Perspectives

Pavlov (1927), founder of classical conditioning used dogs in his experiments. The key terms within his experiment were stimulus and response. The unconditioned stimulus of the child's fear would be the presence of animals and the unconditioned response would be the behavior of crying. The unconditioned response would become conditioned as It's associated with the stimulus (Doherty, Hughes, 2009). Skinner (1966) developed operant conditioning, focusing on reinforcement or punishment to elicit changes in behavior.He found reinforced behavior becomes strengthened and repeated whereas behavior not reinforced becomes extinct and weakened. For child X, his previous experience with animals may have been negative; therefore he may prefer the experience not to occur again (Miller, 2011). Watson (1924) believed Individual differences and experiences mould our behavior as emphasized below. â€Å"Give me a dozen healthy infants, well-formed, and my own special world to bring them up in and I'l l guarantee to take any one at random and train him to become any type of specialist I might select†¦ (quoted in Schaffer, 2004, peg. 336). Influenced by Pavlov, Watson believed behavior can be controlled through understanding relationships between stimulus and response. Child Ax's home or educational setting could change to adapt a pet policy within the environment, to become confident to eradicate his fear. Bandeau (1986) emphasized on behavior as imitation with four elements; attention, mental representation, mitotic response and motivation. Child X could have seen someone showing negative affection towards an animal (attention allowing him to remember his observations (mental representation).This may be the reason as to how he behaves In the same way (mitotic response) when he felt the urge to cry (motivation) (Levine, Munich, 2011 This theory highlights people learn from imitation as a direct reinforcement of their own behavior within their environment. â€Å"The psychodr ama approach focuses on the role of internal processesÃ'›. In shaping personality, and thereby behavior. † (Clansman, Had, 2009, peg. 224) our preconscious mind or they are totally inaccessible within our unconscious mind.Our unconscious thoughts can become conscious through dream interpretation, free association and transference. Many unconscious thoughts are experiences best forgotten (Gross, 2010). Child X could have experienced a negative incident with animals causing him to erase this event from his mind. Freud recognized three structures of personality resulting in clashes. Old is the basic personality wanting everything and will do anything to feed it's desires through operating a ‘pleasure principle'. For child X, the id would make him cry while looking at animals making it uncontrollable.Superego is the sensible structure conditioned by the environment and has a conscience of both right and wrong, so would tell child X not to seek attention by crying. Ego is a mediator between id and superego; therefore controls both structures (Hermann, 1994). However, as child X grows older, his superego ill control his id through moral principles resisting temptations of crying. Humanists are optimistic and recognize behavior through own free will (Gross, 2010). Mason (1968) and Rogers (1951) regarded personal growth and fulfillment in life as basic human nature.Both theorists emphasis on growth and fulfillment for a person to be able to self-actualities (Nee, 1996). Mason believes individuals have capability to progress towards the level of self- actualization highlighted through hierarchical stages (see appendix 1). However, if there is a failure to meet lower level needs, progression to the next stage is delayed. Although there are many needs to be met at the bottom there is a potential to achieve for all (Nee, 1996). Child X may have experienced a dangerous situation with an animal; therefore his safety needs would need to be met for him to progre ss onto the next stage.Rogers believed humans have one basic aim; to self-actualities by fulfilling their own potential. His theory highlights self-esteem as the ‘real self and the ‘ideal self. Being able to achieve what one is capable of allows self-actualization and positive regard from others to promote self-esteem (Doherty, Hughes, 2009). If child X was shown positive regard when in the presence of animals, he may remove his fear and begin to self-actualities. â€Å"Cognitive psychology is concerned with†¦ Perception, learning, memory, language, emotion, concept formation and thinking. (Essence, 1995, peg. L) Cosmogonists view people and their environment as important. Piglet's (1969) constructivist theory is based on age ability of stage learning. His theory describes children's perspective on their world (Levine, Munich, 2011). Pigged identified four stages of learning (see appendix 2) believing past experiences shape children's organization of the world. Ref lecting on Piglet's stages, child X would be in the very early stages of the pre-operational stage as he cannot see his fear of animals from another perspective.Using symbolic features within this stage may allow him to make links between reality and fantasy (Dates, Grayson, 2004) forming close links to the psychodrama approach regarding accessing the unconscious mind. Child X may not access his unconscious mind due to unpleasant past experience. Weights (1978) emphasized social interactions through scaffolding and understanding of the world (Curtis, Change, 2005). Like Pigged, he constructed a stage theory (see appendix 3). Child X may understand emotions and experiences if knowledge is stored within him.Making him understand there is nothing to fear about with animals, may be beyond his intellectual capability because of his global developmental delay. He may not have reached the stage of maturity within ZAP to remove his fears. However, through reconstruction and social interacti ons, he may become used to the presence of animals within his environment. The cultural context within stages may influence his fear as family contexts may imply a ‘no pets' policy, Hereford imitating the family attitude.Behaviorist's emphasis on connections between the environment and the behavior and ignore physiological and cognitive events occurring. Pavlov and Skinner experimented on animals whereas Bandeau and Watson experimented with children. The behaviorism perspective is concerned with nurture as the environment is the stimulus of it's theories. It does not take into perspective holism, therefore against the humanistic approach (Clansman, Had, 2009). Humanists found the psychodrama approach to be too pessimistic in comparison to their optimistic approach.This approach is individualistic and studies internal world of the person rather than external. Measles hierarchy suggests moving upwards in regards to achievement similar to the stage theories for other perspectives . Although his theory is not age related, it is similar to Hoosegows as individuals' progress accordingly. However, Pigged identified children cannot progress onto the next stage without having developed fully in the previous. All these theorists have one thing in common; failure to meet lower level needs results in a delay or fixation to develop (Gross, 2010).

Arthur Miller, an Enemy of the People Essay

An Enemy of the People, depicts an intriguing playwright in which the differences of opinions between two brothers leads to a town revolution and the expulsion of one brother from the community. One brother, Dr. Stockmann, believed the contamination of the water in the town’s health spa was sufficient reasoning to be shut down. The other brother, Peter Stockmann, took an opposing stance believing that the health spa was the towns only means to economic salvation, and that closing the spa would detrimentally affect the entire population of the town. The town stood behind Peter, and the town kept the spa and maintained its financial prosperity, while Dr. Stockmann was shunned and left feeling that the town he loved had chosen the wrong priorities and was not fulfilling the moral duty to preserve life. As Peter is the protagonist in this story, the question to whether his actions were moral or immoral must be raised. The stance that this essay will take in answering this question is the Utilitarian standpoint described by John Stuart Mill. Utilitarianism must be defined if to be applied to this question. Before Mill, Utilitarianism promoted the idea of utility, or the promotion of pleasure over pain. Pleasure is then described as a happiness that all people wish to achieve. John Stuart Mill goes further to contribute that â€Å"some kinds of pleasures are more desirable and more valuable than others,† therefore, â€Å"the estimation of pleasures should be supposed to depend on quantity alone (Mill 162). † Mill also argues that the consequences are more important than the intentions behind actions. Therefore, if the consequences are good then the motivations don’t matter. Complementing the principle of utility, the greatest good for the greatest number, Mill’s definition of happiness would justify the morality of Peter Stockmann’s actions towards his brother. Peter Stockmann strongly felt that closing the health spa would drastically affect the entire town that his family had worked so hard to build. In his soapbox to the crowd Peter says, â€Å"we know what this town was without our Institute. We could barely afford to keep the streets in condition. It was a dead, third-rate hamlet (Ibsen 90). † Following with, â€Å"within five years the ncome of every man in this room will be immensely greater, and someday we will be one of the richest and most beautiful resort towns in the world. † Many good consequences come from a town that had nothing to a town with a beautiful and prosperous resort, these consequences include; a higher standard of living, better education, and a higher morale with a new sense dignity in the town. Af ter realizing these consequences, the town will never want to go back to the old ways. Just as Mill would do, Peter fights for the greater good of the society. In doing so he is providing the greatest good for the greatest amount of people regardless if a few people have the risk of being injured from the contaminated water. Dr. Stockmann had good intentions to protect the people in his town, but by standing up against the masses he actually made more harm than if he would have kept silent, these consequences include; causing a revolution in the town, the town losing him as a doctor, his daughter getting fired from her job, and his son not being able to go back to school. Dr. Stockmann had good intentions, but the horrendous outcome makes his efforts immoral according Mill. Peter Stockmann hurt a few to save many, whereas Dr. Stockmann wanted to potentially hurt many to save a few. Mill would conclude that Dr. Stockmann had to the duty to protect the health of humanity, but if he was not able to do so without keeping the happiness of society he should have let his duty go. Being raised with the ideology of treating your neighbor as you would treat yourself leaves me with a bitter taste in my mouth after arguing that Peter Stockmann was just in his course of actions. Family is family, and no matter how different views can become I do not agree in expulsing a family member. Democracy in society is a very controversial issue, because it brings up the question, are the decisions made by the masses the right decisions? Morally speaking the masses can be wrong. Like Dr. Stockmann said, â€Å"was it morally right for the masses to crucify Jesus? † The more the issue is confronted it almost makes sense that society is willing to hurt a few to save so many. I find this story very interesting because it brings up multiple issues.

Culture, ideology, politics and economics are linked in the output of media organisation in way that is true for no other sector of capitalist enterprise

Introduction Although some might believe otherwise, the media is not a neutral or objective institution. It is rather a disputed space that can be manipulated to serve certain interests. McNair (2007:103) affirms that â€Å"culture, ideology, politics and economics are linked in the output of media organisation.† This statement is especially true of the UK newspaper industry. McQuail (2008:7) also argues that power structures social relationships and that this has an effect on the way the mass media is organized. Both historically and presently the influence of the media can be observed. Newspapers promote certain ideologies, create and reinforce cultural patterns, and greatly influence views on politics. Media products that are made for mass consumption are often controlled by a handful of wealthy owners. This is very similar to what Karl Marx calls the ‘bourgeoisie’ or the owners of the means of production. They are in control of factories and the livelihoods of workers. How ever, in much the same way, media production serves the interests of the few, and not those of the masses. The ruling class often determines the content of widely distributed newspapers. In support of McNair, I will argue that media output is very closely linked to culture, ideology, and politics, in a way that is advantageous to those who own the means of production. In order to show this, I will discuss all factors (culture, ideology, politics, and economics) in relation to each other and analyse the influence that the newspaper industry has had historically on political, economic, and cultural affairs. The paper will mainly look at 18th century, 19th century, and present press and media output in Britain. Critical Analysis The struggle over control of newspaper content is also an economic struggle between the bourgeoisie and the workers or the lower classes. This is a conflict that mirrors the Marxist notion of class struggle. Starting as far back as the 18th century, the UK ruling class has fought to destroy radical newspapers of the time, such as Poor Man’s Guardian, Twopenny, and Republican. The aims of the radical press were to promote class organisations through the development of a critical political analysis. Class organizations and unions were meant to earn workers better wages and more rights. Thus, by developing radical newspapers, the working class sought to improve their economic condition. This is an example of the struggle between the aristocracy and the workers who were criticising corruption and the repressive taxation which was impoverishing them (Curran 2010:13). Here, politics is also interrelated to the media and to economics. It was only through adopting a critical political analysis that workers could advocate for their rights. On the other hand, the politics of the right (or the wealthy owners) represent their economic interest of keeping the wealth and control of the press in the hands of few. The emergence of more progressive publications in the early 1800s showed how the ideology of the ruling classes was in opposition of radicalism. Their politics served to prevent the workers from gaining more control of the media output. Between 1830 and 1836 there was an increase in circulation of radical newspapers. In London alone, the readership grew from half a million to 2 million. Dr Philmore, a member of Parliament, complained that â€Å"these infamous publications [†¦] inflame working people’s passions, and awaken their selfishness, contrasting their present condition with what they contented to be their future condition- a condition incompatible with human nature, and with those immutable laws which providence has established for the regulation of human society â€Å" (Curran 2010 : 14). In other words, the rich believed that it is their right to maintain their social and economic standing. In response to radicalism, they sought to pass regulations that would control the media output. This implied that they could promote the views that would benefit their own economic and social condition. As already seen, those who can control media output use this resource to promote their ideology, culture, and politics. In this way, they also maintain their wealth. In order to silence the voice of radical newspapers in the 1800s, the government decided to introduce the stamp duty, which meant that publications were redefined to include political periodicals. Curran and Seaton (2010) also note that during those days, the government sought to increase press taxation. This was to ensure that those in charge of the press are wealthy men of high social standing. Curran and Seaton explain that the reason behind stamp duty was â€Å"to restrict the readership to a well to do by raising the cover price; and to restrict the ownership to the propertied class by increasing the publishing cost â€Å" (Curran and Seaton 2010:11). This shows how economics plays a big role in restricting those who do not have the necessary means from promoting their own ideology, politics, and culture. The example clearly illustrates the link between economics, culture, and politics that McNair talks about. It also portrays, once again, how those who own the means of produc tion can promote the ideologies that benefit them. Over time, those who were financially in control of the media used this to their advantage and slowly began to take radicalism out of the picture. It became the norm that only those who have enough capital could have a say in politics and influence the ideology of the masses. In the late 19th century, when some control methods failed and stamp laws were repealed, the press establishment embarked on a â€Å"sophisticated strategy of social control†, where the radical newspapers were replaced by apolitical, commercial publications, read by mass audiences and controlled by capital (McNair 2009:87). According to McNair (2009), the radical publications of the end of the 19th century had either been forced out of existence, moved right politically, or become small specialist publications. As newspapers became cheaper and the market expanded, capital investment and running costs increased beyond the capacity of radical publishers. Thus, radical voices were once again silenced. This shows that the output of news is greatly influenced by the ownership and capital, as only the wealthy are powerful enough to determine the course of media production. Currently, it can be said that media output in the newspapers is still dependant on who owns the enterprise, what are their politics, and what kind of ideology and culture they want to promote. Oftentimes, the output does not necessarily reflect the truth, but rather takes the form that is best suited to serve the interests of the few. It is not uncommon for stories to be censored or even not published at all. To illustrate this, Anthony Bevins (1997:47) argues that â€Å"Journalists cannot ignore the pre-set ‘taste ‘of their newspapers, use their own sense in reporting the truth of the any event, and survive. They are ridden by news desks and backbenches executives, have their stories spiked on a systematic basis, they face the worst sort of newspaper punishment –byline deprivation.† Conclusion The history of newspaper publishing in the UK shows that economic interests influence media output immensely. I have argued that, historically, culture, ideology, politics, and economics are all interrelated influences on the content of media. In order to show this, my paper has looked at historical events that have had an impact on the course that the media (especially newspapers) has taken during the past few hundred years. Starting with the 18th century, the press has been a battlefield between the rich and the poor. Radical newspapers fought to have a say in politics. Unfortunately, those who had more wealth and invested more capital were the ones able to take control of the press. With the control of the press also came the promotion of certain ideologies. The ruling class favoured the politics that went against the interests of the workers. Politicians and capitalists alike strived to protect their standing. The stamp duty is an example of measures that they were taking to ens ure that radical media output does not grow enough to influence political views. Even though this measure did not last, the effect that commercialization has had on newspapers and media output, in general, is still evident. Those who own media corporations prefer an apolitical and commercial approach. Over time, the voices of workers with radical demands have stopped being heard in the mainstream media. Moreover, even the practices of journalists nowadays are influenced by this approach to media as a profit driven enterprise. The relevance of stories is often determined based on commercial appeal and sensationalism, rather than facts. Stories can be censored and facts hidden. Economics, as well as politics are mainly to blame for these developments. McNair (2009) sums up this interrelationship perfectly through his work. The fact that politics, economics, culture, and ideology play a big role in determining media output is undeniable. Although this is unlikely to change in the near future, it is important to know whose politics and interests influence what we read, hear, and see in the media. Bibliography Curran, J. and Seaton. Power Without Responsibility : Press, Broadcasting and the Internet in Britain. Routledge, Abingdon, 2010. McNair, B. News and Journalism In the UK . Routlege, London, 2003. McQuail D. Mass Communication. SAGE, London, 2008. Tumber H. News : A Reader. Oxford University Press, Oxford, 1999. Wahl-Jorgensen, K. & Hanitzsch, T. The Handbook of Journalism Studies. Taylor & Francis, Abingdon, 2009.

Egoism Essay Example | Topics and Well Written Essays - 250 words

Egoism - Essay Example The nurturing that each individual goes through plays a critical role in ethical subjectivism.  Without a doubt, human experiences define the perception of each individuals nurture and nature. In this process, ethical subjectivism is a byproduct of personal experience and holds no a truth since there is no absolute standard. It is evident that experiences define a profound judgment. Ethical subjectivism and minimum concept of morality clash because MCM is purely objective set of standards. MCM emphasizes â€Å"it is the greatest happiness of the greatest amount of right and wrong whereas Ethical subjectivism is purely a perception of one’s view regarding ethics. As mentioned above, self-respect does play a huge role because it diminishes approval of others. This is crucial for development and self-personal growth in my humble opinions because one is not tied to any other perceptions. Ethical egoism  is the normative ethical position that moral agents ought to do what is in their own self-interest. It differs from Kantian ethics because it differs from moral theories that avaries in this ream. It differs from psychological egoism, which claims one must take everything itno account. a. You and your significant other have been together for over a year. Your friends have started to point out that you do everything for this person. In particular, your best friend has pointed out that you no longer hang out with your old friends, you volunteer to do their chores around the house, and pay for many of the dates you go on. Additionally, you have neglected your own apartment and needs for the benefit of your significant other. S/he has asked you to skip work and take him/her to the doctor and run some errands around town. You just started a new job and you are not entirely sure of what the attendance policy is or if you can take off work. Considering all the facts and your history

What is the Tao (Way) Essay Example | Topics and Well Written Essays - 1250 words

What is the Tao (Way) - Essay Example The Confucian way of Tao and the East and West ways of Tao will be examined in the paper. The definition of Tao is "Tao represents the basic concept of Taoism. In general, this term belongs to the spiritual atmosphere of the ancient China and can be translated "way", "mean", "art", "skill"., 1 To answer the question, what is the Tao way, depends on which tenets of Tao you side with. Tao can be translated differently depending on the perspective of the doctrines of Tao and individuals understand. This means that individuals have different doctrines of Tao and it depends on which of these doctrines an individual understands and how they understand that the question can be answered. Tao can be though of a philosophical school of thought and one of these schools of thought is the one that concerns the thoughts of Confucius. According to Confucius and those that understand Tao with these doctrines Tao "refers , "Tao" refers to the art of ruling the state of the ancient emperors like King Wen and the Duke of Chou," 2 1 Mitchell, Stephen. "Tao Te Ching" (1998) New York. 1st Perenn similar concepts." 3 In this context, the polisemy of this term resembles the polisemy of the concept "prima materia" of the Greek-Egyptian classique alchemy or of the medieval European alchemy. The way of Tao is the way a person perceives these tenets and uses them in their life. They can be used in all aspects of an individual's life from work ethic to the way they understand the world. The Tao way can be thought of as the way a person understands. The way a person understands Tao depends on their beliefs about Tao. Tao is traditionally an Eastern religion and school of thought; however, it is now practiced in the Western cultures. The answer to the question might differ in the East than the West because the doctrines and interpretation have changed slightly in Western cultures. This is due to the fact that Tao is a part of life in the East for many and they been taught the philosophies and doctrines of Tao since birth. Tao in a sense has been adopted in the Western cultures so so me of the concepts have deviated in the process. Nagarjuna and the Limits of Thought Jay L. Garfield and Graham Priest Nagarjuna seems willing to embrace contradictions while at the same time making use of classic reductio arguments. He asserts that he rejects all philosophical views including his own-that he asserts nothing-and appears to mean it. It is argued here that he, like many philosophers in the West and, indeed, like many of his Buddhist colleagues, discovers and explores true contradictions arising at the limits of thought. For those who share a dialetheist's comfort with the possibility of true contradictions commanding rational assent, for Nagarjuna to endorse such contradictions would not undermine but instead confirm the impression that he is indeed a highly rational thinker. It is argued that the contradictions he discovers are structurally analogous to many discovered by Western philosophers and mathematicians. 3 Graham explains that "Taoism, the practice of the Tao concepts) started as a combination of psychology and philosophy but evolved into a religious faith in 440 CE when it was adopted as a state religion." 4 At that time, Lao-Tse became popularly venerated as a deity. Earlier in this discussion, the Confucius philosophy was explained to be one school of thought that individuals used to understand Tao. This is because they are closely related and the thoughts of Eastern religions have many of the same doctrines. Taoism, along with Buddhism and Confucianism, became one of the three great religions of China around the time of 440 CE. "With the

CRM Essay Example | Topics and Well Written Essays - 250 words - 1

CRM - Essay Example Additionally, the article has provided 8 reasons as to why managements should embark on CRM systems. In essence, the reasons for investing in a CRM system are centered on improving a company’s operations and customer experience (Inside CRM 1). The reasons are; CRM aids in establishing a connection between the company and customers in social media, creating personalized marketing by researching on a customer’s social media activity, â€Å"crowd-source†; get ideas and timely feedback from customers. CRM mobile apps provide managers with the customer and product information that is up to date (Inside CRM 1). Other reasons listed, in the article for companies, to invest in CRM systems are; meet customer expectations by availing real time customer support in blogs, chat-windows and feeds, integrate CRM system with the critical business applications. Companies also stand to benefit from a new CRM system that is user friendly compared to the earlier issued systems. Moreover, CRM system improves a company’s operations by targeting a market and cross-selling and up-selling to current customers. Ultimately, decision-making process is enhanced since the management has in hand timely data pertaining to customers and their product preferences and experiences (Inside CRM

Answer 10 questions after reading Assignment Example | Topics and Well Written Essays - 250 words

Answer 10 questions after reading - Assignment Example The first paragraph gives a comparison while the second contrasts. The author compares the size of a Hazelnut tree to that of a modest lilac. He also compares the trunks. â€Å"Trunks are seldom thicker than a forearm.† The author however, contrasts the piedmont Hazelnut with viterbese type. He says that the piedmont type hazelnut is outstanding for its flavor and ease with which the skin peels off after heating. The words supporting the logic of comparison and contrast include: - like, but, than. The writer outlines the reasons for erosion of the middle of the labor market. The writer explains the depressed wages, technological innovations that replace human labor and further downfall of wages due to the upcoming trends. Resulted into... , In addition. The seating order in a classroom is being classified and the classification is based upon student belief and general notion of the sitting position. For instance, students have a notion that in order to avoid much of a contact with a professor, they have to seat at the back, while those believed to be not so bright, are left for the back

Effects of Facebook Usage on the Egyptian Revolution Research Paper

Effects of Facebook Usage on the Egyptian Revolution - Research Paper Example In fact, social networking sites have been the most visited websites in the internet and a lot of news from current events have traversed the connections in these social networking sites. Among the currently existing social networking sites, perhaps the most popular is Facebook. Because of the great advantages and convenience that it offers, Facebook has been part of the ways for people to communicate with each other, from simple personal messages to updates about what is going on with both the local and international communities. As such, this research paper will look into exactly how instrumental Facebook has been in affecting one of the most controversial events of recent times, and that is the Egyptian revolution. This research study and the applied hypotheses are rooted on the Theory of Planned Behavior by Icek Ajzen (1987). The goal of the Theory of Planned Behavior is to provide an explanation as to why people do what they do (Ajzen, 1987). Theorists explain that people do so because they form an INTENTION to carry out the action. Intentions are influenced by the person’s beliefs, the social pressure to conform to the wishes of others, and their perceived ability to carry out the action. These are known as ATTITUDE, SUBJECTIVE NORM and PERCEIVED BEHAVIORAL CONTROL. Thus, the Theory of Planned Behavior is a theory which predicts deliberate behavior, because behavior can be deliberative and planned. According to the theory, the best predictor of behavior is intention. Intention is the cognitive representation of a person's readiness to perform a given behavior, and it is considered to be the immediate antecedent of behavior (Ajzen, 2005). This intention is determined by three things: their attitude toward the specific behavior, their subjective norms and their perceived behavioral control. The theory of planned behavior holds that only specific attitudes toward the behavior in question can be expected to predict that behavior (Manstead & Parker 1995 ; Terry, Hogg and White 1999; Parker, et al 1992). In addition to measuring attitudes toward the behavior, it is necessary to measure people’s subjective norms – their beliefs about how people they care about will view the behavior in question. To predict someone’s intentions, knowing these beliefs can be as important as knowing the person’s attitudes. Finally, perceived behavioral control influences intentions. Perceived behavioral control refers to people's perceptions of their ability to perform a given behavior. These predictors lead to intention. A general rule, the more favorable the attitude and the subjective norm, and the greater the perceived control the stronger should the person’s intention to perform the behavior in question (Aronson, Wilson and Akert 2003). This study is interested in knowing how the actions of people pertaining to using Facebook affected the revolution and partly, the study is also interested in knowing why people re acted as they did and what were the effects after such actions.

Geology----Stratigraphy and Sedimentation Article

Geology----Stratigraphy and Sedimentation - Article Example Two pertinent events have been intricately discussed. These are namely the episodic events and the continuous events. By definition, the episodic events are used in reference to those that become eminent in a matter of hours or days. It is important to reiterate that their effects are distinct and pertinent to this research. On the other hand, Continuous events are differentiated by the fact that they spread over months, years or even decades. Evidently, field mapping and reference chronology were succinctly applied in the analysis process. The tree ring method is a pertinent component in geomorphology. This is evident in its multiple applications such as assistance in comprehension ofthe geomorphic processes, the consequent frequency and events. Further to this, the annual precision will also aid in predicting floods and other events in future so as to avert the damages caused by the same. Previous research has revealed that the flood rings in 1826 and 1850. In this regard, it was e stablished that the tree with flood rings were proportionate to the discharge. The primary trees that were subject to the sampling procedure were those identified as are mainly affected by the geomorphic processes. These included trees growing near river banks, trees growing on the edges of gullies and avalanche paths and trees growing right on the sediment plants. In conclusion,the overall relevance of the tree ring method as far geomorphology is concerned includes; ascertaining the magnitude and frequency of events, providing an annual precision; the tree rings are pertinent as far as predicting continuous and episodic processes; as well as delineating the spatial location affected by a process. Howard and Blakey have done a commendable job in relating their observations and interpretations. The data provided is enough for all the facies interpretation. Their interpretation of fluvial channel mobility in relation with the geometry of sandstone bodies is correct and there

Classical cultures Essay Example | Topics and Well Written Essays - 1000 words

Classical cultures - Essay Example The essay analyses these texts to find out how the issues of men-women relationship and their roles in society have been discussed by the ancient Greek historians and writers in their works. The Greek play Lysistrata written by Asistophanes is one of the few survived Greek plays. It tells the tale of a woman who decided to carry on extraordinary mission to end the Peloponnesian war. The play has been written in a comical style and impressively depicts the status of men and women and their relationship in the Greek society. The play focuses upon the war between Athens and Sparta and the quest of a woman to stop the war. The play shows that the men used to enjoy all the powers and authorities in the Greek society but they took the state towards the state of war because most of them lack wisdom, common sense and peaceful nature. The Greek women however have been portrayed with her love for peace and love. The play shows the women generally have a weak place in the Greek society however, their just desires, unity and courage made them stronger and influential in the society. The position of women in Greek society and the perception of men about them and their relationship are clearly depicted in the dialogues spoken by the main character Lysistrata . She arranged a meeting for the women of the community but when they failed to reach within time she was disappointed that the women are burdened by men with lots of responsibilities that that their freedom is badly affected. She said with her neighbour Calonice. My heart's on fire, Calonice—I'm so angry At married women, at us, because, Although men say we're devious characters (Asistophanes , line10-11) The play shows that the men in Greek society commonly view women as a source of sexual relations. They limit them to their domestic lives and home routines and never bothered to give them any active role in the society. But the women still worked to teach lesson of peace to the men. The men were not only attract ed to the wisdom of the women words but they also feel attractive towards their message due to their beautiful body. The play shows the power of sexuality, beauty and strong thoughts that enabled women to play important role in the society during the war time. Another important text that tells about men and women relationship and their role in the Greek society is the ancient Greek tragedy The Bacchae written by Euripides. It is the story of a young Greek god compelling others to accept and worship him as God. The play talks about the dominating role of men in the Greek society. The men are depicted having the power to take command over the women. The King Dionysus gathered cult of female worshipers and drive them to sing and dance in his praise. He also prepared them to fight against the men however when the King Pentheus was returned to his city he strictly dead with the madness of the fighting women and jailed many of the women. The play shows that the women were widely used by m en as a mean of gaining different type of benefits and favours. They are oppressed to act in certain manner and the men having power influence their acts towards certain direction. The play shows weak position of women in the society having lack of authority and decision making power to direct their lives and actions. The play starts with the dialogues of the Dionysus depicting his proud and

An Evaluation of the European Computer Driving Licence Essay Example for Free

An Evaluation of the European Computer Driving Licence Essay 1. Introduction The research project includes the complete lifespan of the work from the rationale to the conclusion. I examine the reasons for conducting the research, how the Company might benefit from the experience and how trainers may reflect and add to their toolbox of skills and knowledge. The project also considers the background to the European Computer Driving Licence (ECDL) and how this came to AEGON UK Services, what role Workplace Training Services had to play and what part of strategy ECDL was designed to meet. The main body of the project, the research itself, sets out to consider a range of questions related to the evaluation of ECDL within a financial services setting which I believe is a valuable piece of research that is not presently widely available. The research considers the practical implications of the work and the justifications for following the particular actions undertaken. The conclusion draws the project together and provides answers to the questions considered above. Does ECDL add value within the business, have learners acquired new skills, what of the present learning methods and how might these be designed to suit the needs of future learners? I support my research findings with the results of my data collection exercises together with statistics relating to ECDL including its recent use outside of Europe. Finally, I present the detail of material used whilst working on the project as Reference and Bibliography. 2 Rationale AEGON UK Services (UKS) is the closed book arm or Third Party Administration (TPA) operation for AEGON UK one of the worlds top ten financial services companies. As a TPA no new business comes into the organisation and particularly in the present economic climate control of costs and expenses becomes paramount. It is not an overstatement to consider that the continuing well being of the UKS site in Lytham rests with its highly competitive nature. When one considers that the average cost of one staff member in Lytham is à ¯Ã‚ ¿Ã‚ ½40,00 pa whilst the equivalent outlay at the AEGON UK Head Office in Edinburgh is almost double at à ¯Ã‚ ¿Ã‚ ½65,000 pa, financial evidence becomes clear particularly with close to 900 staff at the Lytham site. There are many reasons for this divergence in costs, not all of which may be directly influenced by the Company but it is this difference which remains key to the health of the AEGON UK Services operation. It is against this background that the research into the European Computer Driving Licence (ECDL) is set, one of the organisation obtaining maximum value for each pound of spend. As Managing Director, David Barker, said at the 2002 Business Plan launch to staff, Through the professionalism, skill and commitment of its staff AEGON UK Services has a key part to play in the growth and development of the UK operation. It is my responsibility, as Training Manager for UKS, to provide learning opportunities, develop staff and upgrade their knowledge and skills to meet the challenges set by the Managing Director and the Board of AEGON UK. After all, a shortage of skills could threaten the livelihood of the operation. Fingold and Soskice (1989:22) who created the notion of a low skills/low quality equilibrium argued that the majority of enterprises staffed by poorly trained managers and workers produce low quality goods and services. Their view was that Britain would not be able to keep pace with changing economic conditions. A decade on and still the need for the training and development of our staff in relation to the growth of our business remains. As David Blunkett, Secretary of State for Education Employment, sets out the challenge ahead for us all when speaking at the National Training Awards ceremony in December 2000. The key message today is that there is a real economic need for people to upgrade skills throughout life. We need to help everyone fulfil their potential and respond to the changing world economy. (People Management, Vol 6, No 25). The task facing us in the UKS Training team is to meet the Secretary of States challenge and drive the business forward at the same time whilst maintaining a tight rein on expenditure. In the summer of 2001 our Union Representative introduced me to Workplace Training Services and this partnership with a local education provider soon bore fruit. A key strategic challenge for AEGON UK in 2002 was the introduction of a Common Operating Environment (COE) between its various UK operations; the most visible aspect of the COE would be the launch of Microsoft Office 2000 in the various sites. Significantly, as AEGON UK Services previously used Microsoft there were no plans to create a formal training plan for the business, rather than relying our awareness of existing applications. The Manager, Dedicated Delivery, of Workplace Training Services (an arm of Preston College), Cyril Wheat, offered the use of the European Computer Driving Licence (ECDL) as part of our solution to the need for staff learning and development in Office 2000. The seven-module ECDL programme is based upon the Microsoft Office 2000 applications and included learning on our key workplace needs, Word, PowerPoint and Excel. Over 50 staff started the ECDL qualification in September 2001 and to-date over 150 have either achieved the award or are working towards it. Further developments of our work with the College have been the provision of additional learning and development for staff, in particular the provision of Learndirect facilities and the healthy learning partnership that has grown between an employer, union and education institution. To support the development of this significant partnership Workplace Training Services offered AEGON UK Services 100 free places on the ECDL programme in 2002. Although we have seen a large number of staff following the ECDL programme, myself included, AEGON UK Services has never conducted any formal evaluation of the learning programme. Whilst I have learned new skills and am able to access more difficult applications, has the Company benefited from the ECDL partnership, have the staff developed new skills and how might the programme best be carried forward? This is the rationale for the following research which is designed for the benefit, primarily, of the Company but also for the staff, College and as a valid piece of research. 3. Background Congratulations Sara Lundstedt! But why is this the Swedish environmental co-ordinator so significant to the history of the European Computer Driving Licence (ECDL). Well, Sara became the one millionth student to complete the programme, as reported in the June 2001 edition of IT Training (P7). What is ECDL and where did it come from? In 1994 the concept originated in Finland where the Finnish Information Process Association introduced the Computer Driving Licence. Shortly after, the Council of European Professional Informatics Societies (CEPIS) established the User Skills Task Force in 1995. The Task Force, supported by funding from the European Commission, was to examine how to raise IT skill levels in European industry. The Task Force identified the potential of the Finnish Licence and investigated the feasibility of adopting it and making it into a qualification for the whole of Europe. CEPIS actively encourages IT literacy and promotes acceptance of professional standards for ICT professionals throughout Europe. Pilot tests were carried out during 1995 and early 1996 resulting in the launch of the European Computer Driving Licence (ECDL) in August 1996, initially in Sweden and then throughout Europe. The ECDL Foundation was formed in 1997 to administer the ECDL programme on a not-for-profit basis and to promote, develop and certify computer skills and IT knowledge. According to its official website, the business of the ECDL Foundation is To disseminate, promote and evolve ECDL as a globally accepted IT skills certification programme that prepares all people for participation in the Information Society. On the surface, this has been successful; in 1999 the International Computer Driving Licence (ICDL) was created as the standard qualification for non-European countries. The syllabus is identical to that of ECDL and was initially taken up by Australia, Canada, South Africa and Zimbabwe. Since then, more countries have joined the ICDL programme, ranging from Greece in 2000 to most recently, Malaysia. According to The Electric Paper Company Limited (http://www.electricpaper.ie/products/ecdl.asp) to-date, over 1.75 million people are registered on an ECDL/ICDL programme. This number is growing daily. There are tens of thousands of accredited test centres worldwide enabling people to take their tests an attain certificates. So, seven module appears to be working as students are assessed against the following competencies: basic concepts of IT, using a computer and managing files, word processing, spreadsheets, databases, presentation and information and communication. The ECDL Foundation points out that the programme is now used in over 60 countries and IT Training announced in its October 2002 edition that the number of students enrolled topped the half-million mark. The British Computer Society (BCS) also reports that it is issuing 1,000 ECDL certificates every day. One of the first organisations in the public sector to move towards qualifying the computer skills of its staff is the NHS which recognised the increasing role that computer skills had to play in the public health sector. The significance of the ECDL decision is reflected in the fact that it was announced by Health Secretary, Lord Hunt. He said, New technology investments to support staff to plan, deliver and review health care will not be successful unless more priority is given to ensuring that all staff have a basic level of IT skills. There is a great deal of published support for the ECDL programme and I have included highlights from two successful ventures. The House of Commons became the first Parliament in the world to offer staff training in IT skills, aimed at MPs assistants and constituency workers. Dr. Matthew Donaghy, Industry and Parliament Trust ADAPT Project Manager, said, Our objective, and indeed an important part of securing funding for the project, was to increase the employability of staff outside the Parliamentary sector. ECDL gives staff an extra qualification showing their competence with IT in the office, but also allows flexibility in training for the qualification so that it does not interfere with major projects they may be working on. Donaghy continued, An extra benefit of the course has been the increased level of teamwork between MPs assistants. Staff are increasingly sharing tips on office practices, which will mean a more professional MPs service all round. The Bank of England is also enabling its staff to take the ECDL programme via personal or on-line training. Bank Deputy Governor, Mervyn King, who has successfully completed the qualification said, Across the Bank, the ECDL will enable people to achieve a wide range of essential skills in IT, on which they can build in the future. I am convinced that it is an ideal way for my colleagues to improve and consolidate their knowledge, to build confidence and to improve both productivity and decision making. ECDL appears therefore to have positive support, endorsed by Peter Bayley, Director of ECDL at the British Computer Society, who confirms that, Since the UK launch there has been a growing demand for information about ECDL users from both the Further Education and Corporate sectors in order to measure profiles, motivation, satisfaction and likely interest in our newly launched ECDL Advanced qualification. Apart from a gratifying 95 per cent satisfaction rating, almost two thirds of those polled chose ECDL because of its broad recognition as a computer skills qualification. In addition, 97% said they would recommend ECDL to family, friends and colleagues and 87% were interested in an ECDL Advanced qualification. Despite the fact that there is a great deal of published evidential support for ECDL, there remains little evidence within AEGON UK Services that the programme has been and remains successful. To date, we have tended to take the view that people pass, therefore it works! But does it? As Reay (1994:23) points out, evaluation can enable you to do better in the future. This is not to say that youve been failing in the past; but good trainers realize there is always room for improvement. It is against this background, of a developing IT culture within Europe and latterly the rest of the world, that the research with AEGON UK Services is set. Will the experiences outlined above be matched within the Company? 4. Research Most people associate the word research with activities which are substantially removed from day-to-day life and which are pursued by outstandingly gifted persons with an unusual level of commitment, suggested Howard and Sharp (1983:6). However, Denscombe (1998:1) takes an alternative approach when opening his piece of work some 15 years later, Social research is no longer the concern of the small elite of professionals and full-time researchers. It has become the concern of a far greater number of people who are faced with the prospect of undertaking small-scale research projects as part of an academic course or their professional development. In my case, the piece of research was to be carried out over a 3 month period by the Training Manager of a large organisation with very ordinary skills and an extremely heavy workload! Payton (1979:4) identified research as the process of looking for a specific answer in an organised objective reliable way and it is this search for answers that has driven me to tackle the challenge of evaluating the European Computer Driving Licence (ECDL) in AEGON UK Services. Considering what questions to ask, Black suggests (1993:24/25), may prove a significant challenge in itself, The most difficult part of starting a research project is often that of identifying the best question to ask, one that is meaningful, whose answer contributes to the discipline, and whose resulting research can be carried out within the resources available. When considering the questions to answer from the piece of research I was conscious of two things set down by Managing Director, David Barker: a) what would add value to the business supporting AEGON UK Services as a key part of the AEGON UK operation and b) provide learning opportunities to develop staff and upgrade their knowledge and skills? The se factors contributed directly to my questions: How has ECDL added value in AEGON UK Services? How have the learners acquired new skills to help them do their jobs? Has the method of learning for ECDL proved effective? What is the most effective way for any further learners to acquire the knowledge and skills necessary to achieve ECDL? Blaxter et al (1997:58) identified 2 different methods for designing and doing a research project, their research families of qualitative and quantitative methods. To Burns (2000:3), the quantitative approach is viewed as scientific and in his opinion, has been the conventional approach to research in all areas of investigation. The methods and purposes of scientific inquiry have been moulded by countless generations of scientists Burns (2000:9) outlines the strength of the quantitative approach as being its precision and control, together with a deductive approach and the use of quantitative data (which) permits statistical analysis. Denscombe (1998:177) supports Burns standpoint by adding that, The use of quantitative data in social research has its attractions. For one thing, it carries with it an aura of scientific respectability. Because it uses numbers and can present findings in the form of graphs and tables, it conveys a sense of solid, objective research. However, an alternative view also exists and caution is stressed by Silverman (2000:6) when pointing out that the hard data on social structures which quantitative researchers claim to provide can turn out to be a mirage. Caution was necessary for me when considering the effect of ECDL upon an individuals ability to do their job more effectively, as Cicourel (1964) points to defects with quantitative research, it may be useful but it also may conceal as well as reveal social processes. On the other hand, qualitative research is an umbrella term that covers a variety of styles of social research, drawing on a variety of disciplines. Tesch (1990) identified 26 distinct kinds of social research which can fall under the term qualitative and no doubt, in time, that list will grow. However, Denscombe (1998:207) does see some common elements which begin to give some sense, as he sees it, to qualitative research, a concern with meanings and the way people understand things and a concern with patterns of behaviour. Cohen and Mannion (1998:8) go a stage further and view qualitative research as a search for understanding in which the principal concern is with the way in which the individual creates, modifies and interprets the world in which he or she finds himself or herself. Researchers who adopted this qualitative approach, responsive to individual perceptions, were felt by Bell (1999:7) to seek insights rather than statistical analysis. A positive aspect of qualitative research, according to Miles and Huberman (1984:10), is that they focus on naturally occurring, ordinary events in natural settings, so that we have a strong handle on what real life is like. The approach to this research project was on a qualitative basis and whilst there is a range of disadvantages to this method, including, as identified by Anderson (1990) the ability to collect a large number of replies, allow for easy collation and cheap and readily available, Anderson did identify advantages with a qualitative approach. Significantly, when gathering data and information Anderson held that a qualitative approach enables the researcher to really understand another person, and qualitative research tends to focus on learners, central to the research project, and their views of the world. My own research project mirrors a number of Andersons findings; focusing on the learners and managers and their views, attitudes and feelings is key to my work and as such does not lend itself naturally to a quantitative or scientific basis. However, in Denscombes opinion (1998: 173), the two approaches are not mutually exclusive, the distinction between the two is over-simplified and relates to the treatment of the data. As Strauss (1987: 2) argues, the genuinely useful distinction is in how data are treated analytically. Denscombes (1998:173) view then is that a distinction between qualitative and quantitative research is far from watertight. To some extent, the research design depends on what Barnes (1992:114) highlights as either a deductive or inductive approach to the project, with action research a key method of the latter. Barnes takes the view that when using action research, the outcomesare generally increased knowledge, understanding and improved practice. The implication from this is that action research has a relevance for what I will be undertaking and indeed Blaxter et al (1997:64) confirm this by pointing out that it is well suited to the needs of people conducting research in their own workplaces, and who have a focus on improving aspects of their own and their colleagues practices. Cohen and Mannion (1998:186) also focus their thoughts on this work-related aspect of action research by suggesting that it is situational it is concerned with diagnosing a problem in a specific context and attempting to solve it in that context. Although action research as a basis suits the needs of my project as shown above, there are a number of criticisms about the method, often reflecting Cohen and Mannions (1998:193) comments that it is not scientific, its sample is restricted and unrepresentativeits findings are restricted to the environment in which the research is carried out. I accept the above but am satisfied that although my findings may be restricted to the environment, they are after all intended for use solely within AEGON UK Services, any wider usage will be a bonus. Research data was accumulated by the use of questionnaires completed by learners, interviews with senior managers and Preston College staff, and focus groups conducted with groups of learners. This common multi-method approach is referred to as triangulation, as originally identified by the works of Elliott and Adelman (1976), and has been defined in Open University course 811 Study Guide (1988:54) as cross-checking the existence of certain phenomena and the veracity of individual accounts by gathering data from a number of informants and a number of sources and subsequently comparing and contrasting one account with another in order to produce as full and balanced a study as possible. The use of triangulation goes some way to meeting the need for this piece of research to be both reliable and valid. Bryman (1989:55) outlines reliability as something which refers to the consistency of a measure. Blaxter et al (1997:200) summarise the issue of reliability in simple terms as considering whether you have carried it out in such a way that, if another researcher were to look into the same questions in the same setting, they would come up with essentially the same results . Validity is identified in a similar tone by the same authors, to do with whether your methods, approaches and techniques actually relate to, or measure, the issues you have been exploring. Triangulation is particularly important to me because it increases the strength and validity of my work. The use of questionnaires is outlined by Denscombe (1998:88) who suggests that they are at their most productive when: used with large numbers, straightforward information required, the social climate is open, standardised, time allows for delays, resources allow for the costs and when the respondents can be expected to be able to read and understand the questions. However, my own piece of research is much smaller with fewer in the sample, straightforward questions on information that is current, all of which adds to the simplicity of this process. However, there is a range of issues when using questionnaires with Bell (1999:75) suggesting that It is harder to produce a really good questionnaire than might be imagined. McKernan (2000:125) endorses that view and warns that amongst the disadvantages are the amount of time taken compiling successful questions and low response rates. Nevertheless, the use of questionnaires provides direct access to the learners and adds balance to the interviews with my colleagues and members of Workplace Training Services. Given that my questionnaire is straightforward with simple questions I am satisfied that this is a particularly useful method of gathering my research data. Further weight is given to this argument by Burns (2000:581) who supports me by adding such strengths as cost, each respondent receives same set of questions, errors in collation of responses reduced, respondents free to reply at own pace/time, fear and embarrassment avoided, may guarantee confidentiality. Burns also highlights a number of potential concerns with the use of questionnaires including a poor response rate when compared to interviews, the potential for bias due to poor returns and badly prepared questionnaires. I acknowledge Burns concerns and test my questionnaire on a small pilot group of learners, drawn at random, to assess its ease of use; 2 questions are reworded to reflect the comments of this group. Given the small number of staff to have completed the ECDL programme I issue the questionnaire to all 45 which also supports the validity of my research and reduces the potential for any bias due to the choice of my sample. I am conscious that, as Cohen et al (2000:245) put it, the questionnaire will always be an intrusion into the life of the respondent, be it in terms of time taken to complete the questionnaireor the possible invasion of privacy. As a result of this, great care is taken over the questions posed, the amount of content and the manner in which this is issued to learners. To keep the questionnaire simple I want to largely use closed questions and this method is supported by Wilson and McLean (1994:21) who confirm that these are simple to completeand do not discriminate unduly on the basis of how articulate the respondents are. However, to ensure that peoples views are gathered I aim to allow respondents a small degree of space for their own thoughts to be considered which mirrors the views of Oppenheim (1992:115) when considering the use of closed questions: they do not enable respondents to add any remarks, qualifications and explanations to the categories, and there is a risk that the categories might not be exhaustive and that there might be bias in them. A blank questionnaire is included as Appendix B. It is the need to gather personal views and opinions that prompts me to include interviews with senior managers, and focus groups amongst learners. As Denscombe (1998) points out, questionnaires are at their best with large numbers; I am dealing with 6 senior managers and am mindful that the culture of my own organisation is such that as Training Manager it is politic for me to see the senior managers rather than issue them with a questionnaire. As McKernan (2000:128) claims, Interviewing is a social survey skill which can be taught. I am satisfied that my role in designing and delivering Interviewing Skills training courses for 5 years to the same group of managers enables me to carry out this process! There are a number of identified advantages in using interview techniques for gathering my research data and these include, Burns (2000:582/3) who is an exponent of its flexibility, the interviewer has the opportunity to observe the subject and the total situation in which they are responding which according to Burns should produce higher response rates and if properly conducted should yield response rates of at least 80-85%. Cohen et al (2000:268) provides further thoughts and considerations on interviews, when outlining the need for trust to exist, suggesting that there should be a relationship between the interviewer and interviewee that transcended the research, that promoted a bond of friendship, a feeling of togetherness and joint pursuit of a common mission rising above personal egos. Once again, my relationship with the senior managers is such that I am confident that I have this level of trust in place already to enable a smooth process to occur. In addition, greater credibility is given to me conducting these interviews, as Kane (1997:68) asserts, the closer the interviewer is to the respondent in class, sex, age and interests, the greater chance the interviewer has of being successful. When considering the strengths and weaknesses of different types of interviews I endorse the comments of Patton (1980:206) who sets out the interview guide approach, which mirrors my requirements. The topic and issues to be covered are specified in advance, thus the outline increases the comprehensiveness of the data and makes data collection somewhat systematic for each respondent. I recognise that there is a risk of omitting important or salient points and that I must pay particular attention to maintaining focus on the key issues, in this case whether the managers consider that the ECDL programme has benefited the business. Consideration however must be given to the school of thought that exists regarding problems with the interview as a method for gathering my research data. Mason (1997:42) suggests that good qualitative interviewing is hard, creative work. It is a much more complex and exhausting task to plan and carry out than, for example, to develop and use a structured questionnaire for asking a set of predetermined questions. Tuckman (1972) set out a number of problems with the interview as a technique for gathering data, including the fact that a competent interviewer is required (which may involve payment), a limited number of respondents can be reached and the reliability is quite limited. Whilst acknowledging these concerns, as I have set out my competency earlier, I require interviews with a controlled group of 6 individuals only and have a great degree of confidence in the reliability of my data. Not to mention that this interviewer requires no additional payment for the work. My final information gathering technique is the focus group which Kreuger (1988:27) highlights as typically having 5 characteristics, a) people who, b) posses certain characteristics, c) provide data, d) of a qualitative nature, e) in a focussed discussion. Cohen et al (2000:288) support my use of the focus group by suggesting that they might be useful to triangulate with more traditional forms of interviewing, questionnaires, observation etc. Although observation is not necessary or appropriate for my research, Cohen et al do concur with my use of the interview and questionnaire. According to the December 2002 issue of Croners A-Z Briefing (12/02:2), the main advantage of a focus group lies in its ability to collect subjective judgments where several, individual, judgments are better than just one. By using a focus group the researcher can see how and why individual judgments are supported . This aspect of the focus group is particularly useful to me as it enables a group of learners to come together and share their experiences of the ECDL programme including highs and lows. It allows me the opportunity to facilitate discussion on the optimum way forward for AEGON UK Services and for future learners. Croner goes on to add that, they perform a useful function when evaluating various aspects of training and development, particularly when qualitative measurements are required and where it is deemed necessary to ascertain any unexpected outcomes or applications which have arisen as a result of such provision. Morgan (1988:43) cautions on the size of focus groups, suggesting between four and twelve whilst Croner takes a similar stance, between 6 and 12 Both of the above agree on the need for careful consideration with sampling, in this case with the focus group, as Croner puts it (P3), all those involved do need to be representative of the total population under consideration. I have already decided to use all of my Award-holders as I have 3 months in which to carry out the research and have a small group, as Bell (1999:83) suggests, The number of subjects in your investigation will necessarily depend on the amount of time you have. However, the question of the size of the sample and how it is selected is an issue. Cohen and Mannion (1998:87) put forward a range of sampling tools including probability and non-probability, random and stratified samples whilst Bryman (1989:107) argues the case for a representative sample using a type of probability sample. To ensure that each of my ECDL Award-holders has an equal probability of inclusion in the sample used for the focus groups, names are drawn at random from an Excel spreadsheet. Kerlinger (1986:45), identifies randomness thus, it means that there is no known law, capable of being expressed in language, that correctly explains or describes events and their outcomes. Kerlinger (1986:44) goes on to provide further evidence that my sampling approach is correct, random sampling is that method of drawing a portion (sample) of a population so that each member of the population has an equal chance of being selected. Taking into account the thoughts of both Morgan and Croner above, I facilitate 2 focus groups of 8 members each. There are some difficulties in using focus groups and some of these are identified by Krueger (1988:46/7) who outlines the following: less control of the group as opposed to individuals, difficulties in analysing data, lack of interview skills, varying group dynamics, assembling groups and creating a supportive environment. I acknowledge Kruegers observations and take extra care when running the focus groups although I must stress that my background is as a skilled interviewer and I am able to create a stable, supportive environment for the attendees who have attended similar workshops and courses in the past, often facilitated by me. Any research project is likely to raise ethical issues. This is particularly so if it involves people directly, but may also be the case even if you conduct your research entirely on documentary evidence, Blaxter et al (1997:146). Clearly, it is wrong for me to assume that, given my position as Training Manager, there is no issue with ethics, people know me and are happy to open up and provide me with valuable and valid information. Bell (1999:52) warns, People will be doing you a favour if they agree to help, and they will need to know exactly what they will be asked to do, how much time they will be expected to give and what use will be made of the information they provide. The view is endorsed by McKernan (2000:241), who adds that, It is crucial for all participants to know what their rights are in research of any kind. As such, I take great care when contacting my ECDL learners to alert them to my research and the need for their valuable input to further the learning partnership within AEGON UK Services. Particular attention is paid to the senior managers who give me some of their valuable time for 1:1 interviews and each of them is contacted personally by telephone to discuss the needs and requirements of the research and agree suitable times for the interviews. Hopkins (2000:221/2) identifies a range of principles that I must observe in the commitment to my research including, observing protocol, involving participants, reporting on progress, maintaining confidentiality and obtaining authority before using quotations. Particular care was observed when considering the use of quotations from our external partner, Workplace Training Services, and I arranged a special meeting with Cyril Wheat to discuss the learning partnership and seek his agreement to the use of specific quotations, included in the Conclusions to this research. As Burns (2000:22/3) summarises, All in all it looks fairly difficult to conduct much research without running into ethical arguments. Burns comments alert me to the need to take nothing for granted in view of my special position with the learners, Ethical problems are likely to occur in social science research since human subjects are involved. Researchers must be aware of ethical considerations involved in voluntary and non-voluntary participation, deception, informed consent, privacy and confidentiality, the right to discontinue, and obligations of the experimenter. It is this special position, that of someone who has worked very closely with most of the ECDL learners, that Sellitz et al (1962:583) might have been thinking of then they attested, interviewers are human beings and not machines and their manner may have an effect on respondents. Many factors can influence responses one way or another, for instance Borg (1981:87) highlights a few of the problems that can occur, eagerness of the respondents to please the interviewer, a vague antagonism or the tendency of the interviewer to seek out the answers that his preconceived notions .These factors are called response effect by survey researchers. ECDL learners know me well and are aware of my enthusiasm for the learning partnership and our work with the ECDL programme. Might this naturally influence their responses to questionnaires, focus group or, even senior managers, interview questions? However, Bell (1999:139) offers words of wisdom, just as the aspiring researcher wilts under the strains of potential bias, by pointing out that it is easier to acknowledge the fact that bias can creep in than to eliminate it altogether. This is a key consideration for my research as I am very keen for it to succeed being the instigator of the learning partnership with Workplace Training Services and the person responsible for the ECDL programme. A further area for my research to draw upon is the Training teams entry for the 2002 National Training Awards. The entry was based upon the teams work with the ECDL programme in AEGON UK Services and I refer to the comments of the judges in the Data Analysis and Conclusions. 5. Analysis of Data My research amongst European Computer Driving Licence (ECDL) award-holders in particular highlights the very positive aspects of the programme and it is encouraging to learn that all questioned feel that the programme has benefited them, personally and professionally. Significantly, the great majority of learners also felt able to now support colleagues with IT-related enquiries, a factor that reflects our status as an Investor In People; staff are keen to share knowledge with each other in a positive manner. Being able to solve problems, increasing ones confidence, developing trouble-shooting skills and appropriately staff trained in new technology are benefits to the company, as viewed by the learners. Although it is not the intention in my research to provide statistical analysis, rather to draw conclusions from learners responses, the feedback from learners does represent universal support for developing skills to enhance the business. Learners feel more competent to do their work, have a more confident approach and have developed skills to enable new work to be handled also converting manual tasks to a PC-based system. I am able to speak from personal experience and, as a result of taking the ECDL programme, I can now use Excel with some success. Whilst it is very difficult to make any claims with the research I am confident that the programme has made a significant difference. Prior to starting the ECDL programme I was unable to use Excel despite having access to the program, after completing the Excel module I am now able to design spreadsheets for use in the Training team. There is evidence of other organisations introducing a successful ECDL programme and the following case study extracts are from the ECDLs own website, www.ecdl.co.uk/employer/case. Mike Sampson, Human Resources Director at Royal Liver Assurance, commented: We are delighted that the ECDL pilot scheme has proved to be so successful and now intend to run ECDL again with further members of staff. It is important that our employees are given the opportunity to refresh and improve upon their IT skills, which ultimately reflects a great benefit to Royal Liver and ensures the companys values and good standing are continually maintained. (www.ecdl.co.uk/employer/case/royal) Even in the world of IT itself, ECDL is viewed as a positive addition to the learning curriculum, Les Williamson, Resources Servicing Manager, IBM, added, We realised fairly quickly that this certification would be beneficial across the site. Not many people can claim proficiency in all the IT productivity tools that we could be using everyday. This is a qualification that demonstrates just that. (www.ecdl.co.uk/employer/case/ibm) 90% of learners feel that they are now more confident when using a PC (66% of the remaining 10% already did so) which is an endorsement of our decision to offer the programme and a statistic from a similar exercise conducted amongst award-holders at Manchester NHS Health Authority in 2002 found that ECDL qualified staff are proven to save an average of 38 minutes per day. Staff within AEGON UK Services also highlighted the speed at which they are now able to process IT-related work as a benefit to the Company. Feedback from the learners in the questionnaires suggested that, whilst staff were achieving success using the CD ROM made available by Workplace Training Services, there was less than total satisfaction. Accordingly, amongst the questions I posed at the focus groups was What method of learning would you recommend for future ECDL students? Although only a small percentage of respondents to the questionnaire felt that the quality of learning materials was less than good during the focus groups, the mood was very different and people had the opportunity to express their views in more detail. It became apparent that the majority of the attendees of twelve felt that the CD ROM was difficult to work with, either because of their own IT situation out of the office, some did not have a PC at home, or more commonly because of the great amount of detail included. Their preferred learning method was to use paper-based material although some members of the focus groups felt that the CD ROM was ideal. Comments were also made that it was often difficult to obtain 1:1 support as members of the Training team were often involved in other projects and, in truth, were never seen as providing close support for learners. Learners comments were referred to Cyril Wheat who visited the site and spoke with groups of the learners; as a result, directly, of the feedback provided to Cyril his Workplace Training Services team started to provide future learning support material in two forms, paper-based for the majority, CD ROM where preferred. In addition, another change in policy as a result of feedback, with the introduction of a dedicated resource from the College, someone who would be guaranteed to be on the Lytham site once a week for personal tutorials. Most surprising amongst the findings was the feedback from the senior managers. Whilst the Managing Director has given the partnership with Workplace Training Services his blessing and has in fact recently enrolled on the ECDL programme, the same positive views are not held by the management team. I conducted the interviews and was surprised by the little knowledge that the managers had of the programme, one actually admitted that he had no awareness that any of his staff are taking an award. Whilst the general view amongst the managers was that any learning which develops the staff to enhance the business, must be a good thing, only one member of the team was more positive. One manager had experienced the ECDL programme personally, achieved the award, and spoke highly of the benefits to AEGON UK Services in supporting the implementation of COE. More work remains to be done with the management team for the future of the programme. 6. Conclusions The comments of learners who have achieved their European Computer Driving Licence (ECDL) are extremely encouraging from a purely personal point of view, the initial thoughts are that my efforts in bringing the ECDL programme to AEGON UK Services staff has paid off. But that cursory observation is not sufficient to merit the programme a success. When we set off on the ECDL programme there was a clear business need to be met, successfully implementing the Common Operating Environment (COE) and the transfer to Microsoft Office 2000. What must not be overlooked was that the business was not using any formal training strategy to meet the requirements generated by the COE and I was confident that ECDL could provide many of the training needs. Although I am not able to provide any hard quantitative data I have feedback from learners and managers which supports the use of the programme. As one manager put it, Having achieved the ECDL I can vouch for the skills and knowledge acquired. Members of my team have demonstrated the benefits of the learning through the enhanced use of different programs. The data provides evidence of ECDL supporting the implementation of COE in the business. New skills have been acquired by learners, many of whom are now looking for further opportunities, whilst at the same time encouraging colleagues to enrol on the programme. There are numerous examples quoted of staff who are now able to access different programs, use PowerPoint, Access or in my case, get to grips with Excel for the first time. Our relationship with Workplace Training Services has developed, from the first tentative enquiries regarding the use of ECDL, the Colleges first learning partnership in the North West to one of collaboration on other projects; as I close this research we are discussing certificated learning to meet behavioural competencies. Cyril Wheat, Manager Dedicated Delivery, is proud of his organisations role with the business and speaks highly of our work, with the commitment of an employer who is providing resources is very important. The need for such support is echoed by Tim Rush of Islington Council who adds, We have been lucky here in Islington, Members of the Council and senior management have been fully supportive. Gaining support at that level is essential to any successful implementation. (www.ecdl.co.uk/employer/case/islington). Cyrils teams commitment to us now includes the use of 10 PCs, available for any form of learning, and a dedicated resource on-site for work with the ECDL programme. Significantly, the learning has largely taken place at no cost to the business and during 2002 over 100 learners were enrolled with Workplace Training Services for free and we have ascertained that open learning with the ECDL programme may yet prove to be extremely cost effective to the business. We have 150 staff achieved or working towards the award with 100 more to follow during the course of this year an costs incurred to-date are a little over à ¯Ã‚ ¿Ã‚ ½3,000 which is approximately à ¯Ã‚ ¿Ã‚ ½12 per learner. Given that this learning ultimately accredits staff members with a universally accepted IT qualification and attendance on external learning is in my experience over à ¯Ã‚ ¿Ã‚ ½100 per day then I believe that this equates to value for money learning. Our work with the fledgling ECDL programme in employer-related learning has highlighted new areas for study. As demonstrated earlier, learners had difficulties with the Computer Based Training and the CD ROM was not viewed as user-friendly; as a result, their feedback has been taken into account and staff enrolling more recently have had access to paper-based support material with CR ROMs available where required. The judges at the 2002 National Training Awards were impressed by your decision to encourage your employees to undertake the ECDL qualification and drew upon a number of other positive aspects although they highlighted a number of important issues for the team to consider. As I point out above, there are limitations with my research and issues to consider for the coming months, as the judges point out in their feedback, it is still quite early in the process of introducing the Common Operating Environment and they have suggested that we re-enter at a later date. I am also conscious that the research has been carried out by someone with a clearly vested interest in its success, the training of staff in the business is after all my responsibility, and that this may have clouded the findings. I acknowledge this limitation and make efforts to minimise the effects of this bias. My ultimate findings are also effected by yet more bias; the results are based upon my work with learners at AEGON UK Services in a supportive environment where facilities are made available to them and they do not have to pay any fees. I make no claims about applying my results to a wider audience whether in another industry or with the public at large. However, the final thought lies with Andrew Mayo, writing in the January 2003 edition of Training Journal, who holds out, So here is the challenge for 2003. Will you be able to say, at the end of the year, where and how learning interventions made a difference to the achievements of the organisation(s) you work with . From the feedback received from learners and indeed Workplace Training Services staff I am confident that the ECDL programme has already made an impact on AEGON UK Services although greater communication is required with senior managers based upon their own feedback. Furthermore, as the judges of the National Training Awards indicate, there is yet more to come as our learning partnership matures and more staff set out on the road to success through the challenge of ECDL. Project Proposal DHL0730 Empirical Study AEGON UK Services in partnership with Workplace Training Services, an arm of Preston College, started to offer the European Computer Driving Licence (ECDL) to staff in September 2001. The ECDL programme based it is upon Microsoft Office 2000 applications was seen as an ideal complement to the Common Operating Environment (COE) to be launched in 2002. At the same time the launch of ECDL provided further evidence of the Company facilitating learning and development opportunities for its staff. Under COE the whole of AEGON UK would operate with Microsoft Office 2000 whilst over 90% of staff were familiar with the 1997 version or earlier. To-date over 150 staff have started or finished the ECDL programme yet no evaluation of the success or otherwise of ECDL within AEGON UK Services has ever been carried out. Title of Research An evaluation of the European Computer Driving Licence (ECDL) as used by AEGON UK Services. Brief Description The ECDL was launched to develop the skills of European citizens and to enable them to become proficient in PC skills. The use of ECDL within AEGON UK Services was designed to provide staff with the skills necessary to deal effectively with the Common Operating Environment (COE), in effect Microsoft Office 2000.

Sample Media Interview Q&a Essay Example for Free

Sample Media Interview Qa Essay Sample Media Interview QA Internal Question Answer (QA) documents are often developed to prepare media spokespersons for interviews and include tougher questions than FAQs. Internal QAs also include areas of vulnerability (e. g. who is to blame and could the medical response have been quicker? ) Use the sample QAs below as a guide to create your own during a crisis event. Q: What happened? (Examples: How many people were injured or killed? How much property damage occurred? ) A: At approximately XX:XX, an incident was reported at (location). The details at this point are unknown, however we are working very closely with local emergency response agencies to ensure that the safety of the surrounding community remains the number one priority. Q: Was this a terrorist incident? A: An investigation is taking place and we will update you with details from that investigation as we receive them. Right now, however, our greatest concern is for the welfare of the victims and their families. Q: When did it happen? A: Early reports indicate that the incident happened at approximately XX:XX. Q: Who is to blame? A: The details at this point are unknown. An investigation is taking place and we will update you with details from that investigation as we receive them. Right now, our main focus is on rescue efforts and on the well-being of the victims and their families. Q: Has this ever happened before? A: I will be happy to research that and get back to you, right now we are focused on the incident at hand, and on making sure that members of the surrounding community are safe. Q: Who was involved? A: In order to protect the privacy of those involved, we are withholding the release of victims’ names pending notification of family members. Q: Why did it happen? What was the cause? A: Those details will be investigated. Right now our primary concern is for the welfare of the victims and their families. Q: Will there be inconvenience to the public? A: That information will become available once the damage is assessed by local emergency response agencies. If we gather future information, we will be sure to pass it along. Q: When will we find out more? A: Our company, along with our local emergency response agencies, will be providing updates throughout the day. We encourage you to check our website at www. xxxxxx. com for up-to-the-minute information.

Historical Research Methods: Strengths and Weaknesses

Historical Research Methods: Strengths and Weaknesses What are the strengths and limitations of using biography, autobiography and oral history as historical sources? The combination of autobiography, biography and oral history is enrichment to the study of history through placing an emphasis on the role that personalities and individuals have in historical events.   They form important sources for historical study both primary and secondary. It has been claimed that the relative merits of biography and oral history, although intrinsically flawed, are an essential element in the writing and study of history. Oral history as a source can conceivably be controversial because it could be perceived as unreliable and mercurial.   Memory and the passage of time can intentionally or unintentionally, distort or omit details; seeming spontaneity in response can be over-elaborate or exaggerate an individuals contribution; oral dialogue can personalise events and confirm them but a personal perspective could also diminish and simplify the same events.   Interviews, despite possible lack of detail, lapses of memory and tricks of the imagination, give ac cess to a valuable historical source which could create a lost world. History is not just an evaluation of causes and consequences; it is also a study of human nature.   Autobiography, biography and oral history can give illustration and colour to what could be perceived as a dry and dusty subject.   They can add personal insight into an event and because of this they can also be unreliable.   They can modify or distort the truth according to the authors motives for writing the piece or agreeing to the interview. It could be argued that history is a record of human progress, achievements and endeavours so without the contribution of personalised accounts whether through oral recordings, biography or autobiography, the study and analysis of history would be a one-dimensional digest of facts.   History without some personal focus would be tedious and unbalanced; personal records prompt deeper historical reflection and research. Biography It is hard for the biographer, for instance, to rise above his own preconceptions and be truly objective. Biographies should be used as sources but it always should be borne in mind that they are often subjectively and not always objectively written. The one of the strengths of using biographies are that there is a direct focus on an event and the biographer might give an event more depth and detail than a general history book would and perhaps give it a human slant. Biographers can be biased, they are sometimes said to fall in love with their subjects. Whilst this maybe an exaggeration there is some truth in the fact that it is hard to be objective about a subject that the writer has analysed in depth and feels they understand.   Biographers are selective through necessity as no biography can ever be a full unvarnished story of a life.   In this selection the biographer has to make a decision as to whether he is judgemental or whether he presents a selection of facts from which his reader can form their own opinion of the subject.   In presenting such a selection, the biographer will be allowing his own views and background colour his choice. It is the attempt to be even-handed with the subject of the biography that can cause controversy as the biographer is accused of rehabilitating historys villains on one hand or denigrating its heroes on the other. Revisionist theories about notorious historical figures can cause outcry and condemnation as was well illustrated by David Irvings biography of Adolf Hitler. Even with all the problems, they still are a good source of information and the reader should always consider other books about the same person if they are unsure of the treatment of the subject matter. The wisest thing to do is to cross reference biographies/history books and use more than one source, in order to get a better and more informed opinion. Autobiography Autobiography can provide unique insights since nobody knows better than the subject about themselves. On the other hand they can be economical with the truth or written to cause sensation; the facts could be skewed because the writer will not doubt be attempting to present himself in the best light. It is also probable that only one point of view of events will be given so the account might not be well-balanced. That being said, autobiography is a good first source of information.

Themewriting is Writing Itself :: Writing Education Essays

Themewriting is Writing Itself In deciding as to what I would write my paper on, I ran through the various topics that were discussed in class. Being that the paper topics were left to our discretion, gave me a feeling of confusion and frustration. I have always been used to the typical format done by the majority of teachers in assigning exactly what we were supposed to write about, but this time "I" was in charge. Then it hit me. Why not write about the implantation of teaching students to write themewriting and the affect it has had on the skill of writing in general. What I believe about writing is that, writing has lost its' aesthetics and has become an art practiced by authors and not a skill practiced by the general public. I can recall countless assignments in which a writing assignment gave me great difficulty because I couldn't adapt to the general style practiced by my classmates. Plus if I didn't change my style of writing my grade would suffer. So then, I began to write like the populous and as I beca me a better themewriter my creativity and originality suffered. This might sound silly, but I believe that true original writings come out in misspellings and clutter. Only upon revision and a moment to really slow down, does the writer have a chance to look over what he/she has written. Thus making it good writing. I can honestly say that except for one teacher in my years of writing have I ever learned a damn thing about writing. His name was Mr. Youngberg and he taught creative writing. I loved his class. I was a chance for me to just write and not worry about adapting other writers styles. He did not tell his students what to write about nor did he refer to other books or poems that have been written. The thing that he did was spark our creative side and help us to find ourselves in what we wrote. Heck, we even did meditation exercises that when the music stopped we would be expected to write about something. Not anything in particular, just whatever we thought of while we were relaxing. Because of the appreciation for writing that I gain fro m his class it hard, at first, to write themewriting. I felt like I was just spitting out the same old shit that I have learned or heard in other classes, but this time I was just changing the title.

Physical Therapy :: Cheathouse Essays

Physical Therapy â€Å"Where am I? How did I get here?† is what many stroke patients say after recovering from an acute or severe stroke. A stroke is also known as a cerebrovascular accident, a life-threatening event where the brain is deprived of adequate oxygen. A physical therapist’s duty is to provide assistance and education that will help patients rehabilitate and return to a normal routine. As of today, there is a new treatment called treadmill training with partial body weight support that facilitates recovery of a patient’s ability to walk sooner after a surgery. Is the expense for treadmill training with partial body weight support which includes expensive equipment and constant physical therapy supervision worth it if it decrease the amount of time it takes a person to get better? Is it ultimately more efficient than traditional physical therapy? My argument will state that treadmill training with partial body weight support is worth the expense and provides better tec hniques than traditional physical therapy. After a stroke, patients are usually referred to physical therapy to begin the recovery process. There are many types of physiotherapy treatments for different types of strokes and injuries. The two kinds of strokes are ischemic stroke which occurs when the blood supply to the brain is interrupted by blood clots. The blood clots are caused when the arteries harden and a cluster forms which then limits blood and oxygen supply to the brain. The second kind of stroke is a hemorrhagic stroke, which occurs when there is bleeding into or around the brain. If one of the two strokes were ever to occur, getting oxygen and blood to your brain immediately is very important because permanent tissue damage and death could even occur. Physical therapists help not only stroke patients but a large variety of people who have physical limitations. A new treatment approach that is being studied involves â€Å"treadmill training† with partial body weight support. In this approach a physical thera pist patterns the movement of the involved or weak leg while the patient is supported in a sling type apparel while walking on a treadmill. This is a new technique that is showing good results. However, there are no long term studies as of yet. I believe that treadmill training is very beneficial to stroke patients because it helps them regain speed and strength in a short amount of time. Treadmill training is very costly, but increases your chances in walking by about three to four weeks faster than regular physical therapy.