clinical appraisal battery would lend to the overall truth of an probe. Literature reveals several quantitative methods developed to mensurate facets of rhinal resonance, for illustration, the Nasometer ( KayPENTAX, Lincoln Park, NJ ) , the Oro-Nasal System ( Glottal Enterprises, Syracuse ) or the NasalView ( Tiger D RS, Inc. , Seattle, WA ; Bressmann, 2005 ) , Horii Oral-Nasal Coupling Index ( Horii,1980 ) , Sonography ( Dillenschneider, Zaleski & A ; Greiner,1973 ) , Palatal Efficiency Ratings Computed Instantaneously-Speech Aeromechanics Research System ( PERCI-SAR ; MicroTronics Corp. , Chapel Hill, NC ) . The application of these instruments is frequently limited by a combination of grounds, including a deficiency of comparative surveies straight contrasting each technique, clinical uncertainity associating to the sensitiveness and specificity of viing methodological analysiss, the popularity of imaging surveies ( typically, nasoendoscopy and videoflouroscopy ) that provide direct information on velopharyngeal inadequacy ( Bekir et al.,2008 ; Rowe & A ; D'antonio, 2005 ) and the demand of specific device and/or detector, such as the helmet required for nasalence, the accelerometers required for HONC, the aerophonoscope required for rhinal emanation sensing and frequent standardization of th e instruments. Nasality can besides be evaluated utilizing non-invasive and simple processs like, spectral analysis of speech signal. Acoustic techniques frequently entail arduous analysis governments that can necessitate extended user expertness ; the rightness of selected stimulation has non been strictly evaluated ( Watterson et al, 2007 ) . Acoustic techniques do offer some possible, as small expertness is required to enter address samples, and repeated samples can be easy obtained, doing acoustic techniques appropriate for curative pattern. Some of the spectral features associated with hypernasality are reduced strength of the first format ( F1 ) , the presence of excess resonance, displacements of the Centre of the low-frequency spectral prominence, increased amplitudes of the sets between first formant ( F1 ) and the 2nd formant ( F2 ) , and a lessening of the F2 amplitude ( Curtis, 1968 ; Hawkins & A ; Stevens, 1985 ; Kataoka et Al, 2001 ) , increased continuances of acoustic phonic sections in CVC vocalizations ( D'Antonia, 1982 ) ; prolonged VOT ( Gamiz, Fernandez-Valades, 2006 ) and decreased burst continuance ( Vasanthi, 2000 ) , decrease in volume ( Mc Williams & A ; Philip, 1979 ; Vasanthi, 2000 ; Peterson-Falzone et al. , 2001 ) . In recent old ages, nasality is evaluated utilizing spectral analysis of the address signal. The two common methods which are reported in the nasality measuring literature are one-third octave spectra analysis ( Yoshida et al, 2000 ; Kataoka et Al, 2001 ; Lee et Al, 2009 ; Vogel et A l, 2009 ) and the Voice Low Tone to HHhhhhhhhhhhhhhhhhhjjkiuigh Tone Ratio ( Lee, Wang, Yang & A ; Kuo, 2006 ) . Both methods focus on strength fluctuation around the first, 2nd and 3rd frequence formants, an acoustic form normally seen in hypernasal address ( Chen, 1996 ; Huffman, 1990 ; Kent, Weismer, Kent, Vorperian & A ; Duffy, 1999 ) . The Voice Low Tone to HHhhhhhhhhhhhhhhhhhjjkiuigh Tone Ratio ( VLHR ) was developed as a quantitative acoustic step based on the strength spectrum to measure rhinal resonance. Lee et Al ( 2009 ) defined the voice low tone to high tone ratio as the power ratio of the low frequence to high frequence energy obtained by spliting the voice spectrum with a specific cutoff frequence. Lee et Al, ( 2003 ) measured VLHR in topics with rhinal obstruction before and after intervention for rhinal congestion. Results revealed increased VLHR values significantly after decongested intervention. In the follow survey by same writers in 2006, obtained sustained vowels ( /a: / ) and a nasalized ( /a : / ) vowel from eight hypernasal grownups. The writers observed higher VLHR values in nasalized sounds than unwritten sounds, supplying farther grounds in support to the VLHR technique for measuring hypernasality. Lee et Al ( 2009 ) measured VLHR in topics with hypernasality caused by palatine fistulous withers and velopharyngeal inadequacy for sustained vowels. The consequences of their survey revealed important differences between VLHR values, hypernasality tonss and nasalence steps. In contrast to the old surveies, Vogel et Al ( 2009 ) compared VLHR and one 3rd octave analysis in cleft roof of the mouth kids to mensurate hypernasality. Consequences revealed that merely one 3rd octave spectra analysis differentiated hypernasal address between cleft roof of the mouth and normal kids. The difference obtained between these two surveies ( Lee et al, 2009 ; Vogel et al. , 2009 ) may be because of the methodological analysis employed to pull out VLHR and the pathological status and age of the topics participated in their survey. Sing all these factors the efficaciousness of non-invasive technique, like VLHR to measure hypernasality remains inconclusive in clinical population like Cleft lip/palate. Need FOR THE PRESENT STUDY:Very few surveies have been conducted to mensurate the nasality in cleft roof of the mouth topics utilizing VLHR. But, the consequences of these surveies are inconclusive and necessitate farther probe in other linguistic communications besides. Hence, the present survey was aimed to observe the differences in VLHR between cleft roof of the mouth and normal topics utilizing address samples collected in Malayalam linguistic communication.AIM OF THE PRESENT STUDY:The present survey was aimed to observe the differences in VLHR between cleft roof of the mouth and normal persons for voice undertaking, word list undertaking and transition reading undertaking.MethodologySubjects: A sum of 40 immature grownups within the age scope of 17 to 26 old ages participated in the survey. They were divided into two groups. Group I consisted of 20 cleft roof of the mouth persons ( 10 males and 10 females, average =19 old ages ) . They were included in the survey if they had a diagnosing of inborn cleft roof of the mouth, undergone primary surgery to mend the cleft roof of the mouth, and go toing or had been referred for address therapy. Group II consisted of 20 normal, age and gender matched control topics. The topics were screened for address, linguistic communication and hearing by speech linguistic communication diagnostician. All the topics were native talkers of Malayalam linguistic communication. Subjects with a upper respiratory piece of land infections, blocked nose or with rhinal congestion as assessed during the oro-motor scrutiny were excluded from the survey. Test Material: The stuffs involved three different assortments of address samples ( 1 ) sustained voice samples ( /a: / , /i: / and /u: / ) ; ( 2 ) six meaningful words selected from Malayalam Articulation Test ( Mayadevi, 1990 ) which consisted of force per unit area consonants and ; ( 3 ) a standard Malayalam Reading Passage ( Anita, 1999 ) were used. Instrumentality: The recordings were carried out at address scientific discipline research lab of the infirmary. The address samples for the survey were recorded utilizing Sony digital recording equipment ICD-U60 placed 10 centimeters off from the talker ‘s oral cavity. This recorded address samples were fed into the Praat package ( Version 5.1.43 ) digitally and sampled at 16K Hz, 12 spot quantisation and Praat book was used to pull out the VLHR parametric quantity. Procedure: All participants were instructed to bring forth three tests of sustained vowels ( /a: / , /i: / and /u: / ) for a minimal continuance of 5 sec ; six selected word list from Malayalam Articulation Test ( Mayadevi, 1990 ) and to read a standard Malayalam Reading Passage ( Anita, 1999 ) at their comfy pitch and loudness degree. A sum of 720 ( 3 vowels*6 words*1 sentence*40 topics ) items were acoustically analyzed to pull out VLHR parametric quantity. The voice spectra was derived utilizing fast fourier transform ( FFT ) with Praat package for all the address samples recorded and averaged for farther analysis. Acoustic information was analyzed in conformity with the prescribed protocols for VLHR ( Lee et al. , 2006 ; 2003 ) . VLHR was calculated by spliting the spectrum into a low frequence power subdivision ( LFP ) and a high frequence power subdivision ( HFP ) . The mean spectrum was divided into low frequence and high frequence parts utilizing a cutoff frequence of 600 Hz by utilizing Praat book ( Lee et al, 2009 ) . The equation for VLHR is as follows: VLHR= 10 A- log10 ( LFP/HFP ) . VLHR was used to cipher values on sustained vowel undertakings ( /a: / , /i: / , /u: / ) , six meaningful words and a sentence from standard transition were used and it was expressed in dubnium. Statistical analysis: The information was subjected to statistical analysis utilizing SPSS ( Version 17 ) . The mean and standard divergence values of VLHR for address samples were calculated and tabulated for each topic. Analysis of Variance was used on the information to find the important difference between the groups and address samples.Consequence:VLHR for voice undertaking: For voice undertaking, the average VLHR values for /a/ , /i/ & A ; /u/ was 12.79 dubnium, 16.79 dubnium and 16.81 dubnium for topics with cleft roof of the mouth and for normal topics it was 4.14 dubnium, 9.59 dubnium and 6.93 dubnium severally. Consequences showed that high forepart vowel /i/ had the highest VLHR value followed by high back vowel /u/ and low mid vowel /a/ for both the groups. Table 1 and Graph 1 depicts the mean and SD of VLHR. Results of ANOVA indicated important difference between group I and group II subjects for all the vowels ( F= 50.389 ; p=0.000 ) . Voice undertaking Group I Group II F value Mean South dakota Mean South dakota /a/ 12.79 2.15 4.14 2.86 F=50.389 P & lt ; 0.005 /i/ 16.7 3.61 9.59 2.51 /u/ 16.81 4.83 6.93 4.32 Table 1: Mean and SD VLHR values for group I and group II subjects for voice undertaking. Graph 1: Represents the average values of voice undertaking for /a/ , /i/ and /u/ for Group I and Group II subjects. VLHR for word list: Table 2 represents the mean and SD values of VLHR for words for cleft roof of the mouth and normal topics. In word list undertaking, the mean VLHR value for dissected roof of the mouth topics was 10.21 dubnium and for normal topics it was 3.53 dubnium. Consequences showed higher average VLHR values for cleft roof of the mouth topics than the normal capable values for all the words selected for the survey. On statistical analysis, consequences revealed a important difference between groups ( F=60.34 ; p=0.000 ) . Word List Group I Group II F value Mean South dakota Mean South dakota Word 1 11.70 4.20 5.47 3.5 F=60.34 P & lt ; 0.005 Word 2 9.422 4.56 3.55 1.84 Word 3 10.69 4.86 2.70 1.82 Word 4 11.26 5.01 2.94 1.30 Word 5 9.14 4.92 2.55 2.02 Word 6 8.88 3.29 3.96 2.38 Overall Mean 10.21 4.58 3.53 2.47 Table 2: Mean and SD VLHR values in dubnium for group I and group II persons for word list undertaking. Graph 2: Represents the average values of word list undertaking for group I and group II subjects. VLHR for transition reading: For transition reading undertaking, the mean VLHR value for dissected roof of the mouth topics was 9.68 dubnium and for normal topics it was 2.31 dubnium. Table 3 and Graph 3 shows the VLHR values for transition reading undertaking for group I and group II subjects. Consequences showed important differences for groups ( F=48.54 ; p= 0.000 ) for transition reading. Passage reading Group I Group II F value Mean South dakota Mean South dakota 9.68 2.31 F=48.54 ; P & lt ; 0.005 Table 3: Mean and SD VLHR values in dubnium for group I and group II persons for transition reading undertaking. Graph 3: Represents the average values of transition reading undertaking for group I and group II subjects.Discussion:Vowel /a/ had important lower VLHR values compared to vowel /i/ and /u/ . This consequence of the present survey supports the findings of Neumann & A ; Dalston, 2001 and Lewis et Al, 2000. The higher VLHR values obtained may be due to the articulatory positions assumed during the production of these vowels. The low mid vowel /a/ is a unfastened vowel which creates comparatively small opposition to airflow out of the oral cavity. Therefore the maximal energy is transmitted through the unwritten pit and therefore comparatively lower VLHR values compared to vowel /i/ and /u/ values ( Lee et al. , 2009 ) . Whereas in instance of cleft roof of the mouth persons because of velopharyngeal insufficiency there might be more of nasal energy flight which is indicated through the higher VLHR values than normal topics for voice undertaking. The consequences besides support the fin dings of Moore & A ; Sommers ( 1973 ) who reported the greater grade of nasality on high vowels as the high vowels make greater demand upon the valving map i.e. , higher points of posterior guttural wall/ velar contacts, tighter velopharyngeal seals and greater velar jaunt. Higher VLHR values obtained in dissected roof of the mouth topics were similar to other surveies. Similar consequences were obtained in topics with rhinal obstruction after intervention for rhinal congestion ( Lee et al, ( 2003 ) , in palatine fistulous withers and velopharyngeal inadequacy topics ( Lee et Al ( 2009 ) . The consequences of their survey revealed higher VLHR values and important differences between VLHR values, hypernasality tonss and nasalence steps. In contrast to the old surveies, Vogel et Al ( 2009 ) compared VLHR and one 3rd octave analysis in cleft roof of the mouth kids to mensurate hypernasality. Consequences concluded that merely one 3rd octave spectra analysis differentiated hypernasal address between cleft roof of the mouth and normal kids. The major difference obtained between these two surveies ( Lee et al, 2009 ; Vogel et al. , 2009 ) may be because of the methodological analysis employed to pull out VLHR and the pathological status and age of the topics participated in their survey. The ground attributed for higher VLHR values for word list and transition reading undertaking may be due to the acoustic characteristics of the pharyngeal topographic point of articulation, notably low frequence noise energy chiefly in the chief formant part ( i.e. , the part of F1 and F2 ) . The form of the vowels was non good defined, peculiarly because nasaliztion has greatly reduced the amplitude of F2 so that this formant is hardly apparent in the spectrograph. Another common site of articulative compensations, the voice box, besides tends to be associated with acoustic energy in the chief formant part. Thus both guttural and laryngeal compensation contribute to comparatively low-frequency acoustic construction for consonants. These speech compensations hence are characterized by diminished or absent cues in some spectral parts but by extra cues in other spectral parts. Overall survey consequences showed statistical important difference between the groups for all the address samples collected. The average VLHR values in dubnium were higher for cleft roof of the mouth topics compared to that of normal topics. The consequences are in consonant rhyme with the findings of Lee et al. , ( 2003 ; 2009 ) whereas in disagreement with Vogel et al. , ( 2009 ) . The higher VLHR values obtained in the present survey may be attributed to the belongingss of increased low frequence energy i.e. , rhinal formant and reduced high frequence energy i.e. , anti resonance of rhinal voices in cleft roof of the mouth topics because of velopharyngeal insufficiency which was absent in normal topics ( Chen, 1996 ; Kent, Weismer & A ; Duffy, 1999 ) . Thus addition in the amplitude of frequences between F1 and F2 every bit good as lessening in the amplitude above F2 have been linked to hypernasality and these alterations were thought to be captured via VLHR ( Lee et al, 2009 ) . Decision:The purpose of the present survey was to observe the differences in VLHR for address samples between cleft roof of the mouth and normal topics. Consequences revealed that the VLHR values were higher for cleft roof of the mouth topics for all the address samples analyzed. The important difference obtained may be because of the belongingss of increased low frequence energy and reduced high frequence energy of rhinal voices in cleft roof of the mouth topics. Hence, we conclude that VLHR parametric quantity is sensitive plenty to observe rhinal voices in cleft roof of the mouth topics and can be implemented as a everyday clinical tool for nasality measuring. And besides the sensed success of surgical or curative intercession in dissected palate topics can be measured quantitatively with the VLHR parametric quantity extraction. Further surveies can be carried out with more figure of participants and besides in other Indian linguistic communications to set up normative.

The Number One Question You Must Ask for Purpose of Proposal

The Number One Question You Must Ask for Purpose of Proposal What You Need to Do About Purpose of Proposal Before You Miss Your Chance The main aim of the company proposal letter needs to be to earn a formal proposal for delivery (even more supply) of goods with the indication of particular stipulations of the transaction. The customer is interested enough in a solution or service to request a proposal. Typically, he does not ask for competing proposals from other vendors. Enlist the aid of skilled delivery or mail service to be able to wrap your organization proposal in style. Reviewers may wish to know what works and what doesn't get the job done. Research Research also plays a pivotal function in writing effective small business proposals. Proposals are simple and common to have by especially when you're exposed in the area of business. Managing proposals presents a great challenge for sales and marketing and advertising teams. Your assessors will merely search for what you're interested in, what you know and exactly what you need to do and how. Internal proposals might be written to suggest a new concept to upper management or maybe to suggest a remedy to a current organizational issue. It's noteworthy that recommendations are usually given by experts in a specific area or professionals who have specialized knowledge in a given firm with lots of experiences. Therefore, to compose a great statement of purpose, maintain excellent grammar, very good technicality and professionalism. The Basics of Purpose of Proposal You Will be Able to Benefit From Starting Right Away In writing a purpose statement, you want to get a goal. Next, the author should explain what things to do with the idea. Doing this, will produce the writer seem dull and inattentive. The author of the proposal comprises the grant and the overall amounts of money it's going to be paid by it. Folks rely on statements in informing a particular audience what they will need to learn about a particular topic. You might also want to use a letter template to compose a more descriptive review of the proposal and include it like a cover letter. If you believe someone is probably going to read your cover letter, you're insane. There are several things you should cover in your proposal letter. Top Purpose of Proposal Secrets The aim is to briefly identify the issue and your proposed solution. Read everything you may find in your field of interest. Explain exactly what ought to be done to be able to put your proposed plan into place. The plan is basically worthless the moment that you're finished but it is going to make you think about things you may not have otherwise. Every freeA proposal has its very own distinctive element according to the character of its subject. Based on your proposal (and, naturally, your assignment guidelines), you might want to incorporate any v ariety of varying elements in a proposal paper. It should contain objectives, methods to be employed, and the prospective effect of the undertaking. Setting logical and articulated objectives can help you to come up with a proposal that will have higher opportunities to get funded and thereby assist you in developing a positive effect in the society. Your paper might also have to include different elements, including a discussion of solutions which were tried but have failed or a list of resources which are utilized to implement your proposal. You should convince the evaluation board of the significance of your work, and the way the additional study will add to the area. The previous page of your research proposal ought to be the bibliography. Quantitative research utilizes numerical data. The Hidden Gem of Purpose of Proposal In different situations a proposal is occasionally required, sometimes not. In other cases it may be a formal solicitation, usually called an RFP (request for proposal). Business proposals have to be distinguished from estimates. Writing a successful proposal can be made easier through the evolution of a proposal checklist that comprises the necessary standardized information that's typically contained in 80% of all your sales proposals. Write Flawless Proposals When writing proposals, it is necessary to use appropriate grammar. The Business Proposal Presentation was created with the fundamentals of Business Proposals Presentation in mind, and designed only for you. Proposals help you estimate the magnitude of an undertaking. They may be solicited or unsolicited.

The Debate Over Legalization Of Marijuana - 1732 Words

The Proposed Debate for the Legalization of Marijuana Jonathan Acree Online Research Methods Middle Georgia State University Fall 2016 Abstract The purpose of this content is to strategically examine the overwhelming plethora of information surrounding the legalization of marijuana. Many sources available have been used to identify the mental, physical, economic and social issues surrounding the facets of marijuana use on both ends of the spectrum. While the judicial system is holding to the values entrusted to them through society; they are red taped by the economic repercussions. The health benefits that are aspired through marijuana are undoubtedly alluring to those who suffer with chronic illnesses. Research shows marijuana has the potential to enhance medical innovation and patient well-being. Weighing all aspects of both sides is the only fair way to determine whether the legalization of marijuana will be beneficial to society and the judicial system. The Proposed Debate for the Legalization of Marijuana A leading topic of discussion that arises regularly in the criminal justice field is the debate over the legalization of Marijuana in the United States. One can’t help but wonder if potential legalization of Marijuana will improve or damage our already disconcerted society? Many leading naysayers announce that anyone who uses Marijuana will find themselves with an insatiable appetite for an even bigger high and that it is a gateway drug.Show MoreRelatedThe Debate Over The Legalization Of Marijuana952 Words   |  4 Pagesaddress my concern over the legalization of marijuana. The debate over the issue of marijuana and its legalization has been an immensely prevalent one in the nation over several years now. The issue of legalizing marijuana is truly a controversial one, and certainly one that requires a plethora of considerations at the top levels of the legislative branch. 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